Sixth Form Prospectus

Simon Williams

Headmaster

Ask anyone and they will tell you that the best time they had in school was in the Sixth Form.

After years of closely timetabled and regimented education you are suddenly given more freedom to do your work your way. You’ve also been given the opportunity to drop subjects, some you probably didn’t like anyway, so you can now concentrate on those areas that you both enjoy and are hopefully good at.

Other changes make life more pleasant – you no longer have to wear school uniform, you just have to dress smartly as anyone who has a job would; you have your own separate building with social areas; you are given space in your timetable to do private study and the relationship you have with staff also changes, so it is much more on an adult to adult basis.

All this freedom comes with a price of course. You are now much more responsible for your own performance and the outcome. You

have to meet deadlines, organise your work, prioritise your time; you are expected to study and research beyond what the teacher gives you. But these responsibilities are easily compensated for by the new freedoms.

You are about to face two hugely rewarding years; two years full of fun, friendship and firsts! Firsts such as first driving lessons and first and hopefully only driving tests; first 18th birthday parties; first Tycoon Enterprise Company Board meetings as a director; first Prefect black tie dinners; first Devizes to Westminster canoe marathon; first Gold Duke of Edinburgh challenge; first university open days; first cadet force Trafalgar Day celebrations; first leadership roles; first star-turn in a major drama production; possibly first trophies at Twickenham; first solo, concerto performance on the professional concert stage; first interviews; first

“Two hugely rewarding years; two years full of fun, friendship and firsts!”

toast and coffee mountains; and, of course, first A Level lessons, not forgetting, first class results at the end.

As W B Yeats once said, “Education is not the filling of a pail but the lighting of a fire”. There is no doubt that the blend of freedom of approach, self-reliance, breadth of opportunity, personal support and, above all, success that you will experience at Churcher’s College will ensure your choices remain open and your future will burn very brightly indeed. Your success story here awaits you!

“Beyond the classroom students will have the chance to engage in an exceptionally wide range of activities.”

It is a time of challenge and the opportunity to explore new ideas. It is a chance for students to specialise in the subjects that really interest them and the Sixth Form curriculum at Churcher’s offers the chance to study in depth from a choice of twenty five different subjects, including some that students may not have come across before.

Beyond the classroom students will have the chance to engage in an exceptionally wide range of activities, whether it is on the stage, in one of our many ensembles or choirs, on the sports field or up a mountain. They may find themselves competing in the Devizes to Westminster Canoe Marathon, setting up a company with the Tycoon Enterprise Programme, debating as part of the Model United Nations, and much more besides. Who

William Baker

Head of Sixth Form

The Sixth Form is undoubtedly one of the most exciting times in a student’s education.

knows, they may even want to set up a club or society of their own.

We enable students to develop other skills that they will need at university and in their future careers by providing opportunities for the management of younger pupils and involvement in the running of the Sixth Form, as well as developing teamwork, leadership, networking and presentation skills. Highly experienced staff will give students the careers and higher education advice they will need to make a success of life after Churcher’s, whatever that may involve. The drive and industry of Churcher’s students is reflected in their high levels of achievement and the fact that the majority go on to study at top universities; guidance through the UCAS process is one of the College’s strengths although support is also

given to those taking an alternative route after Churcher’s.

Life in Ramshill, our Sixth Form centre, offers greater independence and freedom without losing the individual support that is vital for success. Students will be part of an energetic, vibrant and ambitious community of peers; they will have to work hard, but they will have great fun and will make friendships that can last a lifetime. We hope that the following pages offer a flavour of what life in the Sixth Form is like, but please do pay us a visit. Our students will be happy to show you around.

“Leadership and teambuilding is encouraged to raise the students’ self-esteem and resilience.”

Pastoral Care In Sixth Form

In Churcher’s College Sixth Form we work together with parents to ensure students have the opportunity to flourish. The pastoral care system begins with an underlying ethos of consideration and kindness. In Ramshill we have an expectation of good behaviour and encourage our students to take on additional responsibility as they mature through the Sixth Form, in order that they may develop their self-confidence.

All staff take a role in supporting students. Key figures with specific responsibility for student welfare in the Sixth Form are the Head of Sixth Form, Deputy Heads of Sixth Form and the Heads of House. Alongside this, the students are all members of a form group, which usually comprises 20 students with a Form Tutor who they will see and liaise with each day. Significant additional support in the Sixth Form comes in the form of a Personal Tutor who is responsible for up to ten personal tutees. The Personal Tutors’ role is to oversee all academic and pastoral matters for the Sixth Form students in their care, and students

will discuss grading cards and progress with their tutors on a regular basis. Medical staff and class teachers also play a significant role. The students are fortunate enough to have a dedicated School Counsellor, Special Educational Needs Co-ordinator and a School Nurse permanently on site taking care of the welfare of pupils.

The House system provides the perfect opportunity for all members of the Sixth Form to enhance their teamwork and leadership skills.

The Heads of House nominate House Captains and Vice Captains who take leading roles in House assemblies, and charitable events which take place throughout the year. House Sports Captains help organise regular inter House sports fixtures and Sixth Form Peer Mentors look after younger pupils in the school, helping to guide them through their formative years. Leadership and teambuilding is encouraged to raise the students’ self-esteem and resilience, and to this end all Sixth Formers take part in a Team Building Day at the start of the Lower Sixth.

Besides leadership and teamwork we are keen to emphasise the need to help students to become responsible and capable members of wider society. We take pride in encouraging our students to lead healthy lifestyles and we have embraced initiatives from the Local Health Authority and Hampshire Police. The ‘Safe Drive Stay Alive’ seminar is particularly relevant as our students begin to learn to drive. A series of workshops about learning to cope with stress, building resilience and planing for exams are also hosted throughout the year to help students in the Sixth Form.

It is hoped that all students of Churcher’s Sixth Form find the College a nurturing and supportive environment where they can develop and thrive. There are certainly many opportunities for students to get involved and a dedicated team of staff members to support them on their journey.

Section 1 An Introduction to Sixth Form

“I know I have made life-long friends and have built the strongest platform to start my next chapter, which I am so thankful for.”

Sixth Form Life

Our Sixth Form is large enough to provide a lively social environment, helped in large measure by the leisure facilities and friendly atmosphere in Ramshill, the Sixth Form centre. It is also small enough for students to be known personally, for potential to be recognised and developed and for support to be given when needed. Greater responsibility is placed on members of the Sixth Form and they are expected to be good role models for younger students. Alongside this growing responsibility, the relationship between students and teachers also evolves, becoming more relaxed and characterised by mutual respect. Students are treated more like adults and teachers may seek contributions from them.

In addition to Ramshill, which is separate and well screened from the rest of the campus, the facilities of the whole College are available to students - the superb science laboratories, ICT suite, lecture theatre, gym, swimming pool, careers centre and library. The impressive upper library is exclusively for Sixth Form students, with computer access.

Ramshill Sixth Form centre has a large conservatory, two computer rooms and study rooms with interactive whiteboards and modern lighting.

WiFi makes internet access easy and the Garden Room and the Forrester Centre are an excellent modern extension for study or socialising.

“Ramshill is always lively at break times, with music, television or relaxation in the garden, not forgetting the tea and toast.”

The cellar has been developed into a music studio, complete with state of the-art-recording technology and a rehearsal room, where non-recording or rehearsing musicians can relax. This facility is available for any Sixth Former to book outside lesson times.

Ramshill is always lively at break times, with music, television or relaxation in the garden, not forgetting the tea and toast. Sixth Formers also enjoy the opportunity to go out of College at lunchtime and may leave at 2.40pm if they are free, by arrangement with their Personal Tutor.

Students do not have a uniform, but are required to wear a business suit.

