A Level Course Booklet 2019-2021

BRUTON SCHOOL FOR GIRLS A LEVEL BOOKLET 2019 CONTENTS THE SIXTH FORM at BRUTON SCHOOL FOR GIRLS

Page no.

Why Bruton?

2

What is it like?

3

Pastoral Care within the Sixth Form

4

The Wider Life of the Sixth Form

4

Careers Resources

5

Sixth Form Fitness and Sport

5

Academic and Personal Expectations

6

A LEVEL REFORM

7

Reasons for Change

7

Your A Level Studies 2019-21

8

SUBJECTS OFFERED TO GCE A LEVEL

9

Additional Courses and Activities

9

Extended Project Qualification

10

English Speaking Board

11

Leiths Certificate in Food and Wine

12

A LEVEL LEAVERS’ DESTINATIONS 2010-18

13

A LEVEL RESULTS 2018, 2017, 2016, 2015

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THE SIXTH FORM at BRUTON SCHOOL FOR GIRLS Why Bruton?

The key strength of the Sixth Form at Bruton School for Girls is our size. We offer unparalleled opportunities to support you to shape not only your own future, but the future of the school. You study and stay within a pre-university environment, designed to develop independence, and we rely on you for your substantial contribution to the leadership of the school. Each girl is offered CV enhancing opportunities for development, and freedom of thought is encouraged. Your voice is heard clearly and listened to carefully, and our comprehensive careers and higher education programme is tailored to each individual in each unique year group. For that reason, the specific individualised support varies every year, although we have tried to encapsulate everything we do within our Careers and Higher Education booklet. Of course, we also continue to provide what we are very well known for; individualised academic and pastoral support from dedicated and well-qualified staff, and the personalised encouragement to achieve your aspirations. It is this which puts us in the top league of schools in the country for adding value. 

Independence: The ability to think, act and research by and for yourself are key skills which universities and employers are looking for. At BSG we offer you a perfect environment in which to develop this skill: the combination of intimate class sizes, individual attention, a superb working environment in the Highcroft Sixth Form Centre, and trust between teachers and students. There is an expectation that you will want to study and research independently, but also perhaps work in groups with your classmates, rather like undergraduates do at university.

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Leadership: Everyone in the Upper Sixth has a leadership role. The Head Girls Team is elected by members of the Sixth Form, members of staff and members of Senior 4&5, but all the other roles are created and filled by you; you choose, you define, you set your own example of leadership for others.

Some of these roles (Prep School Prefect, Marketing Prefect, for example) offer professional work experience which can be put on your CV, because you work alongside professionals, supporting them and performing vital tasks such as copy writing or assisting in the classroom or with reading schemes.

You can gather a team around you to support your work and to help with your own initiatives, learning all the time about teamwork, delegation, listening, negotiating and meeting deadlines, all vital workplace skills. The idea is that you offer a leadership role in an area which interests you, so you can enhance your experience of working in that specialist area and give yourself more credibility when applying for courses and jobs in your chosen field.

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Voice: As an A level student at BSG, your voice is vital for continuing the development of your school. All the changes over the last few years have been brought about as a result of listening to your views and ideas. You are also instrumental in bringing the views and feelings of younger girls, whom you might represent, to the attention of decision-makers here. This communication comes naturally from the close dialogue between academic and pastoral staff and Sixth Form students, from more formal groups such as student-led committees, or School Council, or through feedback questionnaires. We know that you are developing your social conscience and exercising your potential as leaders, thinkers, analysts, policy-makers. We want you to help your school to benefit from your creativity. Some of you will want to be politically active, seeking out university campuses with very active Student Unions or blogging your reactions to current affairs and world events, so this dialogue is good training for taking a confident part in that aspect of your university life if you chose to do so.

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Individual Careers Guidance: In a small school like BSG, we can tailor our careers guidance to suit each individual. We offer impartial guidance through our involvement with old girl Tessa Armstrong, Careers Consultant, with individual interviews following an exploration of your interests, skills and aspirations. We offer a weekly drop-in Careers support clinic, as well as a Careers Day to help you to network with speakers from various industries and fields of interest. We will try as far as possible to supply speakers from fields which specifically interest you. For more information, our Careers information is on our website.

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Freedom of thought: We help you to become a free thinker, to have your own ideas and to develop a world view and a social conscience. This should help you to be discerning, so you can make life and career choices which bring you maximum success and satisfaction in the future. You are given a lecture programme for Wednesday evenings until the Easter holidays of each year. The speakers are from as wide a variety of areas as possible, from former BSG students talking about their own career paths, through motivational speakers to leaders in their field. You are encouraged to network with the speakers, seeking contacts which may assist in finding exciting work experience possibilities which are directly useful to you. For more information on the range of themes we have experienced so far, please refer to our website. We encourage you to think about things you thought you were not interested in, things which do not necessarily touch your life, or not yet, seeking to bring the outside world into your life here, inspiring and exciting you about what is out there for your future.

These reasons, and more, have been summarised by the staff and girls on the inside covers of this information booklet. But why take our word for it?

The best people to ask are the girls themselves…

What is it like?

In one word you can expect change. The Sixth Form is a time when you will be experiencing rapid personal and intellectual development and becoming an adult. The way in which you will be treated fully reflects this. From your first day in the Lower Sixth we treat you as a student – that is, a mature young adult – rather than the ‘pupil’ you were in Senior 5. As befits your new status, from the outset, you can expect to enjoy considerable freedom to organise your time and to make individual choices, and also a range of privileges.

Some of these entitlements are obvious: you will not be wearing uniform and much of your time will be spent in the Sixth Form Centre. In addition, you will find that your relationship with your teachers and personal tutor is increasingly mature and informal and your working day is also much more flexible.

When you are not attending lessons, working with your tutor or participating in an event such as a talk or seminar, you are able to organise your time as you see fit. Thus, you might be working or relaxing in your study room, chatting with your friends in one of our common rooms, making use of the school’s sports facilities or perhaps fitting in a driving lesson. Any restrictions you will encounter are not fussy and are fully explained in the Sixth Form Handbook issued to all students at the start of each academic year.

Quite simply they are based on the need for the Sixth Form to be run as a civilised, caring community, and taking into account various safety issues.

There are very good reasons for giving you such independence and with it comes responsibility on your part. Our aim is for you to use your two years in the Sixth Form as a stepping-stone towards the greater freedom of university and adult life. By the time you join the Sixth Form we expect you to have realised that success in most really worthwhile things in life comes only through clear goals, hard work, self-motivation, self-discipline, initiative and an ability to seek and act on advice. We want to give you every opportunity to display and develop such qualities; they will be essential if you are to:  Gain the top grades at A level  Gain a very good class of degree at university  Enjoy a challenging, rewarding career and life!

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Pastoral Care within the Sixth Form We do not, of course, expect you to make the adjustment from GCSE to A level without a great deal of individual assistance and advice. Our systems of monitoring and support are very much based upon personal knowledge of our students and one-to-one conversations with the individual. If you are considering joining the Sixth Form from elsewhere, we will quickly get to know you!

Within the Sixth Form, your personal tutor will be your first point of contact and you will have an individual tutorial at a time that suits you both each week, so you will get to know each other very well over the two years. It is with your tutor, in the first instance, that you will discuss your academic and personal progress, and it is to him or her that you will turn for guidance about your future as, ultimately, you apply to university or employment. The Head of Sixth works alongside your tutor, offering additional advice, encouragement and guidance.

The Wider Life of the Sixth Form Naturally you will not spend all your time on your academic subjects, and the Sixth Form at Bruton will give you many opportunities to discover and extend your interests and ‘key skills’ – and indeed to have fun! You will have the opportunity to acquire new skills and broaden your horizons through involvement in our varied programme of talks, debates and clubs. For example, everyone has the opportunity to prepare for the Advanced Certificate in Spoken English which not only develops your ability to ‘hold your own’ but also carries useful additional UCAS points. On Wednesdays, the whole Sixth Form attends lectures given by former students and inspirational invited speakers from a wide range of careers and fields of interest. In addition, a programme of certificated short courses will run at weekends, to suit your interests, through the school year, in order that you can enjoy picking up some new skills and expanding your social life at the same time. We would like your suggestions for this to supplement our ideas.

