Key Stage 5 Curriculum Guide

Key Stage 5

Introduction: Making a Choice

You are about to embark upon the most exciting stage of your school career. As you approach the end of compulsory education, you will need to be thinking of the subjects you wish to study in Years 12 and 13.

The qualifications we offer lead to university entrance worldwide. The courses are all designed for specialists and are therefore excellent preparation for the rigorous demands of top-class universities around the world. Our students gain admission to many excellent universities, both in the United Kingdom and overseas.

At The British School of Paris we are pleased to be able to offer a large variety of subjects to Advanced level.

We can also offer academic support and extension programmes: General Certificate of Secondary Education subjects in Year 12, the possibility to extend beyond A level competence in French and Spanish and EPQ, the Extended Project Qualification, created to provide an additional challenge and further enhance your knowledge in preparation for the demands of university.

Students progressing into the 6th Form follow a rigorous schedule, and helping you to reach your academic potential is one of our primary aims. Our examination results are excellent and we are very proud of the achievements of our students.

There are many opportunities after GCSE for students at The British School of Paris and we can support every pathway to the next stage in your educational career. The most common choice is the highly academic A level programme. Alternatively, many of our students opt for more creative routes leading to Art, Photography or performance courses in higher education. Additionally, every year a small number of students select a non-university pathway, choosing vocational courses in further education which may be supported by fewer GCSE or A level qualifications.

Early discussions about realistic possibilities are to be encouraged; the school runs a series of events throughout the year to support the process of subject choice.

Students should be aware whilst making decisions for the 6th Form that A level courses are very demanding. As such, A level subjects should ideally be undertaken by students possessing high GCSE grades in related subjects. (High grades at GCSE typically include grades 6 – 9). Prestigious universities expect applicants to have a wide range (a minimum of 5 is recommended) of good passes at GCSE as well as three strong passes (at grade B or above) in their A level subjects. Therefore, we recommend and advise students only to enter our A level programme with a proven track record from previous courses taken.

There is a need to remain realistic when choosing courses at The British School of Paris, as the variety of options which exist in further and higher education can be overwhelming for both students and parents. Please do not hesitate to seek advice from subject specialists or our Head of Futures if you require support and advice.

Please see our ‘Route Map’ to help decision making.

Which factors should you consider in your choice of 6th Form programme?

You should be genuinely interested in the subject you have chosen. Each course will represent a large part of your week. You must be able to enjoy what you are studying. If you have a passion for a particular subject combined with a real desire to extend your learning, success will be an enjoyable challenge.

There are no easy options!

You should know that courses at this level can be remarkably different from GCSE courses in the same subject. Please read carefully the course descriptions in this guide book, written by the various Heads of Departments. Consider not only the syllabus content but the various skills which you will have to develop. Take into account the amount of practical work. Think of the bias in the course towards the mathematical, the scientific or the literary. If you are in doubt of your suitability for any course or you wish to know the entrance requirements for the subject at 6th Form level, please discuss it with the relevant subject teachers at The British School of Paris.

Naturally you must consider choice of career. We hope that most of you will have at least a general idea of the type of career you wish to pursue, although you may not yet have decided upon a particular profession. Consult widely: read the University Application and Careers section in the 6th Form Student Guide. Discuss your thoughts with your parents, the Careers Department, your subject teachers and your tutor.

Also consider additional qualifications: ABRSM Music, LAMDA Public Speaking. The Duke of Edinburgh’s International Award, and be prepared to take advantage of the many cocurricular possibilities on offer here at the BSP in Drama, Music, Sport, Arts, Debating, to name but a few…

If you or your parents would like further information on any aspect of the courses or careers, we will be happy to assist in any way we can.

The Options Procedure

Autumn Term in Year 11

Interviews with external careers consultants.

January/February

For students at The British School of Paris, Year 11 mock examination results are analysed and discussed with tutors, subject teachers and parents.

March

Subject option choices are made. The 6th Form Curriculum Guide outlines courses and students are invited to an Options Evening. Most students will choose three subjects; Option blocks will then be generated for the school timetable. We try to be as flexible as possible to allow needs to be met, however we also know this is not always possible. Difficulties will be discussed at this stage.

May/June

The timetable for Year 12 is completed. Subjects will be confirmed providing there is sufficient demand by students.

August

Receipt of GCSE results from Examination Boards.

The week before start of term

In the light of GCSE results, some students may have to change courses or rethink their educational future. You should be available during this week to discuss any concerns with staff at school.

September 6th Form Induction.

Year 12 courses start. Any subject changes should be completed within the first 4 weeks.

When you and your parents have read through this Curriculum Guide, you should discuss subject choices together and decide on the areas about which you would like further information. You may obtain clarification from a variety of sources: you can ask your subject teachers, your tutor or our Head of Futures.

Also you should talk to students in Years 12 and 13 who are already following the courses in which you are interested. Finally you may come to see any member of staff to discuss your choices.

Mr N Hammond, Headmaster, Head of Senior School

A Level

Parent and student ‘Route Map’ for 6th Form – September 2025

COURSE AIMS:

• To provide a core of three A level grades.

• To allow entry onto a wide range of university courses.

• Additional qualifications such as LAMDA and ABRSM are possible.

• Co-curricular activity participation is encouraged.

COURSE AIMS:

• To provide a core of three A level grades.

• To allow entry onto highly competitive university courses.

• To provide stretch and challenge through additional qualifications.

• Additional qualifications such as LAMDA and ABRSM are possible.

• Co-curricular activity participation is encouraged.

‘TRADITIONAL

A LEVELS’

OUR RECOMMENDED STUDENT PROFILE FOR THIS COURSE COULD INCLUDE:

• Students with more than 5 GCSEs of grade 5 or above.

• Students who have grade 6 or above in relevant GCSEs.

• Students who have a good level of ability across a range of subject

• Areas as recognised through school reports, assessment grades and external examination grades.

‘3 A LEVELS PLUS’

OUR RECOMMENDED STUDENT PROFILE FOR THIS COURSE COULD INCLUDE:

• Students who are ‘6th Form Scholars’.

• Students who speak English and French at a very high level.

• Students who have a high track record, with grade 6 or above in relevant GCSEs.

• Students who have very high ability across a range of subject areas as recognised through school reports, assessment grades and external examination grades.

COURSE CONTENT:

• Our ‘Traditional’ 3 A level package.

• An own language A level can be added, if relevant.

• Enrichment.

COURSE CONTENT:

• Our ‘Traditional’ 3 A level package.

• French Special Objectives course or Further Mathematics or EPQ can be added.

• An own language A level can be added, if possible.

• Enrichment.

COURSE AIMS:

• To provide a core of 2 A level grades and additional GCSEs if necessary.

• To allow entry onto a narrower range of degree courses or Foundation Year Entry degree courses or vocational courses.

• Additional qualifications such as LAMDA and ABRSM are possible.

• Co-curricular activity participation is encouraged.

‘2

A LEVELS PLUS’

OUR RECOMMENDED STUDENT PROFILE FOR THIS COURSE COULD INCLUDE:

• Students who have equal to or fewer than 5 GCSEs at grade 5 or above.

• Students who have grade 5 or above in relevant GCSEs.

• Students who have demonstrated good ability in some subject areas as recognised through school reports, assessment grades and external examination grades.

COURSE CONTENT:

• 2 A level courses.

• An own language A level can be added, if possible.

• GCSE courses can be added, where possible.

• Academic support can be generally added, where possible.

• Enrichment.

Why choose A levels?

The principal advantage of A levels is the freedom of choice that they offer. Most pupils study three A level subjects and there are no specific requirements regarding the subjects a pupil should study.

The A level programme allows pupils considerable freedom to specialise in the subjects that really interest them, and which are more closely related to the courses that they might aspire to study at university. Certain subject combinations, such as Maths + Further Maths + Science, are also more easily achieved through an A level programme; A levels also allow for the study of all three Sciences. For pupils who aren’t quite so sure about their future plans, A levels still give them the option of maintaining a breadth of subjects, such as studying a Humanities subject, combined with Maths, a Science or a Language.

A levels are rigorous academic qualifications and they allow pupils to develop a depth of subject knowledge that is not found in other 16+ qualifications. A levels are recognised by universities all over the world, including those in Europe, North America, Africa, Hong Kong, Australia, and New Zealand. However, a frequent misconception is that A levels are somehow perceived as a ‘weaker’ qualification by some universities, particularly in America. This is not true.

The US-UK Fulbright Commission publishes a table on their website to help potential applicants average their A level qualifications into a grade point average (GPA). From that table, it can be clearly seen that an A* grade at A level is the equivalent of a 4.0 GPA scale, which is the highest point on the scale.

Many people compare A levels with the International Baccalaureate diploma programme. They are different qualifications that make different demands on pupils. A typical university requirement to study a competitive subject such as Medicine, Engineering or Law A might be A*, A, A (at A level), compared to a combined total of 40 points for a pupil studying the IB. It can be debated as to which pupil, if any, has the advantage. This would require the IB pupil to get at least a 6 in most of their subjects. The pupil who is specialising in three A level subjects, particularly ones that interest them, will be at an advantage. Despite studying six subjects in the IB, you’ll only take three at higher level and the other three at standard level. For university courses that require specific subjects at A level or equivalent, IB pupils typically need to take these subjects at higher level rather than standard level. So, whether you take the IB or A levels, you’ll typically only have three subjects that will help you meet specific entry requirements.

A level study takes less time in the classroom than IB study. As such, A level is far closer to the university experience that pupils are preparing for. It allows for the pursuit of excellence in other areas for high level music or sport, for instance. As well as time in the classroom, you have directed study time and the opportunity to read and research your subject extensively. At the BSP we offer additional opportunities to broaden the 6th Form experience through service opportunities, co-curricular activities, and leadership roles. The BSP also offers the Extended Project Qualification which can be taken alongside taught courses.

A levels have taken BSP pupils to top educational institutions across the world and here in France. They inspire a life-long love of subject, they enable pupils to develop great study habits and they remain the most in-depth 16+ qualification in the world today.

Art and Design: Fine Art

The Fine Art course allows you to consider and reflect on your place in the world. Students choosing Fine Art will learn how to develop visual language in order to communicate ideas, and build up skills using both traditional and new media. Students have the opportunity to enforce their skills through day trips and workshops.

The Morisot building houses the Art department. Those choosing to study Fine Art have the privilege of working in a dedicated 6th Form Art studio, with beautiful views out across the Seine. Students will be able to make use of a full range of traditional resources and materials, including printmaking facilities and a kiln, as well as having access to a dedicated Art library containing Mac computers and digital photography equipment.

What do I need to know or be able to do before taking this course?

The best foundation for success in A level Art is a good grade at GCSE, preferably a 5 or above. A successful A level Art student is one who is curious and passionate about the world around them, and who is self-motivated.

You should have an understanding of the formal elements of art – colour, tone, form, etc., and also some understanding of the place of art, craft and design in the world – its history and its purpose. Above all, you should have an interest in creating and understanding art and the determination to develop that interest.

What skills will I acquire if I choose to study Fine Art?

You will build up a wide range of technical skills using both traditional and new media, including:

• Painting & Drawing

• Sculpture & Ceramics

• Printmaking

• Lens-based image making

You will also develop transferable skills, which will be essential to whatever higher education or career path you choose. These include:

• Researching and writing a sustained personal study, with referencing and bibliography

• Solving practical problems and finding creative solutions, adaptability

• Critical thinking, analysing, synthesising and reasoning skills

• Understanding different cultural and historical contexts

• Self-management and self-development

What equipment will I need?

The Art department will provide you with all the materials you will need to work during lessons and in your study periods. It will be necessary, however, to have a good set of each of the following in order to be able to work at home:

• Blendable coloured pencils

• Drawing pencils (2H-6B)

• Artist quality acrylic paints

• A range of brushes

• Watercolour paints

What does the course involve?

The A level course is broken down into two components.

COMPONENT 1: THE PERSONAL INVESTIGATION

This incorporates three major elements: supporting studies, practical work, and a personal study. It is worth 60% of the final grade, and is submitted in January of the second year of the course.

• Supporting studies and practical work will comprise a portfolio of development work and outcomes based on themes and ideas developed from personal starting points.

• The personal study will be evidenced through critical written communication showing contextual research and understanding in a minimum 1000 words of continuous prose, which may contain integrated images. The personal study comprises 12% of the total qualification.

COMPONENT 2: THE EXTERNALLY SET ASSIGNMENT

This incorporates two major elements: preparatory studies and the 15–hour period of sustained focus. It is worth 40% of the final grade, and represents the culmination of the A level course.

Preparatory studies will comprise a portfolio of practical and written development work based on the Externally Set Assignment.