“We are really fortunate to have all of our sports facilities on site.”

“I definitely benefit from the routine that school provides, but I also like the extra freedom of Sixth Form life.”

We have an outstanding 25m six lane indoor swimming pool and a fully equipped fitness suite with the latest in CV and resistance training equipment. We take great benefit from our well maintained onsite sports pitches and all weather surfaces. Our five lane cricket nets and large sports hall provide year round training opportunities for seasonal sports.

“As well as raising funds, charity work within the Sixth Form has proved to be another way for students to form friendships united by a common cause.”

Charities

During their time at Churcher’s College, many students voluntarily engage in fundraising activities for local, national and international charities. Charity work at Churcher’s runs throughout the school and is led by the Charities Committee.

There are always a wide range of events and initiatives, and through some fantastic efforts, a significant amount of money has been raised and lots of awareness created for several amazing charities.

Charity work within the Sixth Form has seen students form friendships for a common cause. It also improves organisational skills in learning how to run whole events and encourages teamwork.

Committees

Finding your voice is an important part of your Sixth Form journey and a crucial part of life in Ramshill. Students are represented by a vibrant Sixth Form Committee made up of volunteers from across the Lower and Upper Sixth. This is an important instrument to give the students a say on a range of issues whilst enabling them to make improvements to Ramshill. The Committee is given a substantial budget to spend each year on events and activities such as a welcome barbecue to help new students to settle in, an annual fancy dress Dodgeball tournament, Easter, Christmas and Halloween events. In addition to the day-to-day life of the Sixth Form, the Committee also

takes a lead role in the organisation of the Summer Ball and the Upper Sixth Leavers’ concert. These are memorable events and the input and ideas from the students is essential to their success.

In addition to the Sixth Form Committee, the School Council represents the views of the entire school. This is comprised of the Captains and Deputy Captains of College and the respective House Captains. Each half term the Council will speak to all the forms in the School to collect ideas and then discuss these with the Headmaster. From this process the Council has been able to design a Peer

Mentor system for the lower years in the school amongst a range of other achievements. The School Council also has an important role in providing feedback for the Headmaster on important issues.

All Upper Sixth students have the opportunity to attend a formal dinner with the Headmaster and Mrs Williams in their final year. This is a black-tie event where the students enjoy an outstanding three course meal. While this is very popular in itself it is also an excellent chance for the students to develop their social skills at a formal event.

Careers And Higher Education

Planning for a successful future is an essential part of education and Churcher’s College strives to provide a first-class Careers and Higher Education service. Dr Kirsty Verney, Deputy Head of Sixth Form (Careers and HE), organises a comprehensive programme to inspire and support students throughout their time as Sixth Formers. This ensures that opportunities to explore and research careers are optimised and the strongest applications for life beyond Churcher’s are produced.

Churcher’s College Sixth Form Careers and HE Provision

Throughout Sixth Form

• Annual Careers Convention

• Half termly Careers and HE and Sixth Form newsletters

• Trips and visits

• Assemblies

• Individual meetings with the Head of Careers and HE

• Careers talks

• Networking events

• Comprehensive resources on our Virtual Learning Environment

• Work experience guidance and support

• Oxbridge Programme for Oxford and Cambridge applications

• Medical Programme for Medical, Dental and other vocational medical applications

• BioVet Programme for Veterinary, Biomedical and Biological Sciences applications

• Specialist preparation for University Admissions Tests

Lower Sixth

• Higher Education talks for students and parents - including a talk from Cambridge University Head of Admissions

• Entrepreneur’s Dragons’ Den Day at Draper Esprit

• Networking workshop and event

• Visit to the UCAS Higher Education exhibition

• Visit to UCAS ‘Create Your Future’ exhibition

• In-house, two-day Futures Conference

Upper Sixth

• CV writing

• Interview coaching

• Mock interviews

• Application support

Post Churcher’s

• Post A Level support and guidance in students’ gap year, at university and in transition to work

• Professional Connections programme – the Development Office and Careers Department work together to connect our community to help students and Old Churcherians progress with their careers

“Thank you very much for the timely advice and all the help you have given…she has found you extremely approachable, readily available and informative. The enormous amount of work you do and what you offer is invaluable…”

Oxbridge

For students wishing to apply to Oxford and Cambridge universities there is a comprehensive programme of preparation and support. This includes subject specific academic extension, seminar discussions, attendance at the Oxbridge Epsom Downs Conference, bespoke admission test lessons, interview coaching and mock interviews, as well as contact with Old Churcherians who are currently at Oxford or Cambridge. In addition, we provide support to enable students to make informed decisions regarding their application, including their choice of College.

“For students interested in applying to Oxbridge we offer a comprehensive programme of preparation to ensure they receive all the support they need throughout the process.”

“By the time the pupils leave the school they are well balanced, thoughtful and considerate individuals with an excellent standard of personal development.”

ISI Inspection

Academic Philosophy

We aim for students to become independent in their learning. This is not just essential for success at A Level but we also believe this is fundamental to prepare them for the next stage. To encourage them to develop good time management skills as early as possible the first day of the Lower Sixth is devoted to an induction programme which combines the study skills needed for A Levels with social time to help students settle in. As part of this, students will attend a seminar by ‘Elevate Education’ who will give important advice on how to study effectively.

It is our philosophy to train students to take responsibility for their own learning, preparing for university and life beyond the Sixth Form in an environment in which they are not over-supervised, but well supported.

The Sixth Form will be students’ first experience of private study periods during which they will be expected to work independently either in the library, the Garden Room or any suitable space or free room in Ramshill.

The Library is central to this philosophy, both as a place of study and a valuable resource for students undertaking research. The Library is managed by two Librarians and has a dedicated Sixth Form area which is open all day for silent study. Along with a wide range of fiction and non-fiction titles, the library stocks the main daily newspapers and an extensive collection of general interest and subject-specific magazines and periodicals. For online research students have access to specialist resources such as JSTOR and Britannica School Online.

Testimonials From Our Students

I have really enjoyed my first year as a Sixth Form student. Through my A Level studies of English, Latin and Music, I have been given the opportunity to focus more closely on topics that really interest me. Whilst I did find the transition from GCSE to A Level challenging, I have been able to develop the skills needed for the more analytical approach to my subjects, and now hope to continue studying English at University. Outside lessons, I have been able to take part in a number of music ensembles including choirs, orchestra and wind band. This has given me the opportunity to be involved in performances such as the amazing Grand Summer Open Air Concert. One of the things I like most about Churcher’s Sixth Form is the friendly atmosphere in Ramshill, which is perfect for both studying and being with your friends.

Nellie Lofthouse

Joining Churcher’s College from a state school was certainly a change for me, although my subject choices of Maths, Further Maths, Politics and English are not too dissimilar to my GCSE studies. After what’s turning out to be a very short two years here, I’m looking forward to going to university, ideally to study Mathematics and Philosophy. Whilst at Churcher’s I have tried to get involved with as much sport as I can, playing hockey, cricket, and tennis (and some chess!). The community feel of the Sixth Form and friendliness of staff and students helped me get to know and feel at home in Ramshill, while the busy school calendar ensured I got to meet almost everyone in the process. I was a bit apprehensive when I joined, but soon enough everything about studying at Churcher’s College felt like second nature.

Luke Watson

This year, I have thoroughly enjoyed my time as a Sixth Form student. While at first I struggled with the step-up in workload from GCSE, once I got to grips with this, I began to enjoy my subjects far more. I also participated in both DofE where we journeyed to the Lake District, and DW, which involved months of training leading to a gruelling three day race. With these both being massive personal achievements, this has further enhanced my experience in the Sixth Form and I would recommend them to people considering whether to give them a go. Furthermore, this year I became a regular starting player in the schools first ever competitive football team, which was very popular with a lot of the boys. This was a really exciting new thing which was highly requested, and so it’s nice to see how the teachers respond really well to our opinions in Sixth Form.