The Sixth Form has a very active and successful Social Committee whose members organise a major party every term to which other students from a range of local schools are invited. Their activities culminate in the Upper Sixth Speech Day Ball – a very enjoyable evening to round off the year. A large number of our students are actively involved in Art, Music, Drama and Sport. Many also play a leading role in the numerous clubs in the Senior School, and take full advantage of the visits and excursions organised in Boarding. Any suggestions or requests for events are always very welcome; for example, seminars have been initiated in such diverse areas as Self-Defence and Beauty Therapy.

Every year Sixth Formers undertake voluntary work, both through involvement in such organisations as the Duke of Edinburgh Award Scheme and on holiday placements in locations as far apart as Zimbabwe and Florida. We have raised significant sums of money for charitable causes. Student involvement in externally organised courses both at home and abroad is strongly encouraged.

In the Lower Sixth, students also become involved with supervision duties in the Senior School and the Prep School. Most girls enjoy this responsibility and welcome the contact with the rest of the school that this and continued membership of the school Halls (houses) provide.

The Head Girls, Hall Captains and Prefects all help manage the school efficiently and everyone is expected to hold a position of responsibility and leadership. The Head Girls and Hall Captains are elected annually by Senior 4&5, the Sixth Form and members of staff, or members of their Hall in the case of Hall Captains. Holding a post of responsibility or membership of any committee, such as the Charity Committee, or running the School Council, represents an excellent opportunity for the development of leadership, presentation and teamwork skills.

Many of our former students keep in contact with the Sixth Form and return to visit. Each year on a number of separate occasions, we aim to welcome ex-students who come to give talks about their gap years and university experiences or careers.

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The whole Sixth Form is now well established in the excellent facilities in Highcroft, where there are social spaces such as the kitchen and cosy, Lower Sixth studies for day girls and boarders to share, individual Upper Sixth study bedrooms and spare rooms for Lower Sixth day girls to stay in overnight after evening events. The Sixth Form also use the Hobhouse Studio Theatre which seats approximately 100 people and the Careers Library, which contains extensive material related to various career areas, gap year opportunities and Higher Education.

Careers Resources Prospectuses, booklets and computer-aided information covering universities, colleges and institutions, individual departments and specific courses, as well as literature about Open Days, financial matters, and cultural, social and sporting opportunities, are kept in the Careers Library in Highcroft. The UCAS application procedures, including Oxbridge entrance, are well covered, with information and advice about CVs, the preparation of personal statements and interview techniques.

Advice is always available from the Head of Sixth and Assistant Head of Sixth, who is also the Careers Adviser. All members of the Lower Sixth attend an annual UCAS Higher Education Convention where they have the opportunity to talk to Admissions Tutors and find out more about the institutions in which they are interested.

In the Spring and Summer Terms of the Lower Sixth, the Extension Studies programme consists of workshops and invited guest speakers from universities, the aim being to inform the students about all different aspects of university applications. Parents are warmly invited to a Higher Education Information Evening, to join their daughters in finding out about the UCAS process and the financial implications of Higher Education. We also organise a Careers Day in November, involving two keynote speakers, and as many different career areas as possible, selected from the interests within Senior 5 and the Sixth Form at the time. In the Upper Sixth, much time is spent on university applications, interview preparation and practice, as well as in workshops run by visiting university speakers about the transition to university.

For further information about the Careers Programme, please see our BSG Careers Booklet, which is also available on the website.

Sixth Form Fitness and Sport Students participate in one timetabled session of physical activity per week. In this session, there is a focus on the major sports of Hockey, Netball, Tennis and Athletics and you are given high quality coaching to enable you to develop both individually and as a member of a team. There are also after school clubs to further progress your skills and regular matches in all three terms.

For those not wanting to participate in competitive school teams in the major sports, we run a varied programme of both conventional and unusual sports! Popular additions to the Sixth Form Games programme have been ultimate frisbee, jump rope, tchoukball and, by popular demand, quidditch, where universities now have their own teams. There is also a well-equipped fitness suite, which is very popular, and all the girls do a module where they are shown how to use the machines, as well as an outdoor swimming pool which comes into its own in the Summer Term. Outside coaches also visit the school and for a very reasonable price, you can sign up for tennis coaching, judo, horse riding, gymnastics or yoga.

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Academic and Personal Expectations So what do we expect from you?

Academically we have the highest expectation of our students and constantly try to boost your confidence and self-belief. Our philosophy is that the top A level grades should not be seen as unattainable goals but – provided that they display the qualities described earlier – realistic targets within the reach of most of our students. We want you to aim high, display independence of thought and judgement, and enjoy the challenge of learning for its own sake. Ultimately, we want you to work with us to help you obtain the qualifications you need for the next stage of your career.

Although we expect you to make academic work your priority, this should most certainly not be to the exclusion of all other activities. Personally, we hope that our students will display traditional values such as courtesy and consideration for others, and develop a sense of responsibility for each other and the wider community. Our Sixth Form students also assume authority within the Senior School through various duties they carry out, in Music, Drama, Sport and the many activities they organise. Within the school, there is the opportunity for leadership and developing personal and social skills which become invaluable assets at university and beyond. Whether you choose to spend some of your free time helping the younger readers in the Prep School, training the Under 14 Netball squad, running Amnesty International or helping to organise social events, you are assuming responsibility and acting as role models for the forms below you.

We think that the Sixth Form at Bruton School for Girls is the sort of place where you will thrive both academically and personally in preparation for a bright and fulfilling future. The two years of the Sixth Form, which are the culmination of your entire school career, should be two of the best of your school life! We have a proud record of success at Bruton based on a ‘can do’ atmosphere, which asserts that every student can and will succeed if she takes advantage of what we have on offer.

Existing members of our Senior School are encouraged to meet and talk with our Sixth Form students. It is only by doing this that it is possible fully to appreciate the atmosphere, range of opportunities, facilities and resources we offer.

If you are thinking of joining us in the Lower Sixth from another school, then please do make an appointment to come and spend a day with us.

We look forward to welcoming each of you to the Sixth Form!

Headmistress

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A LEVEL REFORM What has changed?

You may have heard that A levels have recently changed. This reform was driven by the Government and aimed to equip students better for university and employment. A level qualifications starting in September will all be linear qualifications officially assessed at the end of the course only. Students will do all examinations together at the end of a two-year course for A levels.

Many A level subjects are already assessed solely by examinations, but others that were a mix of examinations and coursework have been changed. There is no more than 20% coursework in a subject and only in areas where there is recognition that certain skills cannot be assessed in an examination, e.g. creative writing in English, fieldwork in Geography. Otherwise assessment is by examination only. In sciences, practical assessment is reported separately as a pass or fail, rather than as part of the A level grade.

What has stayed the same?  A levels continue to be a two year course, as they have always been.  The grading system (A* to E) has stayed the same.  The value of A levels is unchanged. The qualifications will still allow universities to accurately identify the level of achievement of students, provide a benchmark of academic ability for employers and remain an internationally comparable post-16 academic course of study.  Universities continue to require 3 subjects at A level as the standard entry requirement.

Reasons for Change The following are the main reasons given by the Government for the changes: 

The modular system did not give students a broad range of knowledge

Universities felt that students had not been given sufficient time to develop the breadth of understanding during the A level course which was broken into four or six units. By removing the modular approach, it was hoped that more time could be devoted to key topics, allowing students to develop a deeper understanding. 

Too many assessments caused disruption to teaching

The January examination series for AS/A levels was removed from January 2014. Examinations at the end of each term effectively became an assessment of how good students were at doing examinations, rather than assessing their knowledge and understanding of that particular subject.

Multiple assessments throughout the year also meant that teachers had to spend too much time focusing on examination preparation. 

There were too many re-sits

Previously, students could take an examination or non-examination assessment several times over.

This created a ‘re-sit culture’ with some students not taking assessments as seriously as they should.

It quickly became clear that there was very little educational benefit to taking AS examinations in the reformed subjects as it took time out from education, and so we decided that girls would no longer sit AS examinations, as this was an unnecessary exercise. However, students and teachers need to measure progress in an accurate way to ensure success; students therefore sit an internally-set school examination. This minimises disruption to the delivery of A level courses.