• During the 15–hour period of sustained focus under examination conditions, students will produce final outcome(s) extending from their preparatory studies in response to the Externally Set Assignment.

• The Externally Set Assignment is released on 1 February and contains a theme and suggested starting points.

• Students have from 1 February until the commencement of the final 15–hour period of sustained focus to develop preparatory studies.

Can I work outside lesson times?

The 6th Form studio and Art library are dedicated spaces for students to come and work in their study periods and outside lesson times. You will be expected to spend sufficient time working independently on your coursework and exam projects if you wish to succeed in Art. These sessions allow students to share ideas, experiment with new techniques, as well as receiving feedback from teachers in a more informal environment.

What trips and visits will be on offer?

It is essential to experience artworks first-hand in order to inform your project work and research. Day trips into Paris and workshops will be on offer to students taking this course. Students benefit enormously from the inspiring encounters with a rich array of art and architecture to inform their project work, as well as having a lot of fun!

How will my work be assessed?

All work is internally marked by your teachers. You will receive regular written and verbal feedback on your progress against the assessment objectives. At the end of the course, you will organise and mount an exhibition of your work, which will be advertised to students, parents and the local community. The external moderator will see a digital portfolio of your work and will have the final decision on your overall grade.

What could I go on to do at the end of my course?

There are many careers in art, craft and design. Most of these require further study at an art school, college or university. If you are unsure about whether to make a career of the subject, the best thing to do is to speak to your Art teacher who will know about the courses on offer.

At present most students wishing to take Art, Craft or Design will go on to do a one-year ‘Foundation’ course at an Art college or college of further education before applying to degree courses in more specialist areas of Art and Design.

You may wish to do an art A level for its own sake, perhaps to form the basis of a future interest or as part of a range of other subjects. Or you might wish to go into a job where it is useful to have had experience of art, craft and design, or where you will need to use some of the skills developed during this course. These might include careers in such fields as advertising, marketing, design, architecture, publishing and media. The study of Art can also help you develop your creativity and other transferable skills valued by employers in any career sector.

Biology

Teaching in this subject aims to combine content with context-based approaches giving you the opportunity to develop skills in practical work, data and textual analysis and biological ethics. Our hope is to nurture your ability to reach informed, scientific conclusions in an ever-evolving subject area.

What do I need to know or be able to do, before taking this course?

The A level qualification builds upon the knowledge, understanding and practical skills that are taught at GCSE. For the best chance of success in this subject area we normally look for candidates who have achieved a Grade 6 or better in GCSE Combined Science Trilogy or GCSE Biology (or equivalent) and, due to the mathematical challenges of the course, a Grade 6 in GCSE Mathematics is also preferable.

What

will I learn on this A level course?

In Biology you will develop practical skills through planning experiments, collecting and analysing data, and hands-on experience of essential scientific techniques. You will also learn how scientific models are developed and how to evaluate the implications of scientific innovations for society.

Course layout:

As an A level biologist you will study content that includes biochemistry, cell biology, immunology, ecology and the physiology of various different organisms. Year 12 sees students gain the basics in cellular biology, transport systems in plants and animals and an understanding of how organisms and their environment are interdependent and interrelated. You will also study some basic aspects of inheritance and population ecology. In the second year the intensity of learning is increased and will include energy transfer in ecosystems, molecular understanding of photosynthesis and respiration, the control of gene expression, statistics in ecology and the finer points of the nervous, endocrine and musculoskeletal systems.

Assessment

A level Biology is offered as a two-year course and will be assessed in the summer of the second year of study. Assessment takes the form of three, two- hour examination papers. Paper 1 focusses on Year 12 learning, paper 2 on Year 13 learning and paper 3 examines content from both years. The practical content of the course is assessed within these written examinations. If students successfully demonstrate a range of required competencies in the laboratory over the two years, they will attain a practical endorsement in addition to their Biology A level results.

Clubs

The Biology Department holds a discussion group once a week, during lunchtime, for A level biologists. Students take turns to research, present and lead a debate on current ethical issues in Science and Medicine. The audience is encouraged to give opinions supported by their reasons.

What could I go on to do at the end of my course?

Biology is a valued subject in many areas. Here are some of the many university degree courses that require or highly recommend, having an A level qualification in Biology: Medicine, Midwifery, Veterinary Science, Genetics, Dentistry, Environmental Science, Biochemistry, Marine Biology, Nursing, Pharmacy, Neuroscience, Biomedical Science, Teaching, Physiotherapy, Speech Therapy, Sports Science, Agricultural Science, Dietetics and Nutrition.

The following are the courses and destinations of some of our students in recent years.

Imperial College London (Medicine), King’s College London (Biomedical Science), University of Manchester (Neuroscience), University of Southampton (Medicine), University of Glasgow (Marine Biology), University of Sheffield (Dentistry), University of Newcastle (Medicine), University of Nottingham (Medical Physiology and Therapeutics).

Business Economics

Are Economics and Business similar?

The two courses share some common content and are assessed in similar ways. However, there is a marked difference in their focus. The Business course looks at individual firms, their strategies, how they are set up and their actions e.g. marketing, human resources and operations. We study among other things, leadership, motivation, finance and business law.

Economics is a social science. It does not look at individual firms but instead looks at the environment businesses operate in. Above all else Economics is about markets - both how they should work and solutions to fixing them when they go wrong. Topical examples include, the potential economic impacts of Artificial Intelligence, UBI, trade wars, Brexit, regulation of cycle helmets, and funding the BBC. It encourages you to look at things in a different way, for instance how would an economist assess “marriage”? Please visit the school’s social media pages to see some of the lessons and activities that we have delivered in Economics and Business.

Business, Economics or both?

You can choose both courses providing there is no clash in the option blocks. However, our advice would be that if you are applying for a university place then you must have a wide range of subjects, so it would be inadvisable to choose both (the perception amongst employers is that they are similar). Both courses are very popular both at the BSP and amongst British schools. In 2023 Economics gained a place in the top 10 UK A level examination entries, joining Business on this list.

Assessment - both subjects are assessed in very similar ways.

ALL PAPERS ARE 2 HOURS LONG PAPER 1 PAPER 2

Unit 2 and 3

BUSINESS

ECONOMICS

Unit 1 and 4

Market, people, global business

Data response questions

Essay questions

Microeconomics

Short answer and MCQs, Data response and essays

Activities, decisions and strategies

Data response questions

Essay questions

Macroeconomics

Short answer and MCQs, Data response and essays

Answers to Frequently Asked Questions

Do I need to be good at

Mathematics for either subject?

Whilst it is very useful to study A level Mathematics (the stats components go very well with Economics) it is not a necessity unless you are planning to study Economics at University. The mathematics involved in the A level is quite straightforward - percentage change, trends in graphs, index numbers for example. However, we would recommend a minimum of a GCSE grade 6 to be comfortable with the diagrammatical analysis required on the Economics A level course.

Business has large sections of the content requiring mathematical ability, particularly the accounting and finance modules. The ability to manipulate data is a key skill in ensuring an A*-B. A grade 5 or above at GCSE Mathematics is advisable.

What about English?

The ability to create coherent arguments in an extended piece of writing is a must. If you do not like writing essays, then neither of these courses is a suitable choice for you.

Economics

is

a new subject

– how do I know I will like it?

If you enjoy politics (particularly the 1970s onwards), human geography, discussions on how the world operates (or should operate) then this may be the subject for you, and it will certainly complement many others you have chosen, being the perfect bridge between the Sciences and Humanities.

Do I have to have studied Business at GCSE to study the subject at A level?

No. The course assumes no prior knowledge and we start from scratch.

What

key

life skills will I develop?

• The ability to analyse quantitative and qualitative data

• How to think critically

• How to communicate results concisely

• Interpersonal skills through presentations

• Greater understanding of political decisions

What does the department do outside of the classroom?

The last few years have seen us:

• Have entrepreneurs/economists come in to speak to our students about their careers.

• Compete in a variety of stretch and challenge essay competition such as Underground Minds and that of Durham University Economics Society where two of our students’ essays were commended.

Did you know?

• Economics achieved the second highest increase in earnings from a degree after Medicine for women and tops the list for male students (source https://www.bbc.com/news/education-46345527). Business is in the top four for both genders.

• The highest earning degree in the UK was Economics at Bristol.

Chemistry

With small class sizes, students benefit from individual attention and support. Practical skills are learned through frequent experiments, both in pair work and individually. Students are encouraged to develop a caring and responsible attitude towards handling and disposing of chemicals safely.

Background reading, discussion on chemical issues in the news, and researching Chemistry-related websites complement classroom experience.

This course will give you the skills and understanding to make decisions about the way Chemistry affects your everyday life by applying concepts to contemporary areas of Chemistry including:

• Climate change

• Green chemistry

• Pharmaceuticals

• Chemistry research

In addition, an A level in Chemistry allows you to develop a range of generic skills requested by both employers and universities. For instance, a successful A level Chemist will be an effective problem-solver and be able to communicate efficiently both orally and with the written word. Handling data will be a key part of your work, allowing you to demonstrate information retrieval skills as well as use of numeracy and Computer Science. You will build up a range of practical skills that require creativity and accuracy as well as developing a firm understanding of health and safety issues.

As Chemistry is a subject in which much learning stems from experimental work it is likely that you will need to work effectively as part of a group, developing team participation and leadership skills. As you become more skilled you will take responsibility for selecting appropriate qualitative and quantitative methods, recording your observations and findings accurately and precisely as well as critically analysing and evaluating the methodology, results and impact of your own and others’ experimental and investigative activities.

What do I need to know or be able to do before taking this course?

This qualification builds on the knowledge, understanding and process skills inherent in GCSE.

It is expected that you will have achieved a GCSE Grade 6 in Chemistry or Grades 6-6 in Combined Science; and because there is a high mathematical content you will have achieved a GCSE Grade 6 in Mathematics. The qualification integrates theory and relevant practical work, which are developed at different levels throughout the course. You will need to be able to communicate effectively, research and think critically about chemical problems.

What will I learn on the A level course?

Edexcel A level Chemistry gives you the opportunity to study a core of key concepts in greater detail. Many of the ideas first covered at GCSE will be revisited but with a greater emphasis on explaining rather than simply describing the behaviour of substances. While studying A level Chemistry you will develop practical skills that include making observations, collecting data, analysing experimental results and formulating conclusions. You will also gain an appreciation of how scientific models are developed and evolve, the applications and implications of science, the benefits and risks that science brings and the ways in which society uses science to make decisions.

A level Chemistry is suitable if you:

• Have an interest in, and enjoy Chemistry

• Want to find out about how things work in the real world

• Enjoy applying your mind to solving problems, including mathematical ones

• Want to use chemistry to progress onto further studies in Higher Education or support other qualifications or enter chemistry-based employment

What examinations will I have to take to get my qualification?

The Edexcel Advanced level in Chemistry consists of three externally examined papers and the Science Practical. This is a two-year course.

PAPER 1: ADVANCED INORGANIC AND PHYSICAL CHEMISTRY (30% OF THE TOTAL QUALIFICATION)

This paper will examine the following topics:

• Topic 1: Atomic structure and the Periodic Table

• Topic 2: Bonding and Structure

• Topic 3: Redox I

• Topic 4: Inorganic Chemistry and the Periodic Table

• Topic 5: Formulae, Equations and Amounts of Substance

• Topic 8: Energetics I

• Topic 10: Equilibrium I

• Topic 11: Equilibrium II

• Topic 12: Acid-base Equilibria

• Topic 13: Energetics II

• Topic 14: Redox II

• Topic 15: Transition Metals

PAPER 2: ADVANCED ORGANIC AND PHYSICAL CHEMISTRY (30% OF THE TOTAL QUALIFICATION)

This paper will examine the following topics:

• Topic 2: Bonding and Structure

• Topic 3: Redox I

• Topic 5: Formulae, Equations and Amounts of Substance

• Topic 6: Organic Chemistry I

• Topic 7: Modern Analytical Techniques I

• Topic 9: Kinetics I

• Topic 16: Kinetics II

• Topic 17: Organic Chemistry II

• Topic 18: Organic Chemistry III

• Topic 19: Modern Analytical Techniques II Overview of assessment of Paper 1 and 2

• Assessment is 1 hour 45 minutes

• The paper consists of 90 marks

• The paper may include multiple-choice, short open, openresponse, calculations and extended writing questions

PAPER 3: GENERAL AND PRACTICAL PRINCIPLES IN CHEMISTRY (40% OF THE TOTAL QUALIFICATION)

• Questions in this paper may draw on any of the topics in this specification

• The paper will include synoptic questions that may draw on two or more different topics listed

• The paper will include questions that assess conceptual and theoretical understanding of experimental methods (indirect practical skills) that will draw on students’ experiences of the core practicals

OVERVIEW OF ASSESSMENT OF PAPER 3

• Assessment is 2 hours 30 minutes

• The paper consists of 120 marks

• The paper may include multiple-choice, short open, openresponse, calculations and extended writing questions

• Some questions will assess conceptual and theoretical understanding of experimental methods

Science Practical

This qualification will give students opportunities to use relevant apparatus and techniques to develop and demonstrate specific practical skills. These skills must be assessed through a minimum of 12 identified practical activities within each qualification - done during the course. The assessment outcomes will be reported separately on students’ certificates as either ‘pass’ or ‘fail’. To achieve a pass, students must demonstrate that they are competent in all of the practicals.