Jude Inkley

The transition from the lower school to the Churcher’s Sixth Form has been very enjoyable and I particularly like the new sense of independence that comes with the private study periods. Facilities like Ramshill and the recently opened music facilities are excellent. I study History, Maths, Physics and I am also taking a Music Tech

AS and I hope to continue my education by studying Engineering at university. I’ve taken part in choir and barbershop performances but I’ve particularly enjoyed playing first team rugby this year, and the camaraderie that it provided with the Upper Sixth as well the chances it provided to play at the Petersfield Rugby Club under the flood lights.

Jack Lowndes

My A Levels are Maths, Further Maths, Chemistry and Physics and I hope to study Chemistry at Oxford University. I am involved in both the Chemistry and Physics societies and next year I hope to be a Science Auntie, and help students lower down the school in science lessons. I like the way I am

pushed academically, and all the help on offer is helping me to reach my potential. I joined the Sixth Form from Alton School and have found it easy to settle in as it is one big, friendly community. Playing netball and doing the Devizes to Westminster Canoe Marathon has also helped me to meet people.

Emily Killing

Section 2

The Academic Curriculum

“A fascinating opportunity to explore the history of Ancient Greece and Rome.”

Ancient History

Mr J. Hegan OCR H407

Ancient History is an exciting and fascinating course which is open to all students. It aims to give you both a broad and in-depth experience of the history of Ancient Greece and Rome. A mixture of literary, visual and archaeological sources is studied to help shape your views of the events. No prior knowledge of the Classical world needed.

• Engaging and exciting topics (e.g. Persian wars 490-479 / Alexander the Great / Julius Caesar / life of the Roman emperors)

• Clearly laid out requirements and straightforward assessment

• Opportunity to study critical moments and characters in European history

• Academically rigorous subject valued by universities

Skills

• Develop powers of argument in response to primary sources

• Strengthen your abilities in planning, structuring and writing essays

• Spotting strengths and weaknesses in the validity of sources

• Develop the ability to make connections and draw comparisons between different periods, individuals, issues, identities and societies of the ancient past

Content

Four modules covering key periods in Greek and Roman history:

(a) Two ‘Period studies’ to include a substantial span of Greek and Roman history over a period of c.75 years

(b) Two ‘Depth studies’, designed to focus on a shorter time span to explore the complexity of events

Topics will include

Greek topics

1. Period Study: Relations between Greek and non-Greek states, 492–404 BC

This will include:

a. The conflict between Greece and Persia (490-479) and its effects on the Greek world

b. The rise of Athenian imperialism and her relations with other Greek states (479-431)

c. The war between Athens and Sparta (431-404)

Plus the following ‘Depth Study’: The Rise of Macedon, 359–323 BC

a. The creation of the Macedonian empire under Philip II (359-336)

b. The campaigns of Alexander the Great in Persia (336-323)

Roman topics

2. Period Study: The Julio-Claudian Emperors, 31 BC–AD 68 (Augustus, Tiberius, Caligula, Claudius and Nero)

Plus the following ‘Depth Study’: The Breakdown of the Late Republic, 88– 31 BC

This will include a detailed analysis of the events leading up to the fall of the Roman republic in 31 BC.

Assessment by two 2 ½ hour papers

The questions on each topic will involve responding to the original sources (extracts are printed on the exam paper), discussing the quality and reliability of the various sources studied, and more extended essay questions.

“Art and Design at A Level stimulates your intellectual, imaginative, creative and intuitive capabilities.”

Art & Design

Mr T. Strange OCR H601

The course is Fine Art based and builds on the knowledge, skill and understanding established at GCSE and it is therefore desirable, but not essential, that the students will have previously studied Art successfully at that level. The aims and learning outcomes of the course are to develop within the students:

• Intellectual, imaginative, creative and intuitive capabilities

• Investigative, analytical, experimental, practical, technical and critical judgment

• Independence of mind in developing, refining and communicating their own ideas, intentions and personal outcomes

• The experience of working with a broad range of media.

• For students who wish to extend their studies beyond A Level and to consider the subject as a basis for a career, the course provides the student with a portfolio of work necessary for interview to gain a place at the selected University or College of Art.

OCR Content Overview

Art & Design: Fine Art

Unit 1:

Personal Investigation 60% (a portfolio of practical work and a related study

- an extended response of a guided minimum of 1000 words )

Unit 2:

Externally set task 40%

Biology

Ms M. Westwood AQA 7402

Biology opens the door to careers in a wide range of fields, including: Biochemistry, Biomedical Sciences, Biotechnology, Dentistry, Conservation, Field Ecology, Forensic Science, Genetics, Medicine, Psychology, Physiotherapy, Sport Science and Veterinary Science to name a few. It is a rigorous, highly respected qualification, and is a strong subject to have for other non-science careers such as Law.

Lower Sixth course:

1. Biological molecules

2. Cells

3. Organisms exchange substances with their environment.

4. Genetic information, variation and relationships between organisms.

Upper Sixth course:

1. Energy transfers in and between organisms

2. Organisms respond to changes in their internal and external environments

3. Genetics, populations, evolution and ecosystems

4. The control of gene expression

Coursework

There is no coursework assessment in Biology; instead, students complete a series of compulsory practicals, which provide them with the opportunities to refine their practical skills and techniques. These compulsory practicals are referred to in the written exams at the end of the course, but are not otherwise assessed.

Business

Mr R.A. West Edexcel 9B50

Business is an exciting subject that offers students the opportunity to develop a unique understanding of the modern business-driven world in which we live. From planning and financing a business, through to managing a company and developing strategies to compete and succeed in the fast-paced global business environment, students will explore a diverse range of companies in a variety of markets.

The subject content is structured so that the first year of the A Level covers the key functional areas that a business needs to manage in order to succeed. Firstly we look at how firms manage, motivate, recruit and train their people and then we move onto entrepreneurship. Next we study the market, marketing and pricing of products. Finally, we consider finance, planning, improving efficiency and external influences.

Questions for discussion include

• What is the most effective style of leadership?

• How do firms set their prices?

• How can technology be used to increase efficiency?

• How can a business improve its profitability?

The second year of the A Level focuses on current global issues that impact on business. We also consider how firms make strategic decisions and

how technology, environmental and ethical concerns influence strategic decision making in a global context. We also prepare for the case-study exam (Paper 3), which is on a different industry every year.

Questions for discussion include

• How important is globalisation for businesses?

• How does the economic climate influence business strategy?

• How can firms maintain a competitive advantage in a market?

• What is the best way to encourage innovation within a business?

Throughout the two years students will develop a number of transferable skills which will be useful in any future career. These include manipulation of data, making judgements on a series of evidence, numeracy and an understanding of research methodology. And in addition students will gain a wide appreciation for business which is essential for any profession. GCSE Business is not a requirement for this course but students will need a keen interest in following current business news stories.

There is no coursework and the final assessment consists of three two hour exams.

“Studying Business is at the core of a modern economy. This course has given me independence of thought and critical skills to use throughout my working life.”

Chemistry

Mr D. Dunster OCR H432

Traditionally, Chemistry has been seen as a vital entry qualification for university courses in the fields of Engineering, Life Sciences, Medicine, Dentistry, Veterinary Science, etc. Nowadays an A Level in Chemistry is in demand in many areas where a trained numerate mind is required, e.g. business and law. Most universities now accept Chemistry as a general A Level entry qualification for a wide range of degree courses, including subjects such as English and Psychology. This is a stimulating course that will sustain students’ interest throughout their time in the Sixth Form.