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Your A Level Studies: 2019-21 In September 2019, all subjects our girls study will be reformed. Students should concentrate on the 3 A levels they need for their chosen university entrance requirements, although a few students may study 2 or 4. This enables girls to study in the required depth and breadth to achieve their highest grades possible, as well as gain a deeper understanding and enjoyment of their subjects through wider enrichment activities which further support this. Most girls should also study towards the Extended Project Qualification (EPQ), a relatively new qualification much favoured by universities and employers and which trains students effectively in undergraduate-style study. More detail is given about this qualification after this section, but essentially it is an independent project on any topic chosen by the girl herself. Her chosen topic may relate to a future career interest, combined with a university course subject interest, or simply be for intellectual enjoyment. It is the recording of the process the girls follow which gains them marks, not just the final outcome and, as such, it is valuable for all girls to undertake, not just those seeking places at the most prestigious universities. It demonstrates that a girl shows initiative, planning and tenacity, among the many other desirable qualities it helps to develop. It has become more advantageous for a girl to complete an EPQ than to study a fourth A level. In addition the English Speaking Board (ESB) qualification has become increasingly important and more information is given later in this guide. We expect most, if not all, girls to complete this qualification during their Lower Sixth year.

Thus, in 2019, we envisage the pattern for most girls at Bruton to be to study 3 (and exceptionally 2 or 4) A levels, all externally examined at the end of their Upper Sixth year, with internal school examinations in the Lower Sixth year. We also expect most girls to complete an EPQ and the ESB qualification.

Re-sits Students will only be able to sit examinations in the summer. All A level qualifications are linear, and thus all examined at the end of their course of study.

Entry Requirements The usual requirements for entry to Bruton School for Girls Sixth Form are 6 good grades (grade 5 or above) at GCSE, unless there are extenuating circumstances, and you must have attained at least a grade 5 in the subjects you wish to study at A level. Throughout Senior 5 (Year 11), our students are given individual guidance to select the course of study which best suits their academic needs and career aspirations.

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SUBJECTS OFFERED TO GCE A LEVEL Art & Design (Fine Art) Art & Design (Textiles Design) Art & Design (Photography) Biology Business Studies Chemistry Drama and Theatre Studies English Literature French Geography

German History Latin Mathematics Further Mathematics Music Religious Studies Physics Psychology Spanish

Please note that, rather than asking students to choose from predetermined blocks that inevitably exclude certain combinations, we endeavour wherever possible to provide each girl with her choice of subjects.

We ask that choices are made by Friday 25 January 2019 in order that we can organise blocks and staffing. Please note that we will be unable to offer subjects to only one girl. If you subsequently change your mind, we will endeavour to ensure that your new subject combination is possible, but may not always be able to guarantee this.

Additional Courses and Activities Business Challenge Community Programme (for example helping in the Prep School) Drama (acting and backstage) Duke of Edinburgh Award at Silver and Gold levels English Speaking Board Advanced Certificate in Spoken English Extension Studies (including, for example, Current Affairs, Money Management) The Gleam Team (editing the school magazine) Leadership Roles Leiths Certificate in Food and Wine (additional charge payable) Music (choirs, orchestras, ensembles) Social Committee (planning and organising Sixth Form social events) Sport (numerous team and individual opportunities)

The above list is not exhaustive but gives an indication of the wide variety on offer – we also offer certified courses at the weekends.

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Extended Project Qualification (EPQ)

Mrs J Rostrup

Academic Requirements Good news! There are no specific academic requirements for the EPQ. However, you will need to be organised, enthusiastic and prepared to spend time on your project.

Course Specification: AQA (7993) The EPQ is a stand-alone qualification designed to extend and develop your skills in independent research and project management. It is awarded UCAS points worth half an A level and is recognised by universities and employers; some leading universities, such as Southampton University, make alternative offers to students undertaking an EPQ. The EPQ requires students to carry out research on a topic that they have chosen and is not covered by their other qualifications. They then use this research to produce a written report and, in the case of practical projects, an artifact or a production. A student can take inspiration from something studied in class or something completely unrelated to their studies.

The EPQ is overseen by a project supervisor, typically a teacher who is not a specialist in the chosen area.

The supervisor guides their student through the process; they do not guide the content or unduly influence the outcome of their research. Many EPQs are also interdisciplinary or in areas not typically studied at Key Stage 5.

Students are given training in various areas including research skills, information types, evaluating sources, choosing a topic and asking questions, plagiarism and when and how to reference, smart reading, the value of the EPQ from an HE perspective, the production log, writing up and presenting. The girls visit Southampton University to learn about research skills and have the chance to use the library there to start their own research. All students give a presentation of some form or another at the end of their project, which provides them with an opportunity to show off the skills that they have developed.

The project is marked ‘in house’ and externally moderated by AQA. Why do an EPQ? An EPQ provides an opportunity for the girls to extend their abilities beyond the A-level syllabus, stand out from the crowd and prepare for university or their future career. It can also be used to earn extra UCAS points. It is the perfect way to extend and develop yourself beyond the material being covered in class and explore your passion for a topic.

A Student's Perspective It can be quite challenging, but it allows you to develop your organisational skills and it is really rewarding being able to delve deeper into a particular topic. You get to share your knowledge with your peers during the presentations and it gives you a lot of satisfaction when you finally complete such a big piece of work.

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English Speaking Board

Mrs K Life

During the Lower Sixth, all students spend one lesson per week preparing for the ESB examination, Advanced Certificate in Spoken English. The course involves the preparation of three distinct oral skills: a) A carefully researched presentation on a topic of the student’s choice. b) A summary of the content and approach of a serious and substantial news article, leading to a discussion of the issues involved. c) A two-minute rehearsed reading from prose, poetry or drama, with a contextualisation and recommendation from the student.

All three activities provide invaluable work in Key Skills. The examination is similarly useful as an additional personal asset on the UCAS form. UCAS points are awarded as follows: Distinction

30

Merit

16

Pass

12

The group discussion work involved will help to build further confidence in readiness for presentations in Higher Education tutorials and seminars and in your future career.

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Leiths Certificate in Food and Wine

Mrs S Laing

A skill for life; what more could you want?

The Leiths Introductory Certificate in Food and Wine is a professional qualification, designed to teach the cooking skills and knowledge necessary to become a confident, capable and efficient cook. It will give students a skill for life, but could open up possible areas of employment too, either as a full-time career, part-time job or gap-year placement. Students will gain the confidence to cook by making judgements on the ingredients they buy, the dishes they put together in menus, and the methods they use to cook and serve the food to achieve the best results. “ Before I learnt to cook I opened the cupboard and saw meaningless ingredients, now I see food…”

The teaching focusses on practical skills. A knowledge and understanding of ingredients, and how dishes work, is gained from a weekly 3-hour practical session. Students do need to do some preparation for that, in the form of a time plan to work from, but they are not expected to devote hours of study outside of the classroom. Work is continually assessed, with a practical test and short answer examination at the end of the course.

The course includes a 2-hour talk and wine-tasting session with a Master of Wine; a great experience for the students. They also complete the Basic Food Hygiene Certificate, which is charged separately.

On successful completion of the course students are awarded the Leiths Introductory Certificate in Food and Wine. This has worldwide recognition as a qualification within the catering industry. Leiths operates an employment agency, the Leiths List, which can provide a wide range of employment opportunities, if they wish to use it.

The Leiths course is offered to Sixth Form students as an additional timetabled subject, running alongside their A level subject options. There is no prior qualification needed to join the course, which runs for 4 terms, finishing at the end of the Autumn Term in the Upper Sixth. This gives students time to focus on their A level subjects as their final examinations loom.

This course is run in partnership with The Leiths School of Food & Wine based in London. There is a charge for the course, which is determined by the number of students opting to study it. As an indication, the cost for 2017-2018 was £300 per term x 4 terms. Additionally, ingredients are charged at cost.

Students’ Perspectives “The Leiths course was a fantastic experience and has given me such confidence in the kitchen.”

“It took my skills to another level.”

“Confidence building, fantastic, highly recommended!”

“I loved every minute – I’ll really miss it!’”