What could I go on to do at the end of my course?

• A degree course in Chemistry, Environmental Science, Medicine, Dentistry and Pharmacology, Nursing. These are a small selection of courses with direct links. UCAS handbooks will give you further guidance

• A Higher National programme in Applied Chemistry and related programmes, such as Sport Studies, Beauty Therapy, Applied Biology, Engineering, Agriculture, Animal Management, Countryside Management, Environmental Science, Equine Management or Horticulture

• Employment in the area of Pharmacy or Biotechnology.

• In recent years A level Chemistry students have gone on to study:

Veterinary Science and Medicine (various UK universities, including Oxford Cambridge, Durham), Medicine (Trinity College, Ireland), Biological Sciences (Imperial College London, UK), Biomedical Science (King’s College London, UK), Mechanical Engineering (University of Bristol, UK), Chemistry (McGill University, Montreal, Canada), Electrical and Electronic Engineering (University of Manchester, UK), Electrical & Electronic Engineering (Ecole Polytechnique, Paris, France), Nursing (Sheffield Hallam University, UK), Psychology with Criminology (University of Sussex, UK), Aeronautical Engineering (University of Bath, UK).

Computer Science

How we use computers and computer programs has defined the world we live in. Computer scientists connect abstract ideas by creating the products we use every day.

Computer Science has consistently been one of the fastest-growing A level subjects in the UK for a good while now and with good reason as computers and their related software now form the backbone of nearly every sector.

In 2024 it was the third most popular choice of university degree in the UK according to UCAS.

How is the subject assessed?

ON-SCREEN EXAM

• 2 hours 30 minutes

• 40% of the A level

• tests a student’s ability to program, as well as their theoretical knowledge.

WRITTEN EXAM

• 2 hours 30 minutes

• 40% of the A level – the theory element

• tests a student’s theoretical knowledge.

NON-EXAMINED ASSESSMENT

• 75 marks

• 20% of the A level

• assesses a student’s ability to use the knowledge and skills gained through the course to solve or investigate a practical problem, following a systematic approach to problem solving, such as (but not limited to):

• investigation of a well-known problem such as the game of life

• a solution to a data processing problem for an organisation, such as membership systems

• the solution of an optimisation problem, such as production of a rota, shortest-path problems or route finding

• a computer game

• an application of artificial intelligence

• a control system, operated using a device such as an Arduino board

• a website with dynamic content, driven by a database back-end

• an app for a mobile phone or tablet

• an investigation into an area of computing, such as rendering a three-dimensional world on screen

• investigating an area of data science using, for example, Twitter feed data or online public data sets

• investigating machine learning algorithms

Students will have access to school computers during lesson time. However, we expect them to have a keyboard-enabled device at home for coding assignments, revision, and the NEA project.

Subject Content Areas

Please visit this website to learn more : https://www.aqa.org.uk/subjects/computer-science/a-level/computer-science-7517/specification/subject-content

Entry requirements

• The course relies heavily on the ability to think abstractly. Therefore, a good GCSE grade in Mathematics, 6 or above, is necessary to have a good foundation for success in the course.

• Even though having Computer Science as one of your GCSEs is not a requirement, students who did have it and got a grade 6 or above will find the course far less challenging.

• Students who have not had Computer Science as a GCSE subject will need to provide evidence of programming skills commensurate with a grade 6 or above at GCSE.

Did you know?

• The numbers sitting A level Computer Science have now been steadily increasing for the fifth year in a row and quite significantly: 11%, 10%, 17.6%, 14.5% and 7% respectively. This represents an increase of nearly 76% from 2019 to 2024.

• Every other year the Computer Science department organises an optional school trip to Bletchley Park to learn about encryption and codebreaking, both of which are in the syllabus, as well as about the historical development of computers in general and about AI in particular. The next trip is scheduled for the academic year 2026-2027.

Design and Technology: Product Design – Architecture / Fashion & Textiles / Product Design

What will I gain from taking this course?

This is an exciting course emphasising two key considerations for designers.

The first is to equip students with design skills for the future You will be able to recognise design needs and develop an understanding of how current global issues, including integrating technology, impacts on today’s world.

The second is to encourage creativity and innovation. You will develop the confidence to innovate and produce creative design solutions as you develop your own design brief with a client/end user.

The Design and Technology work areas at The British School of Paris are well equipped and offer a stimulating environment for the delivery of a demanding and rewarding course. Students work both as individuals and as members of a team, mirroring the working practices of dynamic and creative companies. Our location here in Paris makes it possible to take advantage of the many design centres, galleries, and local places of interest to both support and enrich classroom activities. There have also been day trips – locally to monuments such as Villa Savoye - and a residential trip further afield to Antwerp to contextualize the learning undertaken in lessons.

What do I need to know, or be able to do, before taking this course?

It is usual, though not essential, for students embarking on this course to have achieved at least a Grade 4 following the study of Design and Technology at GCSE level. A successful student will not only have a passion for design in general, one that extends beyond a superficial delight in beautiful things, but will be eager to grapple with the deeper questioning of why products are made as they are. An interest in learning about industrial and commercial processes and practices is critical. The ability to communicate visually using sketches is also of great importance.

Computer Science skills are essential as a significant amount of the work will be presented using design software, such as; SketchUp, Adobe Photoshop and Illustrator, Autodesk Fusion 360, and MS PowerPoint.

Part of the recent new subject specification changes involves the introduction of more Mathematic and Scientific principles. These are core principles alike to GCSE Higher level Mathematics and are integrated to support students in becoming better designers.

Students have access to a wide range of equipment and software both during and after school but would benefit from owning the following, especially for continuing work at home.

• Set of quality colouring pencils and drawing pencils.

• Black fine liner pens.

• Rendering pens.

• Home computer with internet access.

• Scientific calculator.

• SketchUp.

• Adobe Photoshop and Illustrator.

• MS PowerPoint.

What will I learn on this full 2 year A level course?

Component 1: 50% of qualification from a 2.5 hour written examination

Students will learn the theory elements of the course on an ongoing basis throughout Years 12 and 13. There will be a mock examination in the summer of Year 12 based on the elements they have covered up to that time. The 12 elements comprise:

1. Materials.

2. Performance characteristics of materials.

3. Processes and techniques.

4. Digital technologies.

5. Factors influencing the development of products.

6. Effects of technological developments.

7. Potential hazards and risk assessments.

8. Features of manufacturing industries.

9. Designing for maintenance and the cleaner environment.

10. Current legislation.

11. Information handling, modelling and forward planning.

12. Further processes and techniques.

COMPONENT 2: 50% OF QUALIFICATION FROM AN INDEPENDENT DESIGN AND MAKE PROJECT (ARCHITECTURE, FASHION & TEXTILES, PRODUCT DESIGN)

Students will spend Year 12 developing the skills they need for their final project by completing focused tasks and small design, make and evaluate projects based around their chosen focus area of either; architecture, fashion and textiles, or product design.

Towards the end of Year 12, and throughout Year 13, students will produce a substantial design, make and evaluate project which consists of a portfolio and a prototype.

There are four parts to the assessment covering the identification of a design problem, developing the design, making the prototype and evaluating both the design and the final prototype.

What could I go on to do at the end of my course?

Design and Technology at A level could be either a complementary subject to Mathematics, Physics, Chemistry, Business Studies, Art and Design; or a contrasting subject with English, History, Geography and Modern Languages.

Design & Technology pupils often leave school to continue their studies in Architecture and regularly gain entry into some of the very best UK university courses, such as Bath University and University College London.

Dependent upon the combination, chosen subjects that A level students of Design and Technology have gone on to study at Degree level have included:

• Animation

• Architecture

• Art / Design

• Automotive Design

• Business Studies & Economics

• Computer Aided Design

• Engineering

• Fashion Design

• Furniture Design

• Graphic Design

• Industrial Design

• Interior Architecture

• Manufacturing Industries

• Marketing

• Mechatronics

• Product Design

• Prosthetics & Orthotics

• Set and Theatre Design

• Special Effects

• Sustainable Development

Drama and Theatre Studies

This is an exciting course for everyone who has a serious interest in acting, studying plays and practitioners and evaluating live performances. Drama and Theatre Studies would be suitable for most arts/humanities courses as well as giving useful ‘breadth’ to a scientific path. Drama and Theatre is a fully-fledged and academically rigorous A level accepted by all universities including Oxbridge, as they appreciate the breadth that the subject gives. Standards are very high and you will have to be motivated to meet the challenges ahead.

What do I need to know, or be able to do, before taking this course?

It is useful to have taken Drama at GCSE level but not essential. It is important that you are interested in gaining a greater understanding of how theatre and plays work, and that you are keen to be involved with performances.

What

will

I study on this A level course?

The course demands practical, creative and communication skills in almost equal measure; you will extend your ability to create drama and theatre as a performer. You will also be required to write about drama and to develop your powers of analysis to become an informed critic. The course will involve taking part in drama productions, as well as studying plays and playwrights.

You need to be curious about issues and ideas and have a creative instinct for communicating your views through drama. You should also be interested in going to the theatre to see plays performed by different theatre companies. This should extend your knowledge, skills and understanding enabling you to apply it to your own work.

In devising theatre, you alternate between the roles of playwright, performer, designer, and director, and apply your knowledge of different theatre forms and structures to the creation of your own work.

In performing theatre, students are required to apply their knowledge, skills and understanding within the structure of a director’s interpretation of a play, and to operate at a highly intellectual level as well as at a highly skilled practical level. The aim of the A level is to enable you to operate more autonomously and with confidence within a drama and theatre context.

In the role of director, students are individual thinkers determining their own interpretation of a play. As informed members of the audience, you are making independent judgments in their analysis of the way

other directors, designers and performers have applied their craft to the production of a play.

What examinations will I have to take to get my qualification?

The A level is assessed through a combination of two approaches, these have been defined by Ofqual as:

Examined Assessment (EA):

through written examination, which must be externally assessed;

Non-examined Assessment (NEA):

through coursework assessment, either written or practical, which may be externally or internally assessed and must be externally moderated.

The A level must enable students of Drama and Theatre to:

• develop and apply an informed, analytical framework for making, performing, interpreting, and understanding drama and theatre.

• understand the place of relevant theoretical research in informing the processes and practices involved in creating theatre and the place of practical exploration in informing theoretical knowledge of drama and theatre.

• develop an understanding and appreciation of how the social, cultural and historical contexts of performance texts have influenced the development of drama and theatre

• investigate the practices used in TwentyFirst Century theatre making

• experience a range of opportunities to create theatre, both published text-based and devised work

Students must develop a practical and theoretical knowledge and understanding of:

• the theatrical processes and practices involved in interpreting and performing theatre

• how conventions, forms and techniques are used in drama and live theatre to create meaning

• how creative and artistic choices influence how meaning is communicated to an audience

• how performance texts are constructed to be performed, conveying meaning through language

• how performance texts are informed by their social, cultural and historical contexts, and are interpreted and performed for an audience.

The A level in Drama and Theatre must cover the following skills:

Drawing on the knowledge and understanding GCE specifications in Drama and Theatre must require students to acquire, develop and apply skills in:

• using the working methodologies of two influential practitioners (individuals or companies) in their own work

• using theatrical techniques to create meaning in a live theatre context as theatre makers

• realising artistic intention as a theatre maker

• applying research to inform practical work to achieve clear dramatic and theatrical intentions

• analysing and evaluating the process of creating their own live theatre and the effectiveness of the outcome

• interpreting, analysing and evaluating live theatre performance by others.

• At A level, specifications must allow students to demonstrate greater depth of study and to apply an understanding of:

• the connections between theory and practice in a range of periods, theatrical styles, social, historical and cultural contexts

• how relevant research, independent thought and analysis of live theatre informs decision making in their own practical work

• the ways in which theatre makers collaborate to create theatre.

A level GCE Drama and Theatre specification overview

The A level Drama and Theatre specification is comprised of two Non Examined Assessment (NEA) components worth 60 per cent of the qualification in total and one Examined Assessment (EA) component worth 40 per cent of the qualification.