Lower Sixth course

Module 1

Development of practical skills

Module 2

Atoms, compounds, molecules and equations

• Amount of substance

• Acid–base and redox reactions

• Electrons, bonding and structure

• Reactions of acids and Redox

Module 3

The periodic table and periodicity

• Periodicity, Group 2 and the Halogens

• Qualitative analysis

• Enthalpy changes

• Reaction rates and equilibrium

• (qualitative).

Module 4

Basic concepts in Organic Chemistry

• Hydrocarbons

• Alcohols and haloalkanes

• Organic synthesis

• Analytical techniques (IR, MS)

Module 5 Reaction Rules

• Rates of reaction (a quantitative treatment)

Upper Sixth course

Module 1

Development of practical skills

Module 5

Reaction rates and equilibrium (quantitative)

• Equilibria (quantitative)

• pH of strong and weak acids

• Buffer solutions

• Enthalpy, entropy and free energy

• Redox and electrode potentials

• Transition elements

Module 6

Aromatic compounds

• Carbonyl compounds

• Carboxylic acids and esters

• Nitrogen compounds

• Polymers

• Organic synthesis

• Chromatography and spectroscopy (NMR)

Computer Science

Mr R Tong AQA 7517B

Computing is a broad-based course that develops skills and understanding relevant to the modern world.

Students will spend a large part of the course developing skills in analysing problems in computational terms through practical experience of solving such problems, including writing programs in Java. Students will experience different aspects of writing and using algorithms for a variety of problems culminating in a project of their choice to solve a real problem for a user. The course develops capacity for thinking creatively, innovatively, analytically, logically and critically

which is specifically targeted in UCAS references. Students study how technology works from the inside of computers to networks and the Internet, looking at future developments as well as the legal and ethical issues that surround the use of technology in the modern world.

Course Structure

There are two papers: a two and-a-half hour on screen programming theory and practical exam (40%); a two anda-half hour theory paper (40%); and a non-examined assessment (20%) which is the project.

For Paper 1, the on-screen exam, students develop object-oriented programming skills in Java using NetBeans, but it is not all about programming skills, students study problem solving using a wide variety of techniques, complex paradigms using advanced data structures. This includes using queues, trees and stacks in algorithms and studying different searches and sorts, using iteration and recursion; studying computational theory such as algorithmic complexity (or Big O), Turing machines, regular language expressions and more. Towards the end of the two years students study a set skeleton program in preparation

for adapting it real-time during the on-screen exam to test skills of problem solving.

For Paper 2, the theory exam, topics build upon the GCSE in the first year to allow a more in-depth understanding of: data representation; machine architecture, workings of hardware and software and networks as well as Boolean logic and ethical use of technology. The second year of study includes relational database theory; the workings of the Internet, security and protocols which gives an insight into the world of network managers. Students also get into the paradigm of functional programming

and big data including a look at the challenges of distributed processing.

The non-exam assessment (NEA) assesses a student’s ability to use the knowledge and skills gained through the course to plan, develop and document a piece of software, of their own choosing, that solves a complex practical problem for a real user. Students are expected to spend quite a substantial time on this inside and outside the classroom. In reality, whilst only 20% It is possible to obtain a very high mark on this part of the course and is a grade changer on the overall assessment.

Career Possibilities

The course provides an excellent foundation for any Computing and ICT related course. It is a strong academic course which is accepted by all Russell group universities. Many students may move on to a degree course in Computer Science, Software Engineering, Cyber Security, Networks, Web Design and Multimedia, Electronics, Mathematics and other related areas. It will also provide a sound programming knowledge which is a component of many mathematics and science courses at university.

Design & Technology Product Design

Mr S. Edington AQA 7552

The Design & Technology Department at Churcher’s offers a challenging and high quality design and manufacturing experience at Sixth Form. We aim to provide lessons of interest and relevance such that pupils may be motivated to complete projects to a high standard with an emphasis on the production of functional, useful and beautiful products. Our excellent facilities encourage students to engage with their project work through the use of a variety of materials including wood, metal, plastic and fabrics as well as modern and smart materials. We develop the understanding of contemporary industrial and commercial practices through the products made.

Beyond this, the department is dedicated to ensuring students appreciate the importance of design, technology and engineering in their surroundings and that they appreciate the value of aesthetics in the context of emerging and traditional commercial design and technology.

STEAM (Science, Technology, Engineering, Arts and Mathematics) is a national initiative to encourage and support our students in considering the university and career paths they wish to follow. Supporting and running alongside their A Level, the college encourages students to be involved in a range of activities, workshops and challenges.

By broadening their experience and developing transferable teambuilding skills, students gain ‘real-life’ participation, helping them to talk with passion and enthusiasm about their involvement and contribution when applying for university and at interview.

We follow the AQA Design and Technology Product Design A Level course, as it encourages creativity and innovation whilst equipping students with skills required for their future careers. This is a linear two year course with two components each worth 50% of the overall qualification.

Component 1

An independent design and make project where students, in consultation with a client, identify a design need and context and work towards realising a solution. This is internally assessed and is worth 50% of the A Level.

Component 2

Two externally marked written examinations based on the principles of design and technology, also worth 50% of the A Level.

If you like taking ideas and turning them into practical reality, then you will gain a wonderful two year experience that could lead to a diverse range of opportunities in the future.

“If you like taking ideas and turning them into practical reality, then you will gain a wonderful two year experience”

Drama & Theatre

Miss S. Carty Edexcel 9DR0

Drama & Theatre is an exciting and varied course which enables students to think independently as different theatre makers and consider all of the elements required to create a successful performance.

Students have the opportunity to work independently and in small groups to perform devised and scripted pieces. Knowledge and understanding of the different theatre practitioners is vital and students will learn how to apply practitioner methodologies to their performance work. Both performance and written work in Drama & Theatre encourage students to consider how a production is brought from page to stage, supplying them with an array of different theatre skills.

Students will participate in specialised Drama workshops from visiting theatre companies as well as regular teacher-led practitioner workshops. There are also many opportunities to see live theatre which really helps students get a sense of all of the theatrical elements working together. At A Level we offer the Edexcel Syllabus. The course breaks down into three units:

Component 1 Devising

Internally marked, externally moderated: 80 marks = 40% of your A Level.

• You will devise a piece of original theatre based on the stimulus of one key script extract. You will use the work of an established practitioner which will influence your approach, rehearsal and final

outcome. You will perform this to an audience and it will be marked by your teacher and sent to the exam board for moderation.

• You will create a written portfolio of 3000 words to accompany your work, analysing and evaluating how you researched, created, rehearsed and performed your work as a group and as an individual.

Component 2

Text in Performance

Externally examined: 60 marks = 20% of your A Level

• You will perform a group piece of a key script extract to a visiting examiner.

• You will also perform a monologue or duologue from a different performance text to the visiting examiner on the same day.

• You will prepare 250 words per character played, explaining your intentions for the performance.

• The exam will be recorded, but for record only as the work will be marked by the visiting examiner on the day.

Component 3

Theatre Makers in Practice

Written Exam - 2hrs, 30mins: 80 marks = 40% of your A Level

• Section A: Live Theatre Evaluation

• This requires you to answer one extended response question asking you to analyse and evaluate a piece of live theatre you will go to see.

You will take 500 words of notes into the exam with you to use as a prompt for your answer.

• Section B: Page to Stage: Realising a Performance Text

• This is a closed book question. You will be given an unseen extract from a play and will be asked to answer two questions, writing from the perspective of a performer and a designer.

• Section C: Interpreting a Performance Text

This is an open book question. You will be given an unseen named section from a play and will be asked to answer one question focusing on how your re-imagined production concept will communicate ideas to a contemporary audience and how your theatre practitioner influenced your overall production concept.