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UPPER SIXTH LEAVERS’ DESTINATIONS 2010-18 Aberystwyth University Arts University Bournemouth Bath Spa University Birmingham City University Brunel, London Chinese University of Hong Kong Cardiff Metropolitan University Coventry University Farnham Art College Falmouth School of Art Goldsmith’s University, London Hong Kong University of Science & Technology Isle of Wight Keele University King’s College London Leeds Metropolitan University London School of Economics London School of Business and Finance London College of Fashion New College of Humanities, London Norland College, Bath Nottingham Trent University Oxford Brookes University

Oxford Brookes University (Swindon Campus) Royal Holloway, University of London

Queen Mary, University of London School of Oriental and African Studies, London Sheffield Hallam University Somerset College Southampton Solent University St Mary’s University, Twickenham Teesside University University of Aberdeen

Law Zoology Art and Design Foundation Creative Events Management Costume and Performance Education/Psychology International Jewellery Business Occupational Therapy Life Science Economics Geography and Resource Management Human Nutrition and Dietetics Occupational Therapy Art Foundation Metalwork and Jewellery Design Fine Art Art Foundation English and Drama Physics Professional Yachtmaster Navigation Training Politics International Studies and Spanish Geography Business Management English Business Studies Economics and Economic History Accountancy and Finance Fashion Public Relations English Professional Nanny and Childcare Training Photography Business Studies History and English Business Management and Psychology English Language and Communications International Relations Events Management Business Management and Communications English and Drama English Liberal Arts History Business and Finance Arabic and Islamic Studies Politics Early Childhood Studies Sport Studies and Business Fashion Management with Marketing Sports Science and Nutrition, Drama and Theatre Arts Dental Hygiene Zoology Business Management and Property 13

University of Bath University of Birmingham

University of Bournemouth University of Brighton University of Bristol University of Cambridge

University of Cardiff

University of Chester University of Chichester University College London

University of Durham University of East Anglia University of Edinburgh University of Exeter

University of Glamorgan

Sociology Sport and Exercise Science Biology Drama Stage Management Physiotherapy Human Biology Civil Engineering Business Management English and History Nursing Psychology Liberal Arts English and German Business Management (with a Year in Industry) Events Management Arts & Event Management Sports Development Law with Business French & Russian Physics Veterinary Medicine, Clare College English, Gonville and Caius College Natural Sciences, Newnham College, Pembroke College, Trinity College Medicine, Queens’ College Business Economics Biomedical Sciences Journalism, Film and Media Business Management (Marketing) Journalism Physics Sports Therapy Adult Nursing Project Management for Construction Economics Human Sciences Biomedical Science Anthropology Anthropology and Sociology Political Sciences International Relations Biological Sciences Social Policy & Economics History Medicine History and Italian English Psychology Physics with Astrophysics Diagnostic Radiography French & German Geography Geography Public Services English 14

University of Glasgow University of Gloucestershire University of Hong Kong University of Kent University of Lancaster University of Leicester University of Liverpool

University of Manchester University of Newcastle University of Nottingham University of Oxford University of Plymouth

University of Portsmouth University of Reading University of Sheffield University of Southampton

University of St Andrews University of Sussex

University of Surrey University of Syracuse, USA University of Toronto University of Warwick

Veterinary Medicine Sports Science Social Sciences Economics English Marketing English Medical Biochemistry Management and Economics Veterinary Medicine Veterinary Science Dental Surgery International Business History Astrophysics Social Anthropology Accounting and Finance Medicine Ancient History Nursing Science (Children) Environmental Science Law Chemistry Mathematics International Relations Psychology History Education Studies Media with English Foundation Extended Sciences Marketing Adult Nursing Forensic Psychology Business and Management Biological Studies Building Surveying Philosophy Medicine Biomedical Sciences Biology Management Services Fine Art Law Medicine Anthropology History Retail Management International Development History and Anthropology Nutrition and Dietetics Business and Marketing Life Sciences Law Maths and Economics Economics Biomedical Chemistry 15

UWE (University of the West of England)

University of Worcester University of York

Accounting and Finance History and International Relations Architectural Technology and Design Equine Business Management Adult Nursing Accounting Business Marketing and PR Paramedic Science Psychology Linguistics

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A LEVEL RESULTS 2018

Highlights…  Two girls achieved 3 straight A* grades.  Two girls were awarded places to study Medicine at university.

Grade A* Grade A Grade B Grade C

No. of grades 8 9 14 12

% of total 15% 17% 26% 22%

A LEVEL RESULTS 2017

Highlights…

This year, all of the measures were higher than, or equal to, previous years.  54% of all grades awarded were A*/A – the highest ever result by some considerable margin.  23% of students achieved straight As.  75% of all grades awarded were A*-B.  We are the 4th top school in The Telegraph’s league table for smaller independent schools league table based on examination results.

Grade A* Grade A Grade B Grade C

No. of grades 10 27 12 13

% of total 14% 39% 17% 19%

A LEVEL RESULTS 2016

Highlights…  We had three girls gaining places at Oxford and Cambridge Universities and another girl for Medicine.  72% of grades were A*-B.  We were the only independent school in the South West named in the Top 10 of The Telegraph’s smaller schools league table by results.

No. of grades % of total Grade A* 22 28% Grade A 13 16% Grade B 22 28% Grade C 14 18%

A LEVEL RESULTS 2015

Highlights…  95% of girls gained three or more passes at A level – the best result for three years.  We had two Oxbridge offers this year.

Grade A* Grade A Grade B Grade C

No. of grades 6 22 16 13

% of total 9% 33% 24% 19%

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Art and Design (Fine Art)

Miss B Chmiel

Academic Requirements The best foundation for success in A level Art is a high grade at GCSE. A level Art is not an easy option and you should be prepared to work hard at developing your abilities. You should have an understanding of the basic 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 purpose. Above all, you should have an interest in creating and understanding art and the determination to develop that interest.

Course Specification: Edexcel Art and Design - Fine Art: through the disciplines of painting and drawing, printmaking, sculpture or lens-based image making.

A Level (9FA0) Component 1 Practical coursework and personal study 60% Component 2 Externally Set Assignment 40% Why Art? Art will enable:  The development of a range of skills, processes and practices within art  The development of necessary skills to interpret and convey your ideas and feelings  The development of imaginative and creative powers and experimental, analytical and documenting skills  The development of a specialist vocabulary and a knowledge and understanding of the place of art, craft and design in history and contemporary society To aid:  Students who wish to undertake further studies in art, craft and design, usually at art college or in further education  Students who are looking to take up careers for which an art background is relevant. These might include advertising; graphic design; artist; architecture; museums, theatre or art gallery work  Students who have an interest in and aptitude for the subject, but who do not intend to take the subject beyond A level A Student’s Perspective “I am totally fascinated by Art and am now beginning to understand what Art is really about. Paintings and drawings can reflect the mood of a person. The design of a house or a piece of furniture all comes from Art. Different people develop different styles of working and I believe that Art has helped me develop my own. The Art teachers at Bruton are really amazing as they seem to possess such a wide knowledge about Art and artists. Their ideas and suggestions they make are particularly valuable.”

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Art and Design (Photography)

Miss B Chmiel

Academic Requirements As Photography remains a rigorous and demanding subject, the department asks that students achieve at least a C grade at GCSE Art. You should be prepared to work hard at developing your abilities, have an interest in creating and understanding photography and the determination to develop that interest.

Course Specification: Edexcel Art and Design - Photography: A Level (9PY0) Component 1 Practical Coursework and Personal Study 60% Component 2 Externally Set Assignment 40% Photography has been used by practitioners to record, document and present examples of everyday life, in ordinary and extraordinary circumstances. It has also been used as the vehicle for artistic expression, communicating personal ideas about the world around us. Photography includes works in film, digital imaging and light-sensitive materials. Many practitioners define their image before it has even been taken by scouting locations and by planning a shot around specific weather conditions or time of day, using filters, studio lighting, reflectors, soft boxes, props, makeup, or backgrounds to control each element within the frame.

Drawing In the context of this endorsed title, drawing forms an essential element of both development and final product. A camera can record the observed world but is not able on its own to explore ideas. Students must reflect on, refine and apply the observations they make with a camera, and determine which tools or techniques are most appropriate in their exploration of ideas. Drawing methods such as pen or pencil on paper may enhance their development and understanding of photographic ideas.