Component 1 (40% of qualification)

Devising (Internally assessed/externally moderated)

Content

• You use an extract from your text and a practitioner as a stimulus to create a devised performance, rehearsing and refining their performance realisations for an assessed performance.

• You record and evaluate the exploration and rehearsal process of creating your devised performance, as well as the final performance.

Assessment

A01: Portfolio - Create and develop ideas to communicate meaning for theatrical performance (40 marks)

Assessed in two discrete areas of focus:

• Communicate meaning as part of the theatre- making process (20 marks)

• Make connections between dramatic theory and practice (20 marks)

A02: Performance - Apply theatrical skills to realise artistic intentions in live performance (20 marks)

Assessed in discrete areas of focus:

• Vocal and physical skills (10 marks)

• Use of characterisation and communication to realise artistic intentions (10 marks).

A04: Portfolio - Analyse and evaluate own work (20 marks)

Component 2 (20% of qualification)

Text in performance (Externally assessed)

Content

• You prepare through exploration and rehearsal and participate in, as performer or designer, both a monologue/ duologue and a group performance.

• These will be from 2 different texts

Assessment

AO2: The monologue or duologuePerformance realisation (24 marks)

A02: The group performance - Performance realisation (36 marks)

Assessed in three discrete areas of focus:

• Vocal and physical skills (12 marks)

• Characterisation and communication (12 marks)

• Interpretation and realisation of artistic intentions (12 marks).

Component 3 (40% of qualification) Theatre makers in practice (Externally assessed)

Written Exam Content

• You are also audience members for a live performance.

• You make and refine notes on the performance.

• You practically explore a chosen set text from List A.

• You practically explore a second set text (this one from List B) in the light of a practitioner. For this text, you create a director’s concept for a re-imagined production of the play.

• You practise responding to questions for all three sections in examination conditions

Assessment

Written examination:

• Section A (A04) Live theatre evaluation (20 marks)

• Section B (A03) Page to Stage: Realising a Performance Text (List A) (36 marks)

• Section C (A03) Interpreting a Performance Text (List B) (24 marks)

What could I go on to do at the end of my course?

This A level can lead to further study in Drama, Theatre Studies and Performing Arts in Higher Education at degree or HND level. Drama is a subject that is becoming increasingly valued by businesses, who feel that our young people lack the confidence at interviews, or the ability to present. Within Drama you will not only study the craft of acting and theatre, you will also learn extremely valuable transferrable skills for example – collaboration, empathy, analysis, evaluation, deconstruction of a given subject and construction of performance pieces. You are able to perform but also work on production skills such as lighting, costume, sound, set/props etc. It would fit well with most careers including medicine, law, public relations, journalism, diplomacy, politics, social work, hospitality, tourism and leisure and of course any form of acting or jobs in the theatre.

Co-Curricular

It is important that you realise that Drama will take up more than just lesson time. You will be required to give up lunchtimes or stay after school for extra rehearsals if needed plus attend live theatre performances in the evening. Participation in the school production is not obligatory, but will clearly develop theatrical skills. There will also be a weekend trip to the UK at some point during the course. The cost of this trip is not included in the school fees.

English Language & Literature

What do I need to know or be able to do before taking this course?

In order to study this subject it is important to have a strong grade either in English Language or English Literature, but preferably both. Several areas covered in the course are developments of work at GCSE or IGCSE, but others are new. You will need to be prepared to study prose, poetry and drama texts, to make comparisons between texts and study ‘unprepared’ texts, including non-fiction or media texts. You will have the opportunity to study both modern texts and texts from previous centuries, and even to create your own texts!

You will need an ability to analyse what you have read and to communicate your ideas effectively in writing.

What will I learn on this course?

You will:

• develop and apply knowledge of literary analysis and evaluation

• develop and apply understanding of the concepts and methods appropriate for the analysis and study of language

• use linguistic and literary approaches in reading and interpretation of texts, showing how the two disciplines can relate to each other

• engage creatively and critically with a wide range of texts

• explore the ways in which texts relate to each other and the contexts in which they are produced and received

• develop skills as producers and interpreters of language

• undertake independent and sustained studies to develop their skills as producers and interpreters of language

• study three units, or components.

• the qualification requires students to study six texts – at least three from the genres of prose fiction, poetry and/or drama and another three, one of which must be one non-literary.

Please talk to our Head of English if any further questions remain. Details of the components follow.

Component 1: Voices in Speech and Writing

40% of the total qualification

• Externally assessed

Overview of content

Students will study:

• Voices in Speech and Writing: An Anthology

• One drama text from a prescribed list

Overview of assessment

• Written examination, lasting 2 hours 30 minutes.

• Open book – a clean copy of the prescribed drama text can be taken into the exam.

9EL0/01

• Two sections – students answer the question in Section A and one question on their chosen drama text in Section B.

• Total of 50 marks available – 25 marks for Section A and 25 marks for Section B.

• Section A – Voices in 20th- and 21st century Texts: one comparative essay question on one unseen extract selected from 20th- or 21st-century sources and one text from the anthology (AO1, AO2, AO3, AO4 assessed).

• Section B – Drama Texts: one extract-based essay question on the chosen drama text (AO1, AO2, AO3 assessed)

Component 2: Varieties in Language and Literature

40% of the total qualification

• Externally assessed

Overview of content

Students will study:

9EL0/02

• A wide range of non-fiction texts on their chosen theme, in preparation for responding to an unseen text

• Two literary texts from a chosen theme; one compulsory prose fiction text (anchor text) from a choice of two and one other literary text. Themes: Society and the Individual or Love and Loss or Encounters or Crossing Boundaries.

Overview of assessment

• Written examination, lasting 2 hours 30 minutes

• Open book – clean copies of the prescribed texts can be taken into the exam

• Two sections – students answer one question from a choice of four in Section A and one question from a choice of four in Section B

• Total of 50 marks available – 20 marks for Section A and 30 marks for Section B

• Section A – Unseen Prose Non-fiction Texts: one essay question on an unseen prose nonfiction extract. The unseen extract is linked to the studied theme (AO1, AO2, AO3 assessed)

• Section B – Prose Fiction and Other Genres: one comparative essay question on one prose fiction anchor text and one other text from a theme (AO1, AO2, AO3, AO4 assessed)

Coursework: Investigating and Creating Texts

20% of the total qualification

• Internally assessed, externally moderated.

Overview of content:

Students will study:

• A chosen topic (free choice)

• Two texts relating to their chosen topic; one fiction and one non-fiction text.

Overview of assessment

Students will produce two assignments:

• Assignment 1 – two pieces of original writing: one piece of fiction writing and one piece of creative non-fiction writing (AO5 assessed)

• Assignment 2 – one analytical commentary reflecting on their studied texts and the pieces of writing they have produced (AO1, AO2, AO3, AO4 assessed)

• The advisory total word count is 2500–3250: 1500–2000 words for the original writing pieces and 1000–1250 for the commentary

• Total of 60 marks available – 36 marks for the original writing and 24 marks for the commentaries

What could I go on to do at the end of my course?

Students with A level English Language and Literature have a wide choice of possible Higher Education and career possibilities.

You will learn and use a wide variety of skills during the course. These include writing for a variety of purposes, informed discussion, the expression of independent opinions, intelligent reading, and advanced knowledge of the English language and an awareness of literary tradition. These skills are valuable in their own right and required by universities and colleges.

English Language and Literature can be studied as a single pair of subjects in Higher Education or can be combined with other subjects.

It forms a strong basis for study in any Arts based subject in preparation for History, Modern Languages, Media Studies, Philosophy, Law or Politics.

Students of English will usually go on to do a Higher Degree in Humanities and often find themselves working in Journalism, Teaching, the Media or the Law.

French

Choosing A level French is a really smart move if you want a fascinating subject that offers you a range of career possibilities at the end and is a lot of fun along the way.

A level French courses are interesting and varied subjects to study and give you a broad range of knowledge and skills. The skills and qualifications that you gain from studying French at A level are incredibly important tools to have under your belt.

Please note that GCSE success is strongly recommended in order to give best results in this A level course.

What is the A level course like?

A level French builds upon your existing knowledge gained at GCSE, giving you a sound understanding of using French in a variety of contexts and situations:

• At home

• Abroad

• With friends

• In the workplace

The emphasis of the A level French course focuses on improving communication through different means as well as being able to use it in a variety of situations, developing your key skills areas and most importantly encouraging you to fall in love with learning French.

The A level French course is structured so that you will study four themes over 2 years, plus a book and a film.

The topics that you will cover are varied, not only will you greatly improve your language speaking ability, use of grammar, different tenses and vocabulary, but you will also learn about:

• Culture

• History

• Literature

• Society

• Environment and Lifestyle

• Film

The aim of the A level course is not only to help you to develop an interest in speaking a foreign language, to gain awareness of the need to speak foreign languages and to appreciate the nature and diversity of different cultures and people, but also to acquire knowledge, skills and understanding for practical use, further study and employment.

How will I be assessed?

The A level in French consists of two externally- examined written papers assessing listening, reading and writing and one orally-examined speaking assessment. The speaking assessment is externally set and conducted by a teacher/ examiner*. All assessments are marked by Pearson.

*It is usual for teachers to conduct the speaking assessment with their students during a timetabled assessment window in April/May.

What do I need to do in order to be successful?

You should:

• Be a competent linguist with a good command of French grammar and lexis and be prepared to continue developing your language skills.

• Have a genuine interest in the language and culture you wish to study and be prepared to work independently.

• Demonstrate an ability to read critically and to analyse material: you will, for example, be expected to study some works of literature by Camus (L’Etranger), Mauriac (Thérèse Desqueyroux) or Pagnol (Le château de ma mère). You will also be required to analyse themes or characters in films such as “Entre les murs” or “Intouchables”, to keep abreast of current affairs and to form your own opinions about some sociological issues such as Freedom of expression, the Evolution of the Family Structure, the world of Education and issues linked to Immigration, for example.

• Have or be prepared to develop strong debating/ discursive skills as you will be expected to engage in debates on potentially controversial issues linked to worldwide issues.

What could I go on to do at the end of my course?

• Languages are an invaluable skill to have. Having a language can increase your salary prospects by up to 20% and gives you a head start on other potential employees. By speaking another language, you are vital to any company which participates in international business. Plus, a language is also a pre-requisite for a variety of university courses, so it is something to consider for the future. Languages are key to the exciting multinational world we live in.

• There will be a range of opportunities open to you where you can continue to use and further develop your language skills and knowledge of contemporary society. Some of our students continue using French in Higher Education: we have recently had some students opting for French and International Relations or French and Business degree courses, for example. We have also had students opt for French and German combined degree courses in the UK (the most recent one has just been offered a place at Cambridge).

• More recently, some of our students have also applied for Higher Education courses in France; in the last couple of years, some have opted for ESSEC (a prestigious French Business School), Sciences Po (a selective institution for future Politicians) and the American University of Paris or a fashion school in Paris, for instance.

• If you wish to continue using your language after you leave the 6th Form, studying French A level in France clearly gives you both flexibility and a distinct linguistic and cultural advantage as you will have frequent opportunities to practise your language skills outside the classroom context.

Geography

Geography A level is an exciting and diverse subject known for developing wide-ranging, transferable and employable skills. It enables you to keep developing a detailed understanding of what is going on in the world around you. It provides the opportunity to make valuable links with Science, Politics, Economics, Maths, History, Business and ICT by interpreting political opinions, analysing data and evaluating social, economic and environmental decisions. You will learn how to understand and interpret processes and patterns by creating reports using maps, graphs, statistics, satellite images, photos and Geographical Information Systems (GIS). You will also participate in human and physical Geography fieldwork both in France and abroad.

At The British School of Paris, we have two dedicated classrooms, with full access to the laboratories and ICT rooms. There is a specialist library within the Department to supplement the School Library. All students are encouraged to develop their GIS skills using ArcGIS and Digimaps. Guest speakers and workshops are provided to ensure students are aware of the very latest geographical developments.

What will I study at A level?

You will gain an appreciation of current events and global challenges such as the effects of natural hazards and the plight of refugees. You will know how to plan, collect data for, and write up your own fieldwork investigation.

PAPER 1: DYNAMIC LANDSCAPES (30%)

2 hrs 15 mins

1. Tectonic Processes and Hazards

2. The Water Cycle and Water Insecurity

3. The Carbon Cycle and Energy Security.

4. Landscape Systems, Processes and Change: Coastal Landscapes and Change (optional).

PAPER 2: DYNAMIC PLACES (30%)

2 hrs 15 mins

1. Globalisation

2. Regenerating Places

3. Superpowers

4. Global Development and Connections: Migration, Identity and Sovereignty (optional).

PAPER 3: SYNOPTIC LINKS (20%)

2 hrs 15 mins

Focus on a geographical issue within a place- based context that links to the three synoptic themes (players, attitudes and actions, futures and uncertainties) and is rooted in two or more of the compulsory content areas.