Economics

Mr S. Huckle Edexcel 9EC0

Economics has a profound impact on everyone. Whether it is the national economy or the decisions of governments and firms, it is vital to have an understanding of this complex system. Given its relevance to everything and its academic rigour, universities hold it in high regard.

Microeconomics

Microeconomics focus on individual markets such as the markets for oil, shares, Bitcoin or sugar. In the first year the main focus is the behaviour of consumers. We understand why consumers behave the way they do and how their behaviour influences prices. Once we have achieved this we try to understand the effect of this behaviour on society and whether the government needs to intervene. We are particularly interested in when consumers make irrational choices and what we can do about it. In the second year we focus on the behaviour of firms. We are surrounded by large firms but we need to know whether these firms always act in our best interests, and if not how can we control them.

Questions for discussion include:

• Should e-cigarettes be banned in public places?

• How can recycling be promoted?

• What would be the effects of a sugar tax?

• Do large companies like Google and Apple always act in the best interests of their customers?

• “Should COVID-19 vaccinations be free and compulsory?

• What would be the effects of increasing the national minimum wage?

Macroeconomics

Macroeconomics deals with national economies and the headline issues of growth, unemployment, inflation and trade. It helps us understand how these impact all of us and what governments and central banks can do about it. The focus on the first year is the UK economy and the second year looks at the global economy. Within this we focus on developing economies and understand the economic factors that influence their development.

Questions for discussion include:

• What can the government do about the high level of youth unemployment?

• Venezuela’s hyperinflation reached 10 million percent. How can this be prevented?

• What effect has the rapid growth of China had on the world?

• Is the Bank of England doing enough to alleviate the cost of living crisis?

• What are the implications of the UK’s exit from the European Union?

• How can we eradicate extreme poverty in the world?

There is no coursework for Economics A Level and GCSE Economics is not a requirement.

English Literature

If you are an avid reader, willing to delve into the intricacies of plot and investigate the mechanics of how writers achieve their effects, then English is definitely for you. This course offers you the opportunity to study a range of writers, genres and periods, from Shakespeare to the modern day. Studying different texts will help you to appreciate the many forms that literature can take, whilst allowing you to respond with your own imagination, prompting a truly individual response. Class debate is constantly lively. English truly encourages independent learning, a skill highly valued at university and by future employers; it also encourages you to be tolerant and receptive to new ideas, whilst honing transferrable skills of synthesis and concision in your essays.

We use OCR as our exam board of choice, and we have an OCR examiner teaching within our department, who offers our students invaluable insight from an examiner’s perspective. There are two examined and one nonexamined (coursework) components. The two written exams are equally weighted and offer opportunities for candidates to provide extended exploratory responses.

Component One

‘Drama and poetry pre-1900’, involves a two-part question on a chosen Shakespeare play (classes currently study Measure for Measure or Hamlet) and a largely contextual comparison between a further drama text (such as A Doll’s House / The Duchess of Malfi / An Ideal Husband) and selected poetry of Christina Rossetti or John Milton.

Component Two

‘Comparative and contextual study’ deals with modern texts in the form

of a close reading (unseen) exercise and English a comparative essay. The paper is split into different topic areas, those covered at Churcher’s being either Women in Literature, Dystopia, or Gothic, with a range of core (compulsory) and suggested texts, such as Dracula, The Bloody Chamber, The Handmaid’s Tale, 1984, Mrs Dalloway and The Bell Jar, allowing students some element of flexibility in their reading choices.

Component Three

The non-exam assessment component requires candidates to study three texts from across the genres of poetry, drama and prose. Task one, currently based on either The Whitsun Weddings by Philip Larkin or The Collected War Poems of Wilfred Owen, involves students writing a 1000 word analysis of a poem of their own choice from the collection. Task two consists of a 2000 word comparison between a drama and a prose text, those currently used being The Homecoming, The Road, Nervous Conditions, The Convert, The History Boys and Small Island. As part of the NEA, students are taught research skills, and have access, through JSTOR, to many academic journals.

The department also runs and advertises frequent literacy competitions, from local competitions to national competitions (including those run by Oxbridge colleges). The department runs an ‘Oxbridge English’ group, an English and Philosophy society, and ‘LitSoc’, the school’s literary society. Trips, lectures and events are also used to complement students’ studies.

Dr C. Unsworth-Hughes OCR H472

“I have grown in confidence speaking French and can happily hold a conversation with our native French Assistant on complicated, topical issues.”

French

Mrs N. Sparks AQA 7652

Employees who are able to speak languages are in short supply in Britain. Churcher’s students achieve very well in French at GCSE and by choosing to build upon this success, they will emerge as competent communicators, becoming part of an enviable, sought-after and employable minority, equipped to take up the linguistic challenges of the global market-place.

The A Level topics have broad appeal, including, aspects of French society, artistic culture, politics, multiculturalism, cultural heritage to name but a few. Literature and film will also form part of students’ studies, with a French film and book at A Level. Listening, speaking, reading, writing and translating skills are all developed further.

Our own language laptops are a huge asset offering a full range of audio visual, oral and IT activities, in class and for independent learning. As part of our programme of study, students also meet weekly with our French Assistant, who helps both with fluency and updating students on France today.

Structure of the examination

Paper 1:

Listening, reading, and writing

50 % of A Level

Paper 2:

Writing

20% of A Level

Paper 3:

Speaking

30% of A Level

Geography

Mr D. Nighy OCR GCE H481

Geography is a broad based dynamic subject through which students can explore the complex physical and human systems that shape the contemporary world. Employers and universities view Geography as a robust academic discipline, rich in skills, knowledge and understanding. It combines well with a broad range of other A Level subjects.

Course Content

Costal Landcape Systems

Coastal Landscapes: How can coastal landscapes be viewed as systems? How are coastal landforms developed? How do coastal landforms evolve over time

as climate changes? How does human activity cause change within coastal landscape systems?

Changing Spaces, Making Places

What’s in a place? How do we understand place? How does economic change influence patterns of social inequality in places? Who are the players that influence economic change in places? How are places created through place making processes?

Hazardous Earth

What is the evidence for continental drift and plate tectonics? What are the main hazards generated by volcanic

and seismic activity? What are the implications of living in tectonically active locations? What measures are available to help people cope with living in tectonically active locations?

Climate Change

How and why has climate changed in the geological past? How and why has the era of industrialisation affected global climate? Why is there a debate over climate change? In what ways can humans respond to climate change?

Earth’s Life Support Systems

How important are water and carbon to life on earth? How do the water and carbon cycles operate in contrasting locations? How much change occurs over time in the water and carbon cycles? To what extent are the water and carbon cycles linked?

Global Systems - Migration

What are the contemporary patterns of global migration? Why has migration become increasingly complex? What are the issues associated with unequal flows of global migration?

Global GovernancePower and Borders

What are sovereignty & territorial integrity? Challenges to sovereign state authority. The roles of global governance in conflict. How effective is global governance of sovereignty and territorial integrity?

Investigative Geography

An independent investigation of the student’s personal choice from an area of the specification of particular interest to them. The written report will address the fieldwork investigation process from initial planning, through

data collection, presentation and analysis to the final conclusion and evaluation. This NEA accounts for 20% of A Level marks.

Fieldwork

There will be an additional day in the Upper Sixth spent at West Wittering and Chichester to pilot data collection techniques.

We will also be offering an optional enrichment trip overseas - previously we have explored Iceland and The Azores.

German

Dr A. Broomfield AQA 7662

With further study of German, students will greatly enhance their future employment prospects. Germany is the most important trading partner for the UK and for many other countries. Businesses in this country are eager to recruit people with language qualifications, and may even pay more to attract them. There is currently a significant lack of German speakers in the UK labour market, and graduates with German have excellent employment prospects.