Camera Students will be required to have their own digital SLR camera. Currently the department uses a Canon 750D. Why Photography?

Photography will enable:  The development of a range of skills, processes and practices within film and digital photography  The development of necessary skills to interpret and convey your ideas and feelings  The development of imaginative and creative powers and experimental, analytical and documenting skills  The development of a specialist vocabulary and a knowledge and understanding of the place of photography in history and contemporary society To aid:  Students who wish to undertake further studies in art, photography and design, usually at art college or in further education  Students who are looking to take up careers after university for which an art/photography background is relevant. These might include advertising; publishing; graphic design; web design; documentary photography; film; fashion; museum or art gallery work.  Students who have an interest in and aptitude for the subject, but who do not intend to take the subject beyond A level

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Art and Design (Textile Design)

Miss B Chmiel

Academic Requirements As long as you have studied Art and/or Design Technology at GCSE and achieved at least a grade C, you will be a suitable recruit for the A Level in Textiles. If you have studied Textiles in addition, it is an added bonus! This course is suited to students who have a particular interest in designing and making individual and original pieces of textiles for fashion, furnishing or fine art. You will be expected to research in depth and develop ideas on paper and fabric to evolve quality finished work.

Course Specification: Edexcel Art and Design - Textile Design A Level (9TE0) Component 1 Practical coursework and personal study 60% Component 2 Externally Set Assignment 40% Why Textiles?

Textile design is sub divided into the following three disciplines: Textiles for Interiors Fine Art Textiles Fashion Textiles Students will be required to work in one or more disciplines and will be taught by enthusiastic and supportive staff who have many years’ experience in many areas of textile design. We will actively encourage studying current trends in the fashion and textile industry, examine contemporary practitioners, and produce creative textile outcomes. Students will enjoy and appreciate the opportunity to have the freedom to experiment, develop their skills as a designer, and explore options in many different media using conventional and unconventional processes. You will learn how to gather imagery to inspire you to create textile work, and through the critical analysis of the work of textile artists and designers you will be introduced to a range of skills and concepts to broaden your vocabulary and knowledge. You will be taught many textile processes from the 'basics’ to the ‘advanced’ and learning is encouraged through set projects and experimental workshop sessions in the studio.

What can this course lead on to?

The A level qualification combines effectively with other subject areas and enables students to apply for a range of degree subjects or an art foundation diploma course. The fashion and textiles industry generates £40bn per annum in the UK and employees over a million people. It provides a host of career opportunities including fashion design, textile design, costume design, garment technology, textile technology, pattern cutting, tailoring, illustration, interior design, surface design, accessories design, footwear designer, fashion marketing & promotion, fashion merchandising, retailing, management, journalism and styling.

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Biology

Miss L James

Academic Requirements If you are considering studying Biology beyond GCSE you should be able to answer YES to the following questions:1. Will you obtain a 9,8,7 or 6 grade for GCSE Biology or in Trilogy Science (Double Award Science)?

2. Will you obtain at least a 6 grade for GCSE Chemistry (if studying separate Sciences) and Mathematics?

3. Are your practical skills good and can you look critically at experimental procedures and results?

4. Do you have resilience and perseverance when tackling demanding work?

5. Do you enjoy reading books and articles to gather information? Do you have a real passion about this subject such that you just have to know more?

6. Can you think laterally to apply your knowledge to new situations?

7. Are you prepared to join in with class discussions and to be thoroughly involved?

Course Specification: OCR Biology (H420) The A level course consists of six modules called 1, 2, 3, 4, 5 and 6 plus an A level Practical Endorsement.

The six A level modules are: Module 1: Development of Practical Skills (planning, implementing, analysis and evaluation) Module 2: Foundations in Biology (cells and biological molecules) Module 3: Exchange and Transport (transport systems in animals and plants) Module 4: Biodiversity, Evolution & Disease (biodiversity, classification, evolution, disease & immunity) Module 5: Communications, Homeostasis and Energy (neurones, hormones, homeostasis, excretion, plant and animal responses, photosynthesis and respiration) Module 6: Genetics, Evolution and Ecosystems (cellular control, inheritance, manipulating genomes, cloning and biotechnology, populations and sustainability) Examinations There are three A level examinations: Paper one (Biological Processes) assesses Modules 1, 2, 3 and 5; duration 2¼ hours.

Paper two (Biological Diversity) assesses Modules 1, 2, 4 and 6; duration 2¼ hours.

Paper three (Unified Biology) assesses Modules 1 to 6 ie all modules; duration 1½ hours.

Questions in all papers vary in type to include multiple choice, structured tasks and extended writing.

Some questions will examine knowledge on practical tasks.

Practical Endorsement for Biology It is reported separately from your A level grade. It is reported as ‘Pass’ or ‘Fail’ which is centre assessed and moderated. (The details of this are still to be confirmed by the Examination Regulator). It emphasises the development of practical skills over the two year A level course to a minimum standard of competency. It requires a minimum of twelve practical activities to be carried out covering a common core list of apparatus and technique usage.

Why Biology?

You should be able to answer YES to at least one of these questions:1. Do you have a keen interest in the subject and wish to study it at a higher level perhaps with a view to a career involving some aspect of Biological Science?

2. Do you wish to pursue a career in Medicine or Veterinary Science?

3. Are you looking for an A level subject to go with a combination including Chemistry, Physics, Mathematics, Geography or Psychology?

4. Are you intending to study Arts subjects but would like to study a Science, in order to broaden your personal programme of study?

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A Student’s Perspective “When someone asks me the question: "What happens inside a Mitochondrion?" I no longer reply, "Aerobic Respiration". I can give a detailed description of exactly how energy is released and ATP produced in these organelles. It is the very process that keeps us all alive and it is satisfying to finally know the whole story. Building on the material studied at GCSE, A level Biology provides you with a deeper understanding of key topics and it inspires you to want to learn more. So many processes are constantly taking place without us even realising, which is mind-blowing. It is a fascinating subject that I now plan to study further at university.”

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Business Studies

Mr N Folland

What is Business Studies?

Business Studies is essentially about what businesses do and how they make decisions. The application of knowledge to different situations and the ability to think of workable solutions is important.

Academic Requirements There are no specific GCSE requirements but the ability to write with clarity and think of solutions to problems is important.

Course Specification: OCR Business Studies (H431) Five components are studied to complete the A level course.

A Level components The main areas of study are: Accounting and Finance, External influences, Marketing, Operations and People in organisations These components are examined for the A level course in three written papers: 1. Operating in a local business environment 2. The UK business environment 3. The global business environment In the third component paper we very much focus on international factors that influence how businesses operate and behave in a global context. Each component is assessed with a written examination. In the A level course there are examination questions that require multiple choice answers along with short and extended responses to different business case studies.

Why Business Studies?

Students will gain a broad awareness of how businesses operate and this will be useful in any future career.

For some students A level Business Studies will assist them in choosing an area of business to study further and for others it may help to make decisions on a future career. Business Management degrees at university have become extremely popular courses to follow. Many of them involve direct work experience for a period of time during your course at well-known international companies. This vital ‘real work’ element can give you a head start over other graduates.

A Student’s Perspective “Business Studies allows me to see what happens outside the classroom. It is a subject which involves the combination of theory and practice. It is much more fun than any other subject!”

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Chemistry

Mrs J Marsh

Academic Requirements In general, we would prefer A Level students to have achieved grades 6 or above at GCSE either in Trilogy Science or in Chemistry. Our experience suggests that high A Level grades tend to be achieved by those students who gain grades 9, 8 or 7 at GCSE. Several units of the course include a considerable number of calculations and it is therefore important for A Level students to have a firm grasp of mathematics. Algebra is particularly helpful, but the mathematical demands do not exceed those of GCSE. It is very important that students enjoy the practical nature of Chemistry since there are practical assessments throughout the course.

Course Specification: OCR Chemistry (H434) Module 1: Practical Skills Module 2: Foundations in Chemistry Module 3: Periodic Table and Energy Module 4: Core Organic Chemistry Module 5: Physical Chemistry and Transition Elements Module 6: Organic Chemistry and Analysis There is also a practical endorsement qualification.

Why Chemistry?