COURSEWORK: NEA (20%)

1. Define a question relating to Units 1 or 2.

2. Incorporate your primary/secondary fieldwork data (collected by you/your team).

3. Independently analyse and evaluate, present and report quantitative and qualitative data.

What qualifications do I need before taking this course?

It is a requirement that you should have studied Geography at GCSE in order to take the A level course. In addition, you should have a grade 5 or above at Geography GCSE. A level students should have a lively and enquiring mind, an interest in the environment and current affairs, a willingness to explore new ideas and an ability to communicate your ideas effectively. Those students who have studied GCSE Geography will find that the material and the skills they have learned will prove a valuable foundation for further studies at this level.

Is Geography the right subject for me at A level?

Which subjects am I good at?

Which subjects really interest me?

In order to answer these difficult questions, think about what you really enjoy about studying. Think also about what your privileges and responsibilities are as a globally-minded citizen.

Put a tick √ or a cross X next to these statements:

Do I want a job in which I work as a team with colleagues around the world to inspire and inform others to live sustainably?

Do I prefer to learn through investigating and doing things for myself, not just listening and reading?

Do I want to do some of my studies remotely from mountain ranges, river valleys and seaside

resorts around France and abroad?

Do I want to make practical use of my Maths, Science, and ICT skills? You will learn to create, analyse and scrutinise maps using ‘Big Data’ and my own field data using the latest in GIS (Geographical Information Systems) software.

If you ticked all these boxes, then you should seriously consider A level Geography

Fieldtrips

Fieldwork is mandatory and encourages independent learning and critical thinking. Group work and debates are part of the programme as well as decision making and developing analytical skills. As a compulsory part of the Geography course, we have carried out fieldtrip studies in many diverse locations throughout the world including Dorset, Shanghai, Barcelona, Marrakech, Iceland, France and Scotland. The costs of these trips are not included in the school fees. Students must be able to attend compulsory fieldwork for a minimum of 4 days. By studying A level Geography, you will also get first call on places available for extra-curricular trips to Japan and Iceland (the cost of extra-curricular trips is not included in school fees and carries an extra charge.)

Where will A level Geography take me?

You will examine the Earth’s natural resources and the increasing battles between the man-made and natural world. Geography opens opportunities to apply your geographical, mathematical, scientific and ICT skills to your studies and career. These may include environmental management, economic growth and government policy analysis, or evaluation of social activism supporting integration of refugees in European host countries. Your skills and knowledge, paired with your essential curiosity and teamwork, will give you the sought-after transferable skills for success in further education, workplace and other adventures.

German

We currently follow the Edexcel 9GNO A level syllabus in our 6th Form. Students develop their knowledge and understanding of themes relating to the culture and society of countries where German is spoken, as well as developing their language skills over the 2-year course.

Topics

We study diverse topics such as festivals, media and immigration.

Do you like music? We also study German music.

Do you like history? We also study German history.

Do you like films? We also study a German film.

Do you like literature? We also study either a novel or a play.

Do you like doing your own research? You present an independent research project about any topic which interests you! (related to a German speaking country).

Assessment

At the end of the course, students are assessed on their listening, speaking, reading, writing, translating and research abilities.

Visit Abroad

The German Department also runs a trip to Germany once every two years. Past trips have been to Freiburg and Heidelberg. The trip is not included in school fees and carries an extra charge

What do I need in order to be successful?

• Be a competent linguist with a secure command of German grammar and vocabulary. You should be prepared to continue developing your language skills.

• Have a genuine interest in the language and culture you wish to study and be prepared to work independently.

• Demonstrate an ability to read critically and to analyse material. You will be required to study literature and film. You will need to keep abreast of current affairs and to form your own opinions about sociological issues.

• Have (or be prepared to develop) strong debating/discursive skills as you will be expected to engage in debates on potentially controversial issues linked to worldwide events.

• Display intellectual curiosity, initiative and perseverance.

Edexcel 9GNO

What could I go on to do at the end of my course?

• Languages are an invaluable skill to have

• Having a language can increase your salary prospects by up to 20% and gives you a head start on other potential employees.

• By speaking another language you are vital to any company who participates in business internationally.

• Study German at university. (Ex- pupils are currently studying German at Oxford University and German and French at Cambridge University).

• Languages are key to the exciting multinational world we live in.

History

The History Department at The British School of Paris combines a dynamic teaching approach with the reinforcement of traditional skills of research and essay-writing. A level History classes are small and students are offered the opportunity for in depth research using the excellent resources available.

You are encouraged to read widely around the subject and to use weekends to visit the many places of historical interest in and around Paris.

Students following the history course will seek to:

• develop interest and enthusiasm for history and an understanding of its intrinsic value and significance

• acquire an understanding of different identities within society and an appreciation of aspects such as social, cultural, religious and ethnic diversity as appropriate

• build on their understanding of the past through experiencing a broad and balanced course of study

• improve as effective and independent learners, and as critical and reflective thinkers with curious and enquiring minds

• develop the ability to ask relevant and significant questions about the past and to research them

1

1E: Russia, 1917–91: from Lenin to Yeltsin

2E.1: Mao’s China, 1949–76 Or

2E.2: The German Democratic Republic, 1949–90

36.1: Protest, agitation and parliamentary reform in Britain, c1780–1928

• acquire the understanding of the nature of historical study, for example that history is concerned with judgements based on available evidence and historical judgements are provisional

• develop their use and understanding of historical terms, concepts and skills

• make links and draw comparisons within and/ or across different periods and aspects of the past

• organise and communicate their historical knowledge and understanding in different ways, arguing a case and reaching a substantiated judgement.

The course will be demanding, rigorous, inclusive and empowering. You will follow ROUTE E and will study Russia 191778, Mao’s China 1949-91 and 1 option from Paper 3. You will also undertake a personal study coursework unit focusing on controversy in history.

The purpose of this coursework is to enable you to develop skills in the analysis and evaluation of interpretations of history in a chosen question, problem or issue as part of an independently researched assignment.

The focus is on understanding the nature and purpose of the work of the historian. You will be required to form a critical view based on relevant reading on the question, problem or issue. You will also be specifically required to analyse, explain and evaluate the interpretations of three historians.

The coursework will be assessed using a centre-set assignment.

An assignment framework is provided to support you.

ROUTE E: COMMUNIST STATES IN THE TWENTIETH CENTURY

Examination Overview

PAPER 1

BREADTH STUDY WITH INTERPRETATIONS

PAPER 2

DEPTH STUDY

PAPER 3

THEMES IN BREADTH AND DEPTH

COURSEWORK

Externally assessed in 2 hour 15 minutes examination worth 30% of total A level

Externally assessed in 1 hour 30 minutes examination worth 20% of total A level

Externally assessed in 2 hour and 15 minutes examination and worth 30% of total A level

Internally assessed and externally moderated worth 20% of total A level

What could I go on to do at the end of my course?

Students who study A level History have access to a wide range of career and Higher Education opportunities. By the end of your course you will have learned how to evaluate and analyse information, how to weigh up evidence and how to communicate complex ideas effectively.

These skills are recognised and valued by employers, Universities and Colleges.

History combines well with Maths and Science subjects to create an attractive portfolio of qualifications, enabling a student to move on to a University Science-based course. Combined with English and a Modern Foreign Language it would provide a good basis for an Arts or Languages-based degree.

History provides an excellent foundation for a number of popular careers including Journalism, Law and Business.

Mathematics

and Further Mathematics

Mathematics is an important and useful discipline; its special power lies in its capacity not just to describe and explain but also to solve and predict. The subject itself is an endless source of wonder and delight. To encourage all students to be robust when faced with challenging situations, A level Mathematics students enter the UKMT Senior Challenge with the intention of inspiring talented Mathematics students. The British School of Paris also sends a team each year to represent the school at a Regional Final of the UKMT Senior Team Challenge. We offer Further Mathematics for our most gifted Mathematics students.

What will I learn on the course?

The A level Mathematics and Further Mathematics qualifications are designed to develop students’ skills in:

• mathematical argument, language and proof

• mathematical problem solving

• mathematical modelling

What do I need to know or be able to do before taking this course?

A level Mathematics is a demanding qualification; even students who have previously been ‘high fliers’ in Mathematics may find the A level course to be challenging. The Mathematics teachers therefore strongly recommend that students have achieved Grade 7 in GCSE Mathematics (or equivalent). It is essential that you have a good knowledge of trigonometry, forming & solving quadratic equations, and coordinate geometry.

A level Further Mathematics builds on and extends the work of A level Mathematics. It is a prerequisite for degree courses in Mathematics and related subjects at Oxbridge and other top universities. Confident mathematicians with a Grade 8 or 9 at GCSE should consider studying Further Mathematics in addition to the main A level Mathematics course to keep their options open. You must take Mathematics if you wish to also take Further Mathematics.

Have you considered Core Mathematics?

Many students wish to continue to study some Mathematics at Key Stage 5 but are unsure whether the A level Mathematics qualification is right for them. From September 2025, we also offer Core Mathematics as an alternative to A level Mathematics. This course complements your other A level choices and is highly regarded by universities. For information, please see page 56. AQA 7357

AQA 7367 (*under review)

How will I be assessed?

A level Mathematics is assessed in three examination papers at the end of the course, each two hours long and worth 100 marks.

There is a mix of question styles, from short, single-mark questions to multi-step problems.

The course is taught in three sections:

PURE MATHEMATICS

How it’s assessed:

• 200 marks available

• 66.67% of the A level

Main topics:

• Proof

• Algebra and functions

• Coordinate geometry in the (x, y) plane

• Sequences and series

• Trigonometry

• Exponentials and logarithms

• Differentiation

• Integration

• Numerical methods

• Vectors

MECHANICS

How it’s assessed:

• 50 marks available

• 16.67% of the A level

Main topics:

• Quantities and units in mechanics

• Kinematics

• Forces and Newton’s laws

• Moments

The use of technology is encouraged in A level Mathematics, and we request that pupils purchase a Casio graphical calculator at the start of the course; the calculator can be used in all three examination papers. The recommended model is sold in school at cost price.

STATISTICS

How it’s assessed:

• 50 marks available

• 16.67% of the A level

Main topics:

• Statistical sampling

• Data presentation and interpretation

• Probability

• Statistical distributions

• Statistical hypothesis testing

In Statistics, pupils will be expected to make use of their iPad to become familiar with the content of a large data set released by the examination board. Knowledge and understanding of the data set is assumed in the examination, and teaching therefore incorporates opportunities for pupils to develop mathematical skills using material from the data set.

A level Further Mathematics:

A level Further Mathematics is divided similarly into three sections and is assessed by a further six hours of examinations at the end of the course.

FURTHER PURE MATHEMATICS

Topics include:

• Proof

• Complex numbers

• Matrices

• Further algebra and functions

• Further calculus

• Further vectors

• Polar coordinates

• Hyperbolic functions

• Differential equations

• Numerical methods

What could I go on to do at the end of my course?

FURTHER MECHANICS

Topics include:

• Dimensional analysis

• Momentum and collisions

• Work, energy and power

• Circular motion

• Centres of mass and moments

FURTHER STATISTICS

Topics include:

• Discrete random variables and expectation

• Poisson distribution

• Type I and Type II errors

• Continuous random variables

• Chi squared tests for association

• Exponential distribution

• Inference – one sample t-distribution

• Confidence intervals

A level Mathematics is a much sought after qualification for entry to a wide variety of full-time courses in Higher Education. There are also many areas of employment that see a Mathematics A level as an important qualification, and it is often a requirement for the vocational qualifications related to these areas. Higher Education courses or careers that either require A level Mathematics or that are strongly related include:

• Economics

• Medicine

• Architecture

• Engineering

• Accountancy

• Teaching

• Psychology

• Environmental Studies

• Computing

• Information and Communication Technology

If you wanted to continue your study of Mathematics after A level, you could follow a course in Mathematics at degree level or even continue further as a postgraduate and become involved in mathematical research.

Art & Design: Photography

Students choosing this course will learn to use photography as a vehicle for artistic expression, communicating personal ideas about the world around them. You will learn a wide range of analogue and digital processes, and digital editing techniques, to reflect on, refine and apply the observations you make with a camera, and determine which tools or techniques are most appropriate in your exploration of ideas. You will have the opportunity to inform your practice through day trips and workshops.

The Morisot building houses the Art department. Those choosing to study Photography have access to a dedicated Art library containing Mac computers and digital photography equipment. There are also a computer suite at your disposal for lessons with Adobe software. You have access to high quality digital SLR cameras and tripods for use in lessons, Lomo cameras, negative scanners, and cyanotype chemicals for analogue photography, as well as drawing tablets and a photo-quality inkjet printer.