From cars to toasters, phones to DIY tools, German-made products from companies such as Siemens, BMW or Bosch are all around us. It is not only German companies who are ready to employ people with German language skills. UK companies repeatedly say that they need these skills amongst new recruits.

During the A Level course students will build on what they already know to extend their use and understanding of the language, as well as their awareness

The A Level tests spoken, listening, reading and writing skills. The content of the course covers social issues and trends, as well as politics and artistic culture. The course includes the study of German literary texts and films, and there will be translation from and into German. As well as using the course book, teachers use a variety of resources including authentic articles from German magazines, the internet, newspapers and film. Students also have a weekly lesson with the language assistant, a native speaker who provides an invaluable resource to improve their oral skills.

Structure of the examination:

Paper 1: Listening, reading, and writing - 2 hrs 30 mins (100 marks) 50 % of A level

Paper 2: Writing - 2 hours (80 marks) 20% of A level

Paper 3: Speaking - (21/23 mins including 5 mins prepartation time) (60 marks) 30% of A level

History

Mrs H. Jolliffe OCR H505

History at Churcher’s is an intellectually challenging subject, enabling students to understand contemporary issues in the context of the past. We aim to encourage students to critically evaluate information, and to use this to form their own judgements and opinions on a range of issues. This can make for some lively seminars and there is always plenty of scope for discussion and debate, ensuring that History is always an interesting and rewarding option. It is also recognised as an academic ‘gold standard’ by universities and employers.

History aims to create individuals who are rational, sceptical and independent-minded; not afraid to challenge the accepted version of events. It fosters valuable skills, including the ability to analyse evidence, organise information and construct clear, well supported arguments.

We study the OCR specification: France in Revolution, 1774 – 1815

This course allows students to explore this turbulent and exciting period of French history in depth. They will explore the social, economic and political causes for the revolution that removed Louis and Marie-Antoinette from power, and the attempt to build a new society based on liberty, equality and fraternity. They will then explore the reasons why the revolution became such a violent and bloodthirsty affair,

and engage with the debates that still rage around the controversial figure of Robespierre. Students finish by studying how France changed under the leadership of Napoleon, and evaluate whether he extended or betrayed the ideals of the revolution. The exam (1 hour) will revolve around answering two essay questions and is worth 15% of the final mark.

Russia and its Rulers 1855-1964

This course focuses on the nature of Russian government and its impact on the Russian people and society. Students will cover three Tsars:

Alexander II, Alexander III and Nicholas II. They will look at the brief period of democracy under the Provisional Government and then focus on the Communist dictators: Lenin, Stalin and Khrushchev. Students will understand the similarities and differences between autocratic rule of the Tsars to 1917 and the subsequent Communist dictatorship. There will be a focus on themes such as war, economy, society and the Russian Empire.

The exam (2hrs 30) will be based around two thematic essays and answering a question that incorporates two historical interpretations of an event. This exam in worth 40% of the final mark.

Historical Enquiry (Coursework)

The essay (up to 4000 words) is an independent piece of research

analysing different perspectives on a historical area of controversy and debate. Students will use both primary and secondary sources to further their investigation. Students will choose a topic from their current A Level France in Revolution syllabus or if they wish to can choose a topic that interests them. This unit provides an excellent taster for university study.

This investigation is worth 20% of the final mark

Britain 1930–1997

This is a fascinating unit that begins with an enquiry topic on Churchill 1930-1951 which looks at Churchill’s role in British politics; for example, his views on appeasement, his war time speeches, military leadership and his views on The Empire. We evaluate primary sources as part of the assessment.

The second part of this unit focuses on Britain 1951-1997. We look at governmental policy within Conservative and Labour governments, as well as Britain on the foreign stage focusing on topics such as the Suez Crisis, the Falklands and the decolonisation.

The exam (1hr 30 mins) will revolve around answering one essay question and a question in which four primary sources will be analysed to help formulate an answer. This paper is worth 25% of the final mark.

“Studying history has encouraged me to become sceptical, rational, analytical and independent minded. I have thoroughly enjoyed researching people in the past and understanding events from within the context in which they have occurred. This has been the most relevant of subjects and I highly recommend it”.

Latin

Mr J. Hegan OCR H443

Latin is the foundation of so much of our culture and language. It will give students the opportunity to enjoy and appreciate the demands of studying an ancient language as well as the chance to study in depth the language and literature of one of the most influential civilisations in the western world.

Perception

Latin is highly valued amongst employers in many different disciplines, including Medicine, Law and Finance. Universities recognise the rigour and discipline required when reading Latin.

How well does it suit my other subjects?

Latin complements a wide variety of other subjects. The logical, analytical nature of the language appeals to mathematicians and scientists alike, the linguistic skills will be most valuable in Modern Languages and the close study of literature and essay writing will suit those studying English, Religion and Philosophy and other humanities.

Skills

The course helps to develop students’ ability to translate accurately prose unseen texts, as well as their literary critical skills when reading both the prose and verse set books. The grammar learnt at GCSE will be consolidated and there is a defined vocabulary list as with GCSE. In the Upper Sixth year literature will be studied in more depth, with more

opportunity to study the historical and literary context of the texts as well as reading a variety of authors for the language papers.

Why study Latin?

Anyone who is inquisitive about their cultural and linguistic roots and who enjoys the challenge of reading Latin should consider the subject.

The Exam

Two language papers

Unseen translation of a prose and verse passage (1 hour 45 mins) 33% of total A Level: a translation of a passage from Roman history (Livy) and a verse passage from Ovid’s poetry

1. Unseen comprehension or prose composition (1 hour 15 mins) 17% of total A Level

2. Either a comprehension of a prose passage including grammar comprehension and stylistic analysis or a short passage from Roman history to translate from English into Latin

Two literature papers

1. Prose set literature (questions will be on translation, stylistic analysis and essay on overall themes).

Pupils read extracts from Cicero or Tacitus. 25% of total A Level

2. Verse set literature (questions will be on translation, stylistic analysis and an essay on overall themes).

Pupils read extracts from Virgil’s Aeneid Bk XII. 25% of total A Level

Mathematics

M r s T. G r e e n a w a y E d e x c e l 9MA0

There are many exciting and practical uses for Mathematics in the modern world. This course will help shed some light on them. If you enjoyed solving problems at GCSE and want to be challenged further, studying A Level Mathematics will offer you a rewarding experience. It will help train your mind in clear and logical thought and allow you to develop your reasoning abilities.

Whilst worth studying in its own right, A Level Mathematics also provides excellent support for the Physical and Social Sciences.

A Level Mathematics is a much sought after qualification which is essential for further study of the subject and is often a requirement for degree courses in Physics, Economics, Medicine, Architecture, Engineering, Accountancy, Psychology and Computing. A degree in Mathematics could lead to opportunities in Actuarial Work, Investment Banking, Accountancy and Computing. Mathematics is a challenging A Level, but if you have scored highly at GCSE, have enjoyed the course and are prepared to work hard then Mathematics at A Level is for you! Mathematics at A Level is a linear course.

It is split into three main strands:

• Pure Mathematics

• Mechanics

• Statistics

Mechanics and Statistics are commonly referred to as Applied Mathematics. All of the course is compulsory and is

split into three main parts which will be examined in three separate two hour papers. The first two parts are Pure Mathematics and the third paper is on Applied Mathematics which is equally split between both Mechanics and Statistics so there is no option to specialise in a particular area. There is no course work and each of the three papers is two hours long.

A popular misconception about Mechanics is that it is the same as Physics without the fun bits. This is entirely unjustified - and it is not essential that students study Physics if taking Mathematics. In Mechanics we learn to model real life situations and analyse them mathematically. Having drawn conclusions from the model, inferences can then be made about real life.