Chemistry is a demanding A level, and success in it will bring many rewards. It offers a fascinating and challenging perspective on the world from atomic particles upwards. It will appeal to students with an inquiring mind who enjoy problem-solving and who can think clearly and logically. Practical work is an important aspect of the subject.

Students choose Chemistry for a number of reasons. Some may plan to study Medicine, Veterinary Medicine, Dentistry, Pharmacy, Chemical Engineering or Food Science for which the subject is essential.

Chemistry combines well with Biology, Physics and Mathematics since there are common areas between the subjects so that one can provide useful support for the other. Other students successfully combine Chemistry with contrasting subjects such as English, Music or a Language.

A Student’s Perspective “Chemistry is a fascinating subject to take if slightly tricky at first. Spending that extra time out of class clarifying your knowledge will make it even more rewarding.”

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Drama and Theatre Studies

Mrs R Hurstwaite

Academic Requirements A Level Drama and Theatre is a hugely creative and inspiring course. Students do not need to have studied Drama at GCSE to take A Level Drama and Theatre, but should demonstrate a passion for acting, devising, directing, script-writing or technical theatre. The ideal Drama student is curious about exploring plays, issues and ideas imaginatively. Watching live theatre is a vital part of the course and so there will be trips to see a range of plays.

Course information: WJEC Drama and Theatre This stimulating and engaging course promotes a balance between practical theatre making and the theoretical understanding of drama and theatre. Students have the opportunity to work as either performers and/or designers on three different performances.

Component 1: Theatre Workshop 20% of qualification Students participate in the creation, development and performance of a piece of theatre, using the techniques of either an influential theatre practitioner or a recognised theatre company. Students are assessed on either acting or design and produce: 1) a realisation of the performance or design 2) a creative log.

Component 2: Text in Action Students develop and perform two pieces of theatre:

40% of qualification

1) a devised piece of theatre using the techniques of either an influential theatre practitioner or a recognised theatre company.

2) an extract from a text in a contrasting style.

Component 3: Text in Performance In this written examination, students answer questions exploring:

40% of qualification

1) two complete performance texts, one which was written before 1956 and one which was written after 1956.

2) an extract from The Curious Incident of the Dog in the Night-Time by Mark Haddon, adapted by Simon Stephens.

A Student’s Perspective “I love the practical side of Drama, the contrast to other subjects and stress relief getting to go out and see plays.”

“I am so pleased I studied Drama at A Level, it is stimulating, rewarding and enjoyable.”

“If you love all aspects of the theatre, then Drama is the course for you!”

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English Literature

Mrs K Life

Academic Requirements A love of literature and reading is the essential pre-requisite for the course. Levels 9 - 6 at GCSE English and English Literature provide the best foundation for success at A level, along with the commitment to wider reading, which will develop your literary criticism, and a real enjoyment of literature. Sensitivity to texts, clarity of thought and the ability to follow through a well-supported logical argument are desirable. A love of theatre and film would similarly contribute to your work.

Course Specification We teach the OCR A level GCE English Literature syllabus, which involves two examined units plus one coursework unit.

Set texts include: Shakespeare’s Hamlet, Chaucer’s The Merchant’s Prologue and Tale, Fitzgerald’s The Great Gatsby and Ibsen’s A Doll’s House.

Personal response and the refinement of ideas through discussion are essential to the full appreciation of the set books, and make for lively lessons. Regular practice in essay writing and literary criticism also develops language skills and power of analysis. These are supported whenever possible by a wide range of activities including theatre visits, play readings, video recordings, workshops and each student’s individual reading programme.

Why English Literature?

By developing a student’s ability to analyse, provide evidence, make value judgements and express ideas clearly, the A level English Literature course is an excellent foundation for a whole range of careers and has proved an asset in areas such as Law, Business, Science, Social Sciences and the Media.

A Student’s Perspective “A level is such a leap from GCSE, as there is a lot more freedom in terms of ideas. Discussions have lasted entire lessons and we have had the opportunity to properly explore all varying avenues of thought.”

“I can’t think of a better way to spend my time than reading and studying books that cover many different genres and explore a variety of themes. The discussions in class always seem to make things easier and can sometimes last for a whole lesson. Whether you enjoy reading, discussing or writing essays, English Literature lessons manage to make all three fun!”

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Geography

Miss A Wyatt

Academic Requirements In order to succeed in Geography a love for the world that we live in will help you to understand the physical and human systems at work within it. Students who have obtained at least a level 5 in Geography at GCSE are more likely to obtain a top A level grade. However, this is a subject where genuine enthusiasm and hard work can result in pleasing results for candidates with a wide range of abilities and backgrounds.

Course Specification: OCR Geography (H481); a varied course with lots of options to explore contemporary geographical issues and debates. This is a two year course.

Course Summary: 1. Landscape Systems: Choice of Coastal, Glaciated or Dryland landscapes, learners will explore how the landscape can be viewed as system, how landforms developed within their chosen landscape and the influences of both climate and human activity on this. This will be taught through the use of case studies based on those within and outside of the UK. 2. Earth’s Life Support Systems: Water and carbon are cycled between the land, oceans and atmosphere in open and closed systems, the processes within these cycles are inter-related. Forests, soils, oceans and the atmosphere all store carbon and yet they are threatened and altered by human activity, this will be examined in detail through the Tropical Rainforest and the Arctic tundra case studies as well as at a global scale. Physical changes in these cycles occur over time, from seconds to millions of years, and these changes can be seen at a range of scales, from individual plants or trees to vast ecosystems. With research and monitoring it is clear there is an increased need for global and national solutions to protect ‘Earth’s life support systems’.

3. Human Interactions: The Human interactions component is built around two main topics, Global Connections and Changing Spaces; Making Places. It investigates the actions, interactions and spatial patterns of people in places. The Girls’ will build a picture of how the world around them is shaped by humans, starting from the local and moving out to regional, national and international scales.

4. Geographical Debates: Geographical debates takes some of the most dynamic issues the planet faces and encourages the Girls’ to engage with, reflect on and think critically about them. They will gain a deep understanding of their two chosen topics, exploring the interactions between people and the environment. The options for topics are: Climate Change, Disease Dilemmas, Exploring Oceans, Future of Food, Hazardous Earth.

5. Individual Investigation: Investigative geography gives learners the opportunity to undertake an independent investigation which is of particular interest to them, which can be related to any area of the specification. This involves a 4 day fieldtrip based on Human and Physical topics (please note this is an additional cost not covered by the school, the price is dependent on numbers but approximately £150200).

Why Geography?

Geography is fun, and can be studied at university as an Art or Science. Graduates are extremely marketable and enter a wide range of professions, many of them not strictly geographical in content, but with a geographical basis (planning, transport, surveying, conservation/ecology, tourism, marketing, even teaching).

There are opportunities to gain key skills such as ICT competency, working with others and communication skills.

A Student’s Perspective “The lessons are really interesting and fun – I especially enjoy debating new topics with my classmates.

The A level offers grounding in both human and physical geography that can be taken further.”

“One of the best aspects of the Geography course is the field trips, which always prove to be exciting.”

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History

Mrs J Dixon

Academic Requirements Preferably Grade B or better at History GCSE , but it is possible to embark on the course without a GCSE background for students with good analytical and writing skills.

Course Specification Edexcel The Course (Edexcel Route D).

Paper 1: Britain, c 1785 - c 1870: democracy, protest and reform - with a special focus on evaluating different historical interpretations explaining the abolition of the slave trade Paper 2: The unification of Germany, c 1840 - 1871 Paper 3: The making of Modern Russia, 1855 - 1991 Paper 4: Historical Enquiry (Coursework) The first two options (studied in L6) are linked by the theme of challenge to existing authority - in such ways as protests calling for the vote in Britain, or for greater humanity in responding to disadvantage; and a growing wish to have an independent nation in Germany, free for Germans from outside control. This period was one in which ordinary people, often with strong leadership, made a difference. It will extend your knowledge of topics you have perhaps already touched on, and give you new perspectives on possibly more familiar later periods of history.

In the second year of the course we study a long period of Russian history, hugely significant for the history of the twentieth century, from a period of hope and reform under Tsar Alexander II to the collapse of the Romanov monarchy under his grandson, Nicholas II in 1917. A new Bolshevik government seized power in this situation, seeking to establish the first Communist state. This state, the Soviet Union, itself fell prey to the pressures of the twentieth century, which led to the collapse of Communism in 1991.