What do I need to know or be able to do before taking this course?

Students who have previously studied Art or Photography will have an advantage, but this is not a requirement. A successful Photography student is one who is motivated and curious to learn, and who is passionate about taking photographs.

What skills will I acquire if I choose to study Photography?

• Learning the operations and principles of creating a photographic image, including the use of available and controlled light, lenses, cameras and lightsensitive materials, including digital and non-digital

• Learning to use professional editing software, such as Adobe Photoshop

You will also develop transferable skills, which will be essential to whatever higher education or career path you choose. These include:

• Researching and writing a sustained personal study, with referencing and bibliography

• Solving practical problems and finding creative solutions

• Critical thinking, analysing, synthesising and reasoning skills

• Understanding different cultural and historical contexts

• Self-management and self-development

W hat equipment will I need to provide?

The Art department will provide you with all the materials you will need to work during lessons and after school. It will be necessary, however, to have the following in order to be able to carry out photo shoots and edit images:

• A digital SLR or Bridge camera (capable of use with manual settings)

What does the course involve?

The A level course is broken down into two components.

COMPONENT 1: THE PERSONAL INVESTIGATION

This incorporates three major elements: supporting studies, practical work, and a personal study. It is worth 60% of the final grade, and is submitted in January of the second year of the course.

• Supporting studies and practical work will comprise a portfolio of development work and outcomes based on themes and ideas developed from personal starting points.

• The personal study will be evidenced through critical written communication showing contextual research and understanding in a minimum 1000 words of continuous prose, which may contain integrated images. The personal study comprises 12% of the total qualification.

COMPONENT 2: THE EXTERNALLY SET ASSIGNMENT

This incorporates two major elements: preparatory studies and the 15–hour period of sustained focus. It is worth 40% of the final grade, and represents the culmination of the A level course.

Preparatory studies will comprise a portfolio of practical and written development work based on the Externally Set Assignment.

• During the 15–hour period of sustained focus under examination conditions, you will produce the final outcome(s) extending from your preparatory studies in response to the Externally Set Assignment.

• The Externally Set Assignment is released on 1 February and contains a theme and suggested starting points.

• You have from 1 February until the commencement of the final 15–hour period of sustained focus to develop preparatory studies.

Can I work outside lesson times?

The Art library is a dedicated space for you to come and work in your study periods and outside lesson times. You will be expected to spend sufficient time working independently on your coursework and exam projects if you wish to succeed in Photography, and you are encouraged to spend some study periods using the department facilities.

What trips and visits will be on offer?

It is essential to experience artworks first-hand in order to enhance your project work and research. Day trips and workshops will be on offer to students taking this course.

How will my work be assessed?

All work is internally marked by your teachers. You will receive regular written and verbal feedback on your progress against the assessment objectives. At the end of the course, you will organise and mount an exhibition of your work, which will be advertised to students, parents and the local community. The external moderator will see a digital portfolio of your work and will have the final decision on your marks.

What could I go on to do at the end of my course?

Because of its appeal to many different people, careers in photography are highly competitive, this course would give you the basis to go on to study photography, or another arts-related course at a higher level.

Journalism, architecture, commercial/industrial photography, professional photography are just a few of the careers that you could choose. Learning to develop visual language, photographic and related computer skills will also prove extremely useful to a broad range of careers not directly linked to the industry itself, as well as having a utility in everyday life.

Physical Education

Physical activity is a fundamental necessity to enhance a healthy lifestyle and at The British School of Paris we seek to promote this through recreational sport and examination courses. As sport and leisure continue to play an increasingly bigger part in many people’s lives, the A level specification reflects the increased interest in this subject area and covers a wide range of topics that are relevant to both the recreation and elite level performer. A level PE gives students opportunities to discover the science behind sport and sporting performance, gives an insight into the psychological factors that can affect an athlete and looks at the various social and cultural aspects that have a bearing on how sport is perceived.

What do I need to know or be able to do before taking this course?

It is not a requirement that you should have studied Physical Education at GCSE in order to take the A level course in this subject. Several topics covered in the course are developments of work covered at GCSE, but others are new. What is more important is that you should have a lively and enquiring mind, an interest in Physical Education, a willingness to explore new ideas and an ability to communicate your ideas effectively. It is, however, a requirement that any pupil deciding to take A level PE must be actively and heavily involved in a recognised competitive sport throughout the course, either at School or in a local club. Most sports are accepted but you may wish to consult with staff or the AQA website in order to find out more.

Whilst A level PE is a very interesting and enjoyable course, it is important to emphasise that the majority of the work undertaken is theoretical and that you will spend the majority of your time in the classroom. It is a challenging course that must not be taken lightly. Whilst the PE Department does not stipulate that students achieve specific grades at GCSE, we recommend that students gain at least a level 6 in Biology and at least a level 5 in English if they wish to consider taking A level PE. The course involves a large amount of scientific content, particularly Biology, and there are many extended writing tasks throughout the course.

What will I learn on this A level course?

You will:

• Study applied exercise physiology and discover the effects that exercise and training have upon the systems of the body

• Examine the relationships between training and performance

• Study the various psychological aspects that help optimise performance

• Learn to evaluate the effects of contemporary influences on elite sporting performance

• Learn how biomechanical analysis can aid performance

• Gain an understanding of the various social and cultural issues that can have an effect on sports participation

• Have the opportunity to enhance your role as a performer, leader or official

About the course

Since 2016 the School has been following the AQA specification for A level Physical Education. This is a linear course where students follow two years of study before sitting two separate papers in their final year. The content of the first paper will be covered in the first year of the course, the content of the second paper in the second year. It is possible for students to sit the first paper after their first year in order to gain an AS level qualification, However, this is a stand-alone qualification and will not count toward their full A level mark. If they carry on to finish the full two years, they will still have to complete both exam papers set in the summer of their final year. The students will be assessed in one competitive sporting activity of their choice that will include an oral or written analysis of their performance. This will be completed at the end of the two year A level course, Those students opting to take the AS exam after one year will also have to complete this practical element

Subject content:

1. Applied anatomy and physiology

2. Skill acquisition

3. Sport and society

4. Exercise physiology

5. Biomechanical movement

6. Sport psychology

7. Sport and society and the role of technology in physical activity and sport

Assessments:

Paper 1: Factors affecting participation in physical activity and sport:

What is assessed?

Section A: Applied anatomy and physiology

Section B: Skill acquisition

Section C: Sport and society

How is it assessed?

Written examination: 2 hours

105 marks

35% of A level

Questions

Section A: multiple choice, short answer and extended writing (35 marks)

Section B: multiple choice, short answer and extended writing (35 marks)

Section C: multiple choice, short answer and extended writing (35 marks)

Paper 2: Factors affecting optimal performance in physical activity and sport:

What is assessed?

Section A: Exercise physiology and biomechanics

Section B: Sport psychology

Section C: Sport and society and technology in sport

How is it assessed?

Written examination: 2 hours

105 marks

35% of A level

Questions

Section A: multiple choice, short answer and extended writing (35 marks)

Section B: multiple choice, short answer and extended writing (35 marks)

Section C: multiple choice, short answer and extended writing (35 marks)

Non-examination assessment: Practical performance in physical activity and sport

What is assessed?

You are assessed as a performer or coach in the full version of one activity

Plus: written/verbal analysis of performance

How is it assessed?

Internal assessment, external moderation

90 marks

30% of A level

What

could

I go on to do at the end of my course?

Students with A level Physical Education have access to a wide range of possible career and Higher Education opportunities. You learn and use a variety of transferable skills throughout the course.

These include collecting, analysing and interpreting data, communicating your findings in different ways, and identifying and developing the links between different parts of the subject. These skills are in great demand and are recognised by employers, Universities and Colleges as being of great value.

Physical Education combines with a range of A level subjects. Taken with sciences like Biology it supports applications for a wide range of university courses like Sports Science, Physiotherapy, Recreation, Leisure Studies and Sports Coaching.

Many students choose to use their qualification to go straight into employment, rather than go on to Higher Education. Because A level Physical Education develops the transferable skills and the key skills that employers are looking for and they can lead to a very wide range of employment opportunities. This can include further training in such areas as Recreational Management, Leisure Activities, Armed Forces and the Civil Services.

Physics

Physics is more than just a subject—it is the key to understanding how the universe works, from the tiniest atoms to the vastness of space. Experimenting with electricity and electromagnetism reveals how forces power the modern world, while mechanics lets you predict the motion of everything from rockets to roller coasters. Plus, modern discoveries like particle physics connect you to cutting-edge technologies like the Large Hadron Collider in CERN.

As we explore these topics during the Physics A level, we aim to ignite a lifelong passion for science in our students, equipping them with the knowledge and skills to become the next generation of physicists, engineers, and innovators. Studying Physics is also well-recognized for developing useful skills for a wide range of careers such as problem-solving, analysis and communication. Even if you do not go on to become a physicist, learning to think like one will help you get to the root of any problem and draw connections that are not obvious to others.

Why Study A level Physics?

Our A level Physics course offers:

• Rigorous academic foundation: Recognised by top universities, it challenges and expands intellectual capabilities.

• Practical application: Hands-on experiments in our laboratories using modern data logging technology.

• Broader perspectives: Engage in the British Physics Olympiad competitions and an optional trip to CERN.

• Career readiness: Develop analytical and problemsolving skills applicable in various fields.

Course Prerequisites:

• Minimum GCSE grade 6 in Physics/Combined Science and in Mathematics (although grade 7 in both is preferred).

• It is highly recommended that you take A level Mathematics alongside Physics.

Course Content and Assessment:

First year: Measurement and errors, fundamental forces, particle physics, wave-particle duality, mechanics and materials, and electricity.

Second year: Advanced mechanics, thermal physics, fields (gravitational, electric and magnetic), nuclear physics, and an extension topic on, for example, Engineering Physics.

Assessment

• Paper 1: (34% of A level) Assesses first-year units and further mechanics from the second year.

• Paper 2: (34% of A level) Covers second-year units.

• Paper 3: (32% of A level) Focuses on the optional topic, practical skills, and data analysis.

• Practical skills: Practical work is at the heart of physics, and as part of the A level course, students are required to carry out twelve required practicals in addition to the experiments that are conducted in the department on a regular basis. These practicals give students the opportunity to use a range of apparatus and techniques, developing their skills in the application of scientific methods and practices and independent thinking. A separate endorsement of practical skills is taken alongside the A level which is assessed by teachers and is based on direct observation of students’ competency in a range of skills that are not assessable in written exams.

University and Higher Education Prospects:

Physics is known as a facilitating subject – this means that it helps keep your options open as it is highly regarded as preparation for lots of different courses. Businesses and universities really value the subject because of the transferrable skills it gives you. A level Physics opens the door to a wide array of prestigious university courses including Pure sciences, Engineering, Medicine and Health sciences, Environmental sciences, Mathematics and Computing, Emerging Fields.

Career Pathways:

A level Physics equips students with a versatile skill set, opening numerous career opportunities such as:

• Research and Academia: Become researchers or educators, contributing to scientific discoveries and innovations.

• Technology and Innovation: Work in technology firms, contributing to advancements in software, hardware, and new tech products.

• Engineering and Design: Play pivotal roles in designing and developing new products, from consumer electronics to spacecraft.

• Healthcare Industry: Engage in medical physics, radiography, or medical technology development.

• Environmental Conservation: Contribute to sustainable energy solutions, climate modelling, and environmental protection.

• Finance and Consultancy: Apply analytical skills in financial analysis, risk management, and consulting services.

Politics

Politics is an exciting course for the 6th Form at The British School of Paris. It will allow you to develop a critical awareness of the nature of politics and the relationship between political ideas, institutions and processes. It will also help you to acquire knowledge of Politics and of the rights and responsibilities of individuals.

What do I need to know or be able to do before taking this course?

This subject does not require you to have any previous study experience in Politics or other Social Sciences.

It is more important that you have a lively and enquiring mind, an interest in politics and current affairs, a desire to explore new ideas and an ability to communicate your ideas effectively. Politics continues to be a very popular subject at university level and is regarded highly by universities. We hope to organise educational visits to the UK, to places and conferences relating to Political Science. The costs of these trips are in addition to the school fees.

What will I learn on this A level course?

The course will enable students to develop a critical awareness of the nature of politics and the relationship between political ideas, institutions and processes.

You will learn and use a variety of transferable skills throughout the course. These include collecting and analysing information and evaluating different political ideas and systems. Your written communication skills will develop greatly, as will your ability to question information given to you. These skills are in great demand and are recognised by employers, universities and colleges as being of great value.