Statistics develops the GCSE ideas of mean, mode and median and extends them on a theoretical basis; random variables form the core study. Patterns are noticed in real life and are then used to make predictions about related situations; for example, if a bus comes every ten minutes on average, how long can one expect to wait for a bus? Instinctively one might expect to wait five minutes on average whereas in fact the answer is ten.

“You need to really enjoy Maths and revel in challenges and problem solving. The course is immensely rewarding and there is a real sense of camaraderie in the group.”

Further Mathematics

Further Maths is very challenging and not for the faint-hearted. Only able mathematicians will be able to cope with the demands of the course and so it is only available to those with at least a grade 8 at GCSE. The pace of teaching is very fast, so having done some Additional Mathematics or FSMQ (Free Standing Mathematics Qualification) in the Fifth Year is advisable. A Level Further Mathematics provides a strong foundation for all university courses which have a significant mathematical content. It is also becoming an essential A Level to have if you intend to undertake further study of Mathematics, Engineering, Physics or Computer Science at the best universities. In respect of careers, there are lots of opportunities, including Scientific Research, Actuarial Work, Investment Banking, Accountancy and Computing.

Like the straight Mathematics qualification it is also a linear course. There will be two compulsory Further Pure papers and then a further two option papers which will include the separate applied topics. Unlike the straight Mathematics qualification these papers will be one and half hours long and will contain 75 marks each.

Edexcel 9FM0

Music

Mrs H. Purchase & Mr P. Cree Edexcel 9MU0

A Level Music is enjoyable and challenging. This varied course should appeal to anyone who enjoys composing, performing and listening to a wide variety of musical styles.

Music A Level requires students to demonstrate many different skills and for this reason it complements a wide range of subject options and career paths. It is also refreshingly unique, serving as a welcome contrast to other more book-bound subjects. This course allows students to develop their creative, aural and analytical skills, their ability and confidence to perform, and their essay writing techniques.

Syllabus Content:

Component 1 (30%) - Performing

• A recorded programme lasting at least eight minutes. Performances can be playing or singing solo, in an ensemble, improvising, or realising music using technology.

• Standard required: ABRSM grade 7/8 or the equivalent

Component 2 (30%) Composing

• Two compositions are required –one to a brief set by Edexcel; the other is a pair of ‘techniques of composition’ exercises completed in controlled conditions at the end of the course.

Component 3 (40%)

Listening and Appraising

• A knowledge and understanding of musical elements, contexts and language is applied to six areas of study, each with two set works: Vocal Music » Instrumental Music » Music for Film » Popular Music and Jazz » Fusions » New Directions

• Assessment is through a writing / listening examination at the end of the course.

AS Music Technology

Edexcel 8MT0

Churcher’s College offers Music Technology as an AS Level which can be chosen as a fourth subject of study during the Sixth Form; it is delivered over two years (4 periods per week). This subject will be of particular interest to students who wish to compose and record their own music to a high level, or to anyone seeking a career in sound engineering. Music technology plays a key role in many performance and creative activities, and students wishing to study Music at university will note that Music Technology is often mentioned as a requirement. It is also seen as an indication that a student has an appreciation for music both old and new.

Music Technology is taught in our state-of-the-art recording studio in the Ramshill basement using professional hardware and software such as Logic Pro, Sibelius and Pro Tools.

Syllabus Content

The course focuses on the recording, composing, editing and mixing of music and is examined in the following ways:

20% - Multitrack Recording (Coursework)

20% - Technology-based Composition (Coursework)

25% - Listening and Analysing Exam

35% - Producing and Analysing Exam

As well as the more practical areas of study, students will be required to develop a broad understanding of music from the 1930s to present day and, crucially, the role of music technology through those years.

Music Enrichment

Mrs H. Purchase & Mr P. Cree Edexcel 9MU0

Enrichment Activities

Students taking A Level Music and / or AS Music Technology will participate in a programme of enrichment activities throughout their five terms on the A Level course. These activities are designed to complement particular areas of the A Level, as well as providing new experiences beyond the examined curriculum.

• Composition Masterclass with a professional composer

• Performance Masterclasses with professional performers

• Conducting Masterclass with a professional conductor

• A workshop introduction to Music Therapy with a professional practitioner

• A workshop introduction to Alexander Technique with a professional AT practitioner

• Participation in an Indonesian Gamelan workshop at the Southbank Centre

• Guided Tours of Music Conservatoires and Colleges

• Visit to a Recording Studio or University Sound Engineering Department

• Visits to hear live concerts, stage works and other performances

Additional Qualifications

Students taking A Level Music can also benefit from opportunities to acquire other Music qualifications alongside their A Levels. For students with an interest in pursuing Music at either college, conservatoire or university, the following courses may prove useful:

• Higher Grades ABRSM Theory of Music (grades 6 to 8)

• A Performance Diploma (the choice of diploma will be

determined by the student and their instrumental teacher). Specialist accompanying support will be offered.

• A written theory and analysis Diploma (AMusTCL) in which the standard is equivalent to that expected in the first year of an undergraduate course at a conservatoire or university. Students are given extra tuition time for this.

Additional Support & Opportunities

• Music Scholarships (including enhancement of those already awarded).

• Public recital performance opportunities over the period of the course.

• Opportunities to lead and direct ensembles of younger students, giving them the opportunity to develop skills in leadership and musical direction.

• A wide range of musical experiences and performance opportunities are offered at Churcher’s and there are numerous instrumental and vocal ensembles (see Performing Arts) for students to participate in. Sixth Form musicians are encouraged to play an active role in the musical life of the College, and are given positions of leadership in musical ensembles.

• A Level Musicians will also have access to the music practice rooms and the recording studio in the Ramshill basement. This will include access to specific Music IT software and hardware (see AS Music Technology)

Physics

Mr M. Kelly OCR H556

At its heart, Physics is about finding out about what lies behind every day phenomena as well as the more revolutionary concepts of quantum theory, sub-atomic particles and cosmology. Physics also forms the basis for much of present and future technology. Few would claim that Physics is an easy subject. It usually requires a great deal of effort to master but, as a result, Physics qualifications are regarded very highly by universities and employers. Employers today respect and seek out people who can think logically, who know how to handle numbers and theories and who are creative and love a challenge.

Lower Sixth course

Module1

Development of practical skills in Physics

Module 2

Foundations of Physics

Module 3

Forces and motion

Module 4

Electrons, waves and photons

Upper Sixth course

Module1

Development of practical skills in Physics

Module 5

Newtonian World and astrophysics

Module 6

Particles and medical physics

Coursework

There are no coursework marks that count towards the final exam grade in Physics. Students are expected to complete 12 set tasks. Successful completion and recording of these tasks will give the student a ‘Pass’ on the Practical Endorsement in Physics which will be recorded alongside their grade. The final grade will be based solely on the performance in the written exams.

The written exams will include questions about the practical tasks undertaken by the students and so knowledge of these practicals is required for the theory exams.

At Churcher’s College, each Physics class is split between two teachers, who will each teach different parts of the specification.

Politics

Mr P. Cheshire Edexcel 9PL0

Politics is all about conflict. Conflict of ideas, interests and agendas.

Grappling with these conflicts lies at the heart of Politics A Level.

Why study Politics?

Politics students are actively encouraged to engage with the world around them and the most up-to-theminute debates, both in the classroom and beyond. Teaching is heavily discussion based and students will be encouraged to express their own opinions throughout. It is therefore important to develop an interest in the current political landscape and display a willingness to follow current events. Politics suits students who love to ask (often big) questions and who are happy dealing with the messy ‘grey areas’ of life.

How is it taught?

The department follows the linear Pearson specification. All assessment is 100% examination based, with three papers and all questions involving essays or extended writing.