The coursework unit, for which we do background work in class, allows the student to study a historical controversy of their choice, exploring disagreements between historians, and arriving at an independent conclusion.

Why History?

History is a fascinating subject, investigating the experiences of people in the past. It can be inspiring and illuminating, not just for the personalities involved, but also for the study of underlying institutions, cultures and beliefs which shaped their experiences, and thus help us be more aware of such factors at work in our lives.

History is also a discipline, which involves developing skills in research, evaluation, analysis and the coherent expression of ideas. As such it is highly regarded in university and job applications for a wide range of careers.

A Student’s Perspective “History looks at political, moral and social issues which are fascinating to study and discuss. It develops priceless skills of analysis and critical thinking. In looking into the past, we are better able to understand the present.”

“History is the most fascinating subject because you get to learn interesting stories from the past and to write better essays than your friends!”

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Latin

Mrs N Johnson

Academic requirements GCSE grade 6, 7, 8 or 9. Candidates should have an interest in literature, and a curiosity to find out about the history and mores of the Ancient Romans. Candidates should also have a strong understanding of the basic grammar structures taught at GCSE level.

Course Specification – OCR Latin H443 Course Summary The A level course in Latin has been designed to help learners improve their understanding of the Latin language and to develop an interest in, and enthusiasm for, the literary, historical and cultural features of the ancient world.

Latin Prose Students will meet a range of works by prose writers, including those by Livy, in order to develop their translation skills. They will also study two prescribed literature texts, including works by Cicero. In examinations, they will be examined on their knowledge of vocabulary and linguistic structures by carrying out an unseen translation. A second paper allows them the choice between answering comprehension questions on an unseen text, or prose composition from English into Latin. Their knowledge of the prescribed literature texts will be tested in a two hour essay paper, which requires students to demonstrate their appreciation of the cultural and social context of the time, and to analyse the stylistic techniques used by the writers.

Latin Verse Students will study two verse authors including the work of Virgil and Ovid, and will sit a two hour verse literature paper, which again will comprise essay answers that evaluate and analyse the cultural and historical content of the works, together with the use of literary techniques.

Latin has stood the test of time as an exciting subject which deserves study, both from a historical perspective as the language of one of the greatest empires on earth, and because of its importance in enabling us to understand and decode many of the structures which underpin our modern society.

Well thought of by universities, studying Latin is an academic passport that can enhance learning in a wide range of subjects, from the humanities to the sciences. It also brings considerable insight to understanding the grammar of our own language, whilst providing a valuable platform for learning other languages. In addition, learning Latin at a higher level will enable students to develop their skills of judgement and analysis, as a large part of the course requires students to create a balanced and reasoned point of view, which they can justify by reference to known texts.

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Mathematics & Further Mathematics

Mr W Talbot-Ponsonby

Academic Requirements The A Level Mathematics syllabus has been designed to build upon the work studied for the Higher Tier at GCSE. The study of Mathematics in the Sixth Form will appeal to those students who enjoyed mathematics at GCSE; it will appeal particularly to those who enjoyed, and had a flair for, the more abstract topics of algebra and geometry. To succeed at A Level the student will need a sound understanding of all the topics studied for GCSE and she should have strong algebraic skills. To be reasonably sure of success at A Level, the student should have obtained at least a grade 7 or above in Higher Tier GCSE: to obtain a high grade at A-Level, the student should have achieved grade 8 or 9 at GCSE. Students who really enjoy Mathematics, and would welcome the opportunity to study complex algebra and new abstract topics, should consider taking Further Mathematics A Level. However, students should consider this option only if they obtained a grade 8 or 9 at GCSE. Course Summary The Mathematics studied at A Level falls into two categories – Pure Mathematics and Applied Mathematics. Pure Mathematics is the study of abstract topics such as geometry, algebra, trigonometry, functions and calculus. Applied Mathematics relates the knowledge and skills learned in Pure Mathematics to real life situations in Mechanics and Statistics: Mechanics is the study of forces and moving objects; Statistics is the study of probability and the analysis of data. All mathematics students will be assessed on their knowledge of Pure Mathematics, Mechanics and Statistics. The assessment objectives include an emphasis on modelling, problem-solving and reasoning. Students will complete the Edexcel examination board with three, two hour examinations taking place at the end of the course, two of which will be Pure Mathematics and the other Applied Mathematics.

Students of Further Mathematics follow the programme described above. In addition to the 8 Mathematic lessons, students will have 6 lessons a week of Further Mathematics. At least half of the content is made up of Pure Mathematics and the remainder is of applied topics which may include Decision Mathematics.

Students will complete the Edexcel examination board with four 1 hour 30minute examinations taking place at the end of the course, two of which will be Pure Mathematics and the other two being Applied Mathematics.

Students who wish to study mathematical subjects at some universities, notably Oxford, Cambridge and Warwick, may be required to sit extra examinations (STEP, AEA or other admissions tests). We provide a programme of support and study for such students.

Why Mathematics?

Students who have studied Mathematics will acquire skills and knowledge that can be applied in many fields. In addition to the acquisition of mathematical skills, students will develop their powers of reason and logic, and their communication skills. Because these skills are transferable, the worth of having studied Mathematics is universally recognised.

There are many career opportunities open to those who have studied A Level Mathematics, in Science and Technology and also in Business, Finance and Management. A Level Mathematics is a preferred qualification for entry to many degree courses.

Some students go on to study mathematics at university. There has been a shortage of Mathematics graduates for many years and they sought after by industry, commerce and the public sector. Because of the excellent training that Mathematics gives, graduates are always likely to be in demand.

A Student’s Perspective “There is no denying that the maths is much harder than at GCSE, but there is always someone at hand to help – either a fellow student or a member of staff. However, with constant practice and commitment the work gets easier.”

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“The ability to have discussions about problems in class makes the challenge of maths easier to overcome for everyone.

“Help and support are always given when needed and it means that everyone can move through the course at the same rate and be prepared fully for the exam.”

“I love Maths at Bruton because I feel confident to do this now, and my English has improved a lot. All the teachers are really helpful too. I have really enjoyed Further Maths too.’’

“Some of the Maths is really hard but you get a lot of satisfaction when you solve a difficult problem.”

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Modern Languages (French, German, Spanish)

Mrs X Harvey

Academic Requirements GCSE grade 6 or above. Candidates should be genuinely interested in the target-language country, have an enthusiasm for written and spoken language as a means of communication and an understanding of basic grammar structures in English as well as the foreign language. Although a stay in the country is not compulsory, the stress on fluency makes it highly desirable.

Course Specification: Edexcel A level in French, German and Spanish.

Work is assessed at the end of the two-year course, to include comprehension, translation, essay writing and oral expression. In the speaking examination, students engage in conversation with their teacherexaminer, prompted by prescribed, previously unseen material as well as material prepared by the candidate following research on a topic of their choice. Specimen examination material will form the basis of this preparation, whilst the topics will be taught through up-to-date texts, audio and video material, as well as literary and film material pertaining to the relevant language’s cultural heritage. The students each have an individual lesson with a foreign language assistant to build up their fluency and practise examination questions. There is on-going development of the four skills of Listening, Speaking, Reading and Writing, based on the following topic areas: FRENCH  Social Issues & Trends  Political & Artistic Culture  Immigration & the Multi-Cultural Society  A Period of History: L’Occupation et la Résistance  One Literary Work: Un sac de billes, Joseph Joffo  One Film: Intouchables, Éric Toledano & Olivier Nakache GERMAN  Social Issues & Trends  Political & Artistic Culture  Immigration & the Multi-Cultural Society  A Period of History: Die Wiedervereinigung Deutschlands  One Literary Work: Ich fül mich so fifty-fifty, Karin König  One Film: Die Welle, Dennis Gansel SPANISH  Social Issues & Trends  Political & Artistic Culture  Immigration & the Multi-Cultural Society  A Period of History: La Dictadura Franquista y la Transición a la Democracía  One Literary Work: El coronel no tiene quien le escriba, Gabriel García Márquez  One Film: Diarios de Motocicleta, Walter Salles There is also considerable emphasis on an awareness of grammatical accuracy at a more sophisticated level than GCSE, and the ability to transfer parts of a text in English into the target language and vice versa. The use of dictionaries and reference to the studied texts are not allowed in examinations.