What examinations will I have to take to get my qualification?

COMPONENT 1: UK POLITICS WRITTEN EXAMINATION: 2 HOURS

33.33 % OF THE QUALIFICATION

84 MARKS

COMPONENT 2: UK GOVERNMENT WRITTEN EXAMINATION: 2

HOURS 33.33 % OF THE QUALIFICATION

84 MARKS CONTENT OVERVIEW

1. UK Government, you will study:

• the constitution, parliament, Prime Minister and executive, relationships between the branches

2. Optional Political Ideas, you will study:

• one idea from the following: anarchism, ecologism, feminism, multiculturalism, nationalism

COMPONENT 3: USA COMPARATIVE POLITICS

WRITTEN EXAMINATION: 2 HOURS

33.33 % OF THE QUALIFICATION 84 MARKS CONTENT OVERVIEW

For USA (3A), you will study:

• the US Constitution and federalism, US congress, US presidency, US Supreme Court and civil rights, democracy and participation, comparative theories.

What could I go on to do at the end of my course?

Students with A level Politics have access to a wide range of possible careers and Higher Education opportunities. Politics combines well with a range of Science, Social Science and Humanities subjects to lead to university courses in such areas as Business, Economics, Law, Media, Philosophy, and of course, Politics.

1. Political Participation, you will study:

• democracy and participation, political parties, electoral systems, voting behaviour and the media.

2. Core Political Ideas, you will study:

• conservatism, liberalism, socialism

Psychology

The AQA A level Psychology course offers a comprehensive understanding of the scientific study of the mind and behaviour. This course is ideal for those with scientific minds who are interested in exploring the complexities of human thought, emotion, and action. It provides a solid foundation for further studies in Psychology and related fields, as well as valuable insights applicable to various careers.

What do I need to study Psychology A level?

Having a good grade in Science and Maths GCSEs will greatly help with the research methods component: 25 to 30% of the final grade will come from questions concerning research methods and 10% of the grade will involve mathematics. The good news for those who find these subjects challenging, is that this content is taught through psychological examples that make the research methods and calculations easier to relate to and understand. Although knowledge of inferential statistical tests is required, only the easiest of them would need to be calculated in the examination (with the aid of a calculator).

Having a good level of English at GCSE is also necessary, especially for the longer 16-mark questions. Clear, detailed and relevant descriptions of the subject content are needed, using appropriate scientific and psychological terminology. Longer written answers involving analysis, interpretation and evaluation skills must also be developed and structured coherently.

What will I study in Psychology A level?

Course Structure:

The A level Psychology course covers distinct topics in Year 12 and Year 13, but builds upon the knowledge gained in the previous year.

Year 12:

In the first year, fundamental concepts and research methods in psychology are introduced. Key topics include:

1. Social Influence: This unit explores how individuals are affected by the presence and actions of others. Topics include conformity, obedience, and resistance to social influences.

2. Memory: Students learn about the processes involved in encoding, storing, and retrieving information. Theories and models of memory and forgetting are examined, including research on eyewitness testimony.

3. Attachment: This section focuses on theories concerning the emotional bonds formed between infants and their caregivers, the impact of early attachment on later development, and the effects of deprivation and privation.

4. Clinical Psychology and Mental Health: Students explore the diagnosis, explanations and treatments of various mental health conditions, including phobias, depression and obsessive-compulsive disorder (OCD).

5. Approaches in Psychology: This unit introduces the major theoretical perspectives in psychology, including behaviourism, cognitive psychology and biological psychology.

6. Research Methods: Students gain an understanding of the scientific methods used in psychological research. Topics include psychological measurement techniques, experimental design, data analysis, and ethical considerations.

Year 13:

In the second year, students delve deeper into specific areas of Psychology and develop a more critical understanding of the subject. Key topics covered include:

1. Biopsychology: This unit examines the nervous and endocrine systems, the impact of neurotransmitters, hormones and genetic influences on behaviour, and the investigation, localisation and plasticity of brain function.

2. Issues and Debates in Psychology: Students explore key debates and issues in the subject, such as the nature vs. nurture debate, free will vs. determinism, bias in research, and ethical implications of psychological studies.

3. Cognition and Development: This section covers theories of intellectual development in children, including the role of educators and peers, as well as changes in social understanding such as perspective-taking.

4. Schizophrenia: Students study the symptoms of schizophrenia, the issues involved in its diagnosis, and evaluate the possible biological and psychological causes and treatments.

5. Forensic Psychology: This unit explores the application of psychology to criminal behaviour, including offender profiling, explanations for criminal behaviour, and the effectiveness of different types of punishment and rehabilitation.

6. Research Methods (Advanced): Students further develop their knowledge, application and evaluation of research skills and scientific processes, including the use of inferential statistical analysis, and issues of reliability or validity.

Course assessment:

The AQA A level Psychology course is assessed in three written examinations of two hours. Students are required to demonstrate their understanding and evaluation of psychological theories, studies, research methods and issues. Importantly, examination questions also test the ability to apply this knowledge, for example to spontaneously explain novel real-world scenarios, or design a detailed research study to investigate a new psychological question.

Skills developed/Interaction with other subjects:

Throughout the course, students develop a range of valuable skills, including critical thinking, analytical reasoning, problem solving and effective communication. These skills are not only important for further studies in Psychology but are also highly transferable to other academic disciplines and career paths.

Psychology A level can combine very well with Science, Humanity/Arts and other social science subjects.

Career paths in Psychology:

A level Psychology equips students with a strong foundation in psychological principles and research methods, preparing them for further education and a wide range of careers. Whether you are interested in pursuing a career in psychology, healthcare, education, or any field that involves understanding and working with people, this course provides an excellent starting point. Examples of career paths include:

Clinical Psychology

• Role: Diagnose and treat mental health disorders.

• Workplaces: Hospitals, private practices, mental health clinics.

Counselling and Mental Health Support

• Role: Provide support and counselling to individuals dealing with mental health issues.

• Workplaces: Schools, community centres, government agencies, non-profits, private practices.

Educational Psychology

• Role: Supporting the educational and emotional development of children and young people.

• Workplaces: Schools, educational institutions, local authorities, private practices.

Organisational Psychology and Human Resources

• Role: Apply psychological principles to improve workplace productivity and employee well-being.

• Workplaces: Corporations, consultancy firms, government agencies.

Forensic Psychology

• Role: Apply psychological principles within the legal and criminal justice system.

• Workplaces: Law enforcement agencies, legal institutions, prisons.

Marketing and Consumer Psychology

• Role: Understand consumer behaviour to improve marketing strategies.

• Workplaces: Marketing firms, advertising agencies, consumer research companies.

Neuropsychology

• Role: Study the relationship between the brain and behaviour.

• Workplaces: Hospitals, research institutions, universities.

Sports Psychology

• Role: Help athletes enhance performance and manage the psychological demands of their sport.

• Workplaces: Sports teams, athletic organizations, private practice.

Research and Development, Teaching and Academia

• Role: Conduct academic research and/or teach psychology at various educational levels.

• Workplaces: Research institutions, private sector companies, universities, colleges, schools.

Spanish

Our A level Spanish course is designed to ignite students’ passion for the language, literature, film, and culture of the Spanish-speaking world, while exploring the complexities of contemporary Spanish-speaking countries.

Spanish A level has a straightforward structure revolving around four themes:

• La evolución de la sociedad española: la estructura familiar, el mundo laboral y el turismo en España.

• La cultura política y artística en el mundo hispanohablante: la música, los medios de comunicación, los festivales y las tradiciones.

• La inmigración y la sociedad multicultural española: el impacto positivo y los desafíos de la inmigración, su integración, la reacción social y pública.

• La dictadura franquista y la transición a la democracia: La Guerra Civil y el ascenso de Franco, el franquismo y la transición de la dictadura a la democracia.

The four themes are studied alongside a literary text and a film

Aims and objectives:

The aims and objectives of the Spanish specifications are to enable you to:

• Enhance your linguistic skills and promote and develop your capacity of critical thinking on the basis of your knowledge and understanding of the language, culture and society of the country/ countries where the language is spoken.

• Develop control of the language system to convey meaning, using spoken and written skills.

• Develop your ability to interact effectively with users of the language in speech and in writing, including through online media.

• Develop language skills and strategies including communication strategies to sustain communication, build fluency and confidence.

• Engage critically with intellectually stimulating texts, films and other materials in the original language, developing an appreciation of them in their cultural and social contexts.

• Develop knowledge about matters central to the society and culture (past and present).

• Mediate between cultures and between speakers of the language and speakers of English through a translation component.

• Foster ability to learn other languages.

• Develop your transferable skills such as autonomy, resourcefulness, creativity and critical thinking, linguistic, cultural and cognitive flexibility.

• Develop capacity for critical and analytical thinking.

• Develop as independent researchers.

The Spanish Department organises immersive trips to Spain for students who choose to study Spanish at the A level. Previous trips have included captivating visits to Granada and Madrid. The cost of these trips is not included in the school fees.

What examinations will I take?

Spanish A level consists entirely of three externally- examined exams assessing listening, reading, writing and speaking:

1

What do I need in order to be successful?

You should:

• Be a competent linguist with a secure command of Spanish grammar and vocabulary, with a commitment to continue developing your language skills.

• Have a genuine interest in Spanish language and culture, demonstrating a readiness to work independently.

• Showcase adept critical reading and analytical skills, including the ability to study literature, analyse characters or themes in films, stay informed about current affairs, and formulate independent opinions on sociological issues.

• Have (or be prepared to develop) strong debating and discursive skills, as you will be expected to engage in debates on potentially controversial issues tied to worldwide events.

• Display intellectual curiosity, initiative and perseverance.

What could I go on to do at the end of my course?

Learning Spanish at A level provides a multitude of advantages. Considered as the second most spoken language globally by native speakers, exceeding 480 million people, acquiring proficiency in Spanish not only facilitates effective communication across various regions but also

fosters cultural exposure, enhancing one’s perspectives and cultural awareness in our interconnected world.

Spain boasts some of the world’s top universities, attracting a growing number of European and international students, including several BSP alumni. While some students choose to enrol in degree programs exclusively centred on Spanish, others opt for pursuing Higher Education in alternative subjects but enhance their studies by selecting Spanish as a secondary specialisation. The range of academic choices available is extensive.

In the context of career opportunities, the increasing globalisation of business and trade emphasises the value of language skills. Spanish proficiency becomes an asset in diverse industries such as tourism, international business, diplomacy, healthcare, and education, offering a competitive edge in the job market. In addition, Spanish holds significance in diplomatic relations as an official language in international organisations like the United Nations and institutions of the European Union. Hence, proficiency in Spanish becomes an extremely valuable asset for individuals interested in international relations, diplomacy, and working in multinational organisations.

Whether you are interested in continuing your studies or working at home or abroad, the Spanish A level course is an excellent step towards achieving your goal.

EPQ – Extended Project Qualification

The value of individual extension opportunities within the overall 6th Form has long been recognised and with your personal statements being an important part of the Higher Education application procedure, such extension opportunities have real value.

Generally, universities look very favourably towards EPQ as an extra qualification. Some universities even lower their grade offerings for students with an EPQ, thereby acknowledging the independent research and analysis skills gained during completion.

The Level 3 (A level equivalent) Extended Project aims to support students with the transition to Higher Education or into the world of work. It provides opportunities for the development of critical, reflective, problem-solving and independent learning skills through the planning, research and evaluation of a self-selected project.

In Year 12 you will attend lessons to introduce you to a variety of planning, research and evaluation tools as well as a multitude of academic questions. During the course you will have the chance to broaden your skills, widen your perspectives and deepen your understanding of a wide range of issues. Throughout your indepth study, you will develop and apply skills creatively, resulting in one of the four following project outcomes:

• A dissertation

• An investigation

• A performance

• An artefact

• In Year 13 you will work with a mentor to demonstrate that you can:

• select a topic/area of interest for an in-depth study that provides opportunities to develop skills, knowledge and understanding

• negotiate with your mentor the scope of that project

• identify and draft an objective(s) for your project (eg in the form of a question, hypothesis, problem, challenge, outline of proposed performance, issue to be investigated) and provide a rationale for your choice

• produce a plan for how you will deliver your intended outcome

• conduct research as required by the project brief, using appropriate techniques

• develop the intended outcome using selected tools and techniques safely demonstrating the ability to pursue an extended project through to completion

• share the outcome of the project, including an evaluation of the outcome and your own learning and performance with another or others, using appropriate communication methods.

The Extended Project outcome is graded A* to E.

Level 3 Projects are worth half an A level for UCAS points.

Entry requirement:

Pupils should have a minimum of 6 GCSEs at grade 7 and above (one of which should be English).