• Component 1 – UK Politics and Core Political Ideas

• Component 2 – UK Government and Non-Core Political Ideas

• Component 3 – Global Politics

The specification breaks down as:

• UK Politics (50%)

• Global Politics (33%)

• Political Ideas (17%)

The UK and Global modules are taught side-be-side throughout the two years, whilst the Political Ideas module is taught as a stand alone module, usually at the beginning of the Upper Sixth.

UK Politics

Divided into two sections, UK Politics (Lower Sixth) and UK Government (Upper Sixth) allow students to develop a holistic understanding of all aspects of the UK’s political system:

UK Politics (Component 1)

1. Democracy and Participation

2. Political Parties

3. Electoral Systems

4. Voting Behaviour and the Media

UK Government (Component 2)

1. The Constitution

2. Parliament

3. The Prime Minister & the Executive

4. Relations between the Institutions

Global Politics

Why have we failed to solve poverty or make progress on climate change? Does the wealth of the West come at the expense of the Global South? Will China overtake the USA as the world’s dominant power?

And why can you always find a can of Coke wherever you are in the world?

This unit introduces students to International Relations by examining key global political structures and systems and evaluating their effectiveness in dealing with global political issues, such as climate change, COVID-19 and international conflict.

1. Globalisation and the State

2. Global Governance: Political and Economic

3. Global Governance: Human Rights and the Environment

4. Power

5. Regionalism and the EU

6. Comparative Theories

Political Ideas

What is the ideal society? This unit introduces students to some of the greatest political thinkers in our history, their ideas about how the world should be and encourages them to begin to develop their own views. It allows students to explore four influential intellectual traditions: conservatism, liberalism, socialism and feminism.

They will learn about the core ideas and principles of each ideology, the divisions within each idea and their key thinkers.

Psychology

Dr G. Glasspool Eduqas A290QS

If students have ever asked themselves the question “Why do we do what we do?” and have been keen to find out the answer – this could be the course for them.

This course will provide students with the skills to understand both the foundations of Psychology and also its applications at an individual and societal level. This is achieved through studying the approaches to and applications of Psychology as well as carrying out their own research project, allowing them to engage with research methods. The course finishes by looking at the application of Psychology to addictive behaviours, criminality and schizophrenia and the controversies inherent within psychological study. If students have ever asked themselves the question “Why do we do what we do?” and have been keen to find out the answer – this could be the course for them.

Students do not need to have studied the subject at GCSE level for this course but any work done in Science or Mathematics would be advantageous. It is a subject that has relevance in many different disciplines across the Science and Social Science spectrum and would be a valuable addition to any university application in these areas. It is a course designed to give students a flavour of what university education will be like and will therefore provide students with the appropriate skills to take on this challenge. It also has relevance in a vast array of industries including Medicine, Business Management, and Sport Psychology.

Religion & Philosophy

Mr T. Ostersen OCR H573

Students will be presented with various ethical theories and facts but ultimately confront questions such as ‘Is my opinion of right and wrong as valid as another’s?’ This course will lead students through the arguments of some of the world’s greatest thinkers, challenge their preconceptions and show them how to argue successfully. Universities and employers value this course for its development of critical and independent thinking, both essential skills. It provides an excellent grounding for a wide range of professions from Law and Medicine to the Armed Services, Journalism to Business. This lively Department has an informal lunch group discussing films and writers; The Senior Philosophical Society also meets termly with guest speakers and students from elsewhere. There is a friendly end of year supper for A Level leavers.

A GCSE in Religious Studies is not necessary.

Lower Sixth course

A - Philosophy of Religion

How did Plato and Aristotle influence Christianity on mind, body and soul?

Can we argue to God’s existence or does the problem of Evil, or science and psychology disprove God?

B - Religion and Ethics

Pupils will study normative ethical systems such as Natural Law, Kant and Utilitarianism. These normative systems will be applied to two contemporary issues of importance: Euthanasia and Business Ethics.

C - Development in Christian Thought

Pupils will study important developments in Christian thought over millennia. How has our understanding of the human nature and death and the afterlife changed over time? How has this development affected our moral principles and our perceived duty to act in the world?

Upper Sixth course

A - Philosophy of Religion

As the Lower Sixth course with the following added:

The nature of God and usage and limitations of Religious Language.

B - Religion and Ethics

As the Lower Sixth course with the following added:

What do ‘good’ and ‘bad’ actually mean? What does my conscience refer to and what is right and wrong within Sexual Ethics?

C - Development in Christian Thought

As the Lower Sixth course with the following added:

Views on other religions: inclusivism, exclusivism and pluralism. Gender and religion will also be studied together with in-depth analysis of Liberation Theology.

“The unexamined life is not worth living”

Socrates

Spanish

Mrs A-M. Giffin AQA 7692

Spanish is an exciting and vibrant language which opens many doors, adding breadth and diversity to any combination of subjects. The Spanish course is developed to draw and expand on the topics and skills that students are already familiar with from GCSE. In addition, the course highlights Hispanic artistic culture, technological and social change and includes a focus on Spanish regional identity; studying the influence of the past on present day Spanish speaking communities. Texts and film will provide interesting and thought provoking subject matter for a critical essay. Students will have the opportunity to practise their conversation skills with a native speaker on a weekly basis to develop spontaneity and fluency. The challenges of work experience and personal exchanges also provide the perfect opportunity to improve linguistic skills. Spanish can be combined at university with subjects from the Arts, Humanities, Science and Engineering.

Structure of the examination:

Paper 1

Listening, reading, and writing 2 hrs 30 mins (100 marks) 50 % of A Level

Paper 2

Writing 2 hours (80 marks) 20% of A Level

Paper 3

Speaking (60 marks) 30% of A level

The study of Spanish offers the exploration of both the Hispanic and Latin-American worlds, not solely through language but also through exposure to its diverse culture.

Internationally, people who speak Spanish often have more opportunities to work in trade or business fields. Other options include diplomacy, interpretation, and security applications, which all require an awareness and proficiency of another language.

With Spanish as an official language on four continents and the mother tongue in 21 countries, the sheer number of Spanish speakers and their rate of growth makes learning Spanish a smart choice.

Sports Science

Mrs K. Higgins

PE AQA 7582

Sport and Fitness is a huge industry and students can be a part of it. Whether it’s training to become a Sports Scientist, Physiotherapist, Video Analyst or Fitness Instructor, A Level Sports Science is the first step to gaining skills towards an active career.

Course breakdown

70% Exam and 30% Non-Examined Assessment.

During this course students are able to apply new concepts to the way they approach their own training and performance. It will give them a greater insight into how to be the best in their chosen discipline. We run a trip each year allowing students to use up-to-date Sports Science lab equipment giving them practical experience of what they learn in the classroom.

Applied Anatomy and Physiology Skill Acquisition

Sport and Society

Exercise Physiology and Biomechanics

Sports Psychology

Sport and Society and Technology in Sport

Non - Examined Assessment

One

Two Hour Examination

Two Hour Examination

“Pupils achieve notable successes in a range of competitions; including Mathematical and Science Olympiads.”

ISI Inspection

Supra-Curricular

Churcher’s Sixth Form education programme has a myriad of elite performance opportunities across the spectrum of school life. Academic rigour is not just instilled in lessons but is furthered by offering opportunities well beyond the demands of the syllabus, so that students have the chance to fulfil their potential. Students therefore leave Churcher’s College excellently equipped to move on to university.

All students are encouraged to pursue the opportunities detailed on our Sixth Form Pathways programme so they can challenge themselves to build up a portfolio of academic achievements. Students are also invited to undertake an EPQ project and extensive support is given to our Oxbridge, Medics and Vet candidates.