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Why Modern Languages?

Languages open doors and can give an international dimension to your higher education studies and future career, whatever your field of work. As facilitating subjects, they are well regarded by universities and prove that candidates who study them have intellectual ability, an analytical mind, the ability to spot patterns and apply them creatively, open-mindedness and excellent communication skills. The study of the target language’s contemporary society and culture also brings an insight into one’s own language and culture, affording the student a wider perspective and more in-depth understanding of the world.

Languages are highly regarded by employers; they are a contributing factor to higher income levels and are the perfect addition to a degree in a seemingly-unrelated subject, as graduates who can offer a language in addition to expertise in their field are highly sought after on the UK and global job markets. There is currently a great shortage of British native linguists.

The Students’ Perspective “You come out at the other side with more than just an A level. As well as learning a language, you gain access to a different culture and develop skills that will be useful across the board - it’s really worth it!”

“Such fun! French lessons are a breath of fresh air; they are focused yet relaxed and the diverse backgrounds of the students in my class make it all the more interesting. We have stimulating discussions and there’s never a dull moment! The cultural element makes the experience all the more enjoyable and dynamic. Arguing in a foreign language is challenging but rewarding and has its funny moments, with mistakes and misunderstandings, but that’s the best way to learn.”

“I have found German in the Sixth Form really interesting. I am so glad I chose it as, not only have I improved my fluency in German hugely, I have also learnt valuable speaking skills, how to talk in front of an audience, how other cultures and societies work, and I have become much more confident writing or presenting myself in formal situations. I have visited Germany often over the last few years and intend to study at a German university after leaving school!”

“I took Spanish A level and found it thoroughly enjoyable; the course was very diverse and you can study the culture of Spain and other Spanish-speaking countries. At the end, you find that you can express yourself using a wide range of vocabulary and that you can use grammar in a new and exciting way. Even though, at times, the work was challenging, I found it really worthwhile and the best part of the course for me was the speaking.”

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Music

Mr M Dury

Academic Requirements A pupil should have gained an A*, A or B at GCSE, although an experienced musician who was not able to take GCSE may be considered. Pupils should have a performing standard of about Grade 5 at the start of the course. They should also have passed or be working towards Grade 5 Theory. A willingness to take part in choir and/or orchestra is taken as read.

Course Specification: Students will follow the Edexcel A-Level Specification Component 1: Performing (30%) Students will perform one or more pieces, either as a soloist or as part of an ensemble, in a performance lasting a minimum of 8 minutes. Grade 7 is considered the standard difficulty level, with pieces played beyond this level attracting higher scaled marks if performed well.

Component 2: Composing (30%) Students will compose two compositions, the first of which will be to a technical brief, the second of which can either be a free composition or can be in response to a brief. The total time across both submissions must be a minimum of 6 minutes.

Component 3: Appraising (40%) Students will study six areas of study, each of which contains three set works. The areas of study are as follows: vocal music; instrumental music; music for film; popular music and jazz; fusions; new directions.

Students will be assessed through a two-hour examination based partly upon the set works studied, and partly upon applying their knowledge to unfamiliar works. There will also be short aural tests in the examination.

For further information on the course please see: http://qualifications.pearson.com/en/qualifications/edexcel-a-levels/music-2016.html Why Music?

Anyone wishing to pursue Music as a career or a hobby after school is well advised to take the A Level.

Music demonstrates a wider range of skills than many A levels, and thus is highly regarded by universities.

And if you enjoy music, then you will enjoy studying it too.

A Student’s Perspective “Although I am not going on to study music at university, I am getting a grounding which will help me as I continue music in my spare time. The course added variety to my programme of A levels, and also meant that my hours and hours of piano practice contributed to my grades.�

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Physics

Mrs J Rostrup

Academic Requirements Candidates would be expected to possess a minimum of grade 6 in GCSE Physics, or 6 in the Trilogy Award.

It will be very helpful to have at least grade 6 in GCSE Mathematics, as numeracy and mathematical skills are important in Physics. We work closely with the Mathematics department to provide help for the non-A level Mathematics students if they have a problem with the mathematics required. Communication is also important in Physics, so you will need to be able to communicate effectively, to research and to think critically about problems. You will learn theory, develop relevant practical skills throughout the course and have fun!

Course Specification: OCR Physics A (H556) The qualification builds on the knowledge, understanding and process skills that will have been developed in GCSE Science. The content is split into six teaching modules: modules 1 to 6, combined with the Practical Endorsement, constitute the full A level. The modules can be summarised as: Module 1: Development of Practical skills Module 3: Forces and Motion Module 5: Newtonian World and Astrophysics Assessment summary: Paper 1 Modelling Physics: Paper 2 Exploring Physics: Paper 3 Unified Physics:

Module 2: Foundations in Physics Module 4: Electrons Waves and Photons Module 6: Particles and Medical Physics

Assesses content from modules 1, 2, 3 and 5 Assesses content from modules 1, 2, 4 and 6 plus material flagged within the specification from modules 3 and 5 Assesses content from modules 1 to 6

Why Physics?

Are you the sort of person who wants to ask questions about the world around you, who wants to be able to answer the really big questions about the universe and everything?

Do you find how the world works fascinating? Do you want to try and help solve the problems facing us today; like how can we get enough energy to keep things working? How can we make life easier for people with physical disabilities? How can we have more efficient sports equipment?

Do you enjoy applying your mind to solving problems? Do you enjoy carrying out investigations that need imaginative and logical thinking? If so, then a study of Physics beyond school will help you to achieve these things and the next step for you will be to study A level Physics.

Physics is suitable for those who want to study a relevant worthwhile qualification to either complement their maths/sciences or as a separate science to support and balance a more artistic selection of subjects. Not only is it a fascinating subject, A level Physics is a very high regarded ‘facilitating subject’ allowing entry onto almost any course at Russell Group universities. Studying Physics opens up one of the widest ranges of future career options.

A Student's Perspective “At A level you will experience topics familiar from GCSE, but at a far deeper level allowing you to understand and enjoy the topic. The supportive classroom atmosphere makes the subject even more enjoyable than GCSE. Although I find some parts quite challenging, it is very rewarding to understand the subject and the theories.”

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Religious Studies

Mrs C Peach

Academic Requirements There are no prior knowledge requirements for this subject. However a grade 6 in GCSE Religious Studies or a subject such as English Literature or History will indicate that you have the necessary skills to succeed. An interest in human values, morality and human nature is essential. You should also have a lively enquiring mind and willingness to question and debate.

Course Specification: Edexcel Religious Studies. Paper, 1, 2 and 4 will be covered.

Paper 1: Philosophy of Religion written examination: 2 hours 33.33% of the qualification Content overview: Philosophical issues and questions; The nature and influence of religious experience; Problems of evil and suffering; Philosophical language; Works of scholars; Influences of developments in religious belief.

Paper 2: Religion and Ethics written examination: 2 hours 33.33% of the qualification Content overview: Significant concepts in issues or debates in religion and ethics; A study of three ethical theories; Application of ethical theories to issues of importance; Ethical language; Deontology, Virtue Ethics and the works of scholars; Medical ethics: beginning and end of life issues.

Paper 4: New Testament Studies: written examination 2 Hours 33.3% of the qualification Content overview: Social, historical and religious context of the New Testament.

Why study Religion, Philosophy and Ethics?

This is a subject of great diversity. You will be required to keep an open mind and consider both the believer’s and the sceptic’s point of view. These are useful skills for any Arts or Humanities degree and the need to question sources and consider bias would be good preparation for future careers such as law or journalism. You must have a keen awareness of issues of perennial concern and an interest in current affairs; reference will be made to news items and developments in the fields of medicine, law and order and aspects of government. Anyone interested in how our society has been shaped by its history and the part religion has played in the development of its moral codes, should consider this subject.

A Student’s Perspective “Religious Studies is an engaging and eye opening subject which allows us to bring understanding and clarity to some of the big questions in life. It enhances our essay writing skills whilst at the same time deepening and broadening our insight into the basis of many fundamental beliefs. We debate interesting topics such as the meaning of God and the morality of war.”

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