6th Form Enrichment Programme

O ur 6th Form Enrichment Programme provides a unique opportunity for students to complement their A level studies while gaining an additional qualification. Every course on offer is designed to develop practical skills and knowledge, culminating in a recognised certification. This ensures students not only enhance their personal and academic profiles but also stand out in future applications for university or employment.

DELF - Diplôme élémentaire de la langue française

Contact time: 2 hours per week

Level: A1, A2 or B1 depending on the language level of the candidate.

Language skills needed: all levels will be considered.

Who should opt for this course?

Any student who wishes to study French in the 6th Form outside the context of A level.

The DELF is an official, high-quality diploma, harmonised with the levels of the Common European Framework of Reference for Languages.

This diploma is recognised worldwide and is valid for life.

Depending on the level, the DELF can enhance a curriculum vitae (CV) and make it easier to get a job in a company where the language spoken is French.

The DELF B1 can even helps towards obtaining French nationality.

The French department will be offering preparation for the DELF Scolaire version of the Diploma. In this version, only topics of interest to younger learners (as opposed to adults) are included in the exercises and activities. The DELF exams assess communication skills; students will therefore be placed in a context that will make it easier for him/her to demonstrate all his/her language skills.

Levels assessed:

The DELF is composed of 4 independent diplomas corresponding to the Common European Framework Reference levels: DELF A1, DELF A2, DELF B1.

• Basic user > A1 > DELF A1

• Basic user > A2 > DELF A2

• Independent user > B1 > DELF B1

Once the students’ language level has been assessed, suitable exercises and activities will be offered in order to address students’ needs and prepare them adequately for the correct exam level (A1, A2 or B1).

Please note that although the school will be preparing you for the DELF, you will need to sit the exams in a local “certified” Exam centre.

LAMDA - Speaking in Public

The London Academy of Music and Dramatic Art was founded in 1861 and is the oldest drama school in the UK. The process of preparing for and succeeding in a LAMDA Examination helps learners, whatever their age or aspirations, to develop a broad range of skills that will serve them throughout life. We would like to offer Speaking in Public as an exciting and enriching addition to the 6th form curriculum.

The LAMDA Speaking in Public examination will develop a learner’s ability to:

• Read easily, fluently and with good understanding.

• Expand vocabulary to improve powers of self-expression.

• Improve confidence in speaking and listening.

• Memorise and recall information.

• Research and create persuasive formal presentations.

• Create and defend arguments.

• Engage in constructive informal conversation.

LAMDA examinations cost approximately 60€

Succeeding in a LAMDA examination demonstrates not only that they have met rigorous assessment criteria in

a particular discipline, but also that they have grown as individuals through participating in a worthwhile activity that is respected as a global standard.

Learners will:

• Create one/two speech/es to recite from memory

• Use visual aids to enhance the speech

• Prepare for a series of questions pertaining to the art of speech writing

• Receive a certificate.

Progress through the grades and earn UCAS points from Grade 6 onwards.

Core Mathematic s

Level 3 Core Mathematics is an excellent alternative to studying traditional A level Mathematics. It is highly valued by universities and employers and enables students to continue to develop their mathematical skills beyond GCSE level.

Core Mathematics prepares students for the varied contexts in which they are likely to encounter mathematics in future study and employment, such as financial modelling and analysis of data trends. It fosters the ability to think mathematically and to apply mathematical techniques to a variety of situations with confidence.

Core Mathematics is particularly valuable for students who may wish to progress to a higher education course with a distinct mathematical or statistical element, such as business and management, geography and psychology, but also for any student aiming for a career in a professional, creative or technical field.

How is Core Mathematics different from A level Mathematics?

Both qualifications are of Level 3 standard and are therefore more advanced than GCSE at Level 2.

A level Mathematics is valuable for a similarly broad range of fields as Core Mathematics, but it is particularly oriented towards students who wish to progress into higher level study with a significant mathematical focus, such as a degree in Mathematics, Engineering, Natural Sciences or Medicine. Core Mathematics is better suited to students who appreciate the importance of developing mathematical skills for future study and employment, but who do not intend to study a STEM subject at university.

A level Mathematics develops students’ experience of mathematical techniques further than Core Mathematics, extending to advanced analysis of mathematical problems and construction of mathematical proof.

Core Mathematics helps students to develop a wide range of quantitative and problem-solving skills which are useful across a range of disciplines, including:

• working with data

• understanding risk and probability

• interpreting solutions in the context of the problem

• understanding sources of error and bias when problem-solving

• understanding variation in statistics

• using exponential functions to model growth and decay

How will I be assessed?

Two examination papers at the end of Year 13. The qualification is graded from A to E.

How I’ve never heard of Core Mathematics

- what will universities think?

Core Mathematics has been established for over 10 years and its development has been supported by the Department for Education in England. Core Mathematics earns the same number of UCAS tariff points for university entry as an AS level qualification (i.e. half an A level). Many universities look very favourably on applicants who have studied Core Mathematics, and some make more favourable conditional offers for students who have Core Mathematics; e.g. an offer of a place based on 3 A levels at grades AAB might be reduced to ABB plus a good grade in Core Mathematics.

Level 3 Qualification in Sports Leadership

The Level 3 Award in Sports Leadership can enhance your university application. Upon successful completion of the award students are accredited 16 UCAS points.

This course gives students the opportunity to learn the skills needed to plan and deliver sport and activity sessions for schools and within the community to develop their knowledge of coaching different sports. It helps to develop confidence and the ability to communicate effectively with other people and peers. The course is of value to students who wish to develop their coaching skills or progress onto a career involving leadership skills.

Course Duration

The course will comprise of 2 lessons per week throughout Sixth Form. Students will complete workbook tasks to show theory content learned and deliver 30 hours of sporting activities working with different age groups within the school.

Subject Modules and Assessment

Unit 1 – Developing leadership skills

Unit 2 – Plan, lead and evaluate a sport/physical activity event

Unit 3 – Lead safe sport/physical activity sessions

Unit 4 – Plan, lead and evaluate a sport/ physical activity sessions for children

Unit 5 – Plan, lead and evaluate a sport/ physical activity sessions in the community

Unit 6 – Plan, lead and evaluate a sport/physical activity sessions for disabled people

Assessment is through portfolio work, practical demonstration, community work and the running of a major sports event within the senior and junior school.

Progression

This qualification has a progression pathway to further sports related qualifications, training or employment.

Personal, Social, Health & Economic (PSHE) Education

The PSHE curriculum for 6th Form is drawn from the PSHE Association Programme of Study. It is delivered over a two-year rolling programme with different aspects linked to the core components covered each year. There are recurring themes of current affairs, mental wellbeing, relationship and sex education planning that remain a focus throughout the two-year programme.

The aims of our PSHE curriculum:

• To support every student to become a confident, healthy, considerate and responsible young adult.

• To help equip each student with the knowledge and skills to make informed choices.

• To provide students with an opportunity to debate, share opinions and present facts.

• To provide opportunities for students to reflect on their own learning and achievements.

• To help students identify their own personal development targets.

• To develop skills of enquiry and communication.

In Year 12 our focus is initially on making a smooth transition into post 16 study and providing students with the skills to learn independently, set and track their own academic targets and manage their time effectively.

Through the year, other areas are covered such as healthy eating, drug & alcohol awareness, debating, personal finance and sex education.

This is underpinned by a wider strategy of embedding effective study habits and oracy skills which enable students to become articulate and well informed.

In Year 13, support and advice in selecting and applying for university places or employment are a major focus, along with careers advice and exposure to a range of available post 18 options. In addition to this, the students receive practical advice on how to revise, exam technique and how to manage stress, with the option to discover meditation & relaxation techniques.

Our programme for Years 12 and 13 remains flexible and responsive and includes the following areas:

YEAR 12

Living in a wider world:

TERM 1

TERM 2

TERM 3

Soft skills for 6th form, Active listening Critical Thinking, Debating skills

Futures: Unifrog launch and navigation

Living in a wider world:

Self-confidence, Becoming more assertive Health and wellbeing: Sleep, Mental wellbeing, Vaping, Alcohol and drugs, Safe partying

Futures:

Work experience, Personal statement Destinations

Health and wellbeing:

First aid, Body image

Relationships and sexual education: Consent, Contraception

Futures: UCAS, Destinations

YEAR 13

Health and wellbeing:

Mental health, Stress and anxiety Self-esteem

Futures: Application process, Unifrog, Personal Statement, UCAS

Living in a wider world: Study skills review

Futures: Life after the BSP (transition, next step, gap year)

Health and wellbeing:

Growth mindset

Stress management

Relationships and sexual education: Consent and influence of drugs and alcohol on decision making

Tutors will also explore new topics of relevance and interest in response to the needs of the year group. These can include the following headings:

YEAR 12

Critical thinking

Drug & alcohol education

Establishing personal limits

Personal safety

Managing pressure

Informed decision making

Pros and pitfalls of university life

Discussion & debating skills Legal issues

YEAR 13

Personal finances

Media manipulation & source integrity

Responsible budgeting

Healthy lifestyle choices Gap year possibilities

As with all areas of the curriculum, parents are welcome and encouraged to contact us to discuss any of the topics we cover.

External speakers are used to enhance the delivery of PSHE in the 6th Form. All external speakers deliver in line with our safeguarding procedures. They:

• are suitably vetted prior to being booked.

• are qualified to deliver PSHE sessions at KS5.

• are always supervised by a member of staff when on school premises.

• understand the contribution they make to the broader PSHE programme.

• are aware of the school ethos and values.

“PSHE is about helping young people to find their way in a world in which they face more conflicting pressures and more complex choices than ever before. It is one of the most important concerns that education can have.”

DR GRAHAM HAYDON, INSTITUTE OF EDUCATION

Sport (Core)

Each student in the 6th Form has the opportunity to take part in a range of recreational sporting activities. These sessions are designed to engender enjoyment, social interaction and learning, as well as to hopefully set a trend for an active life in the future.

Popular choices include football, netball, fitness and weight training, climbing, volleyball, basketball, and badminton. Whilst you will receive help from staff to further improve your skills and techniques, the main focus of the lesson lies in recreation

and enjoyment. Throughout the year a variety of inter-house competitions take place during the afternoon. This has proved to be a very successful and rewarding activity for our pupils.

Sport (Co-curricular)

The school runs an extensive programme of sports activities that students in the 6th Form are able to access. These activities range from recreational activities such as fitness training, volleyball and table tennis, through to the competitive sports, where you will have the opportunity to represent the School.

The competitive sports run by the School are girls’ and boys’ football, rugby, netball, cross country, climbing and cricket. If you are selected for a school team you are

expected to attend all training sessions and fixtures. The school has an international fixture list for all its teams with regular fixtures in France, Belgium, Holland, and the UK.

Academic Work

The A level qualification is excellent preparation for university life. By studying three (or sometimes four) subjects for five hours per week, students are left with a considerable amount of study time which they need to use effectively to research around the subject or practise skills acquired in the classroom.

Students should be thinking about their subjects outside lessons as a part of their independent learning. In the 6th Form, work in class with teachers is the minimum required and must be developed in students’ own non-contact time. Students are encouraged to read around the subject, pursue individual research and continually review all the work they are studying. We expect at least 5 hours of independent work per subject outside lesson time every week. Keeping a balance between all subjects is key.

Effective learning and an enthusiastic approach to study are pre-requisites for academic success. Many of these learning skills will be unfamiliar to our students initially but the 6th Form Team will work hard to help them master these techniques. The faster they develop good study habits, the more effectively they will learn, the more enjoyable their courses will become and the better their final grades will be.

Private Study

It is important that students who are mature, responsible, and considerate should be allowed certain privileges and encouraged to take responsibility for their own study programme. We want our students to use the 6th Form as an opportunity to move from the more formal lower school regime to the freedom and responsibility of the post school environment as smoothly as possible. On joining the 6th Form they change from being a pupil to a student in more than name only.

6th form students will have periods of non-contact time available for private study. During these times they will be increasingly responsible for their own learning and helped to develop independent thinking and self-discipline where necessary. Study periods should be used effectively for preparing reports and essays, reading, research, completing coursework and preparing for tests and examinations. Students will certainly not make the best use of their study time if they view it as “free time” or “time off”.

Study Facilities

To support our students in their studies, there are a number of facilities available to the 6th Form. There is a fully equipped library, two 6th Form Study Rooms and a space to relax.

The library is open from 8.30am to 5.30pm from Monday –Friday and 6th Form students have access to this area during non-contact periods. The library is primarily used to support curriculum studies and reading for pleasure. The Librarian is at your disposal to help with your individual needs.

The Study Rooms offer students quiet and comfortable places to work and to hold 6th Form meetings. They are solely for the 6th Form and are managed by the Heads of Years 12 and 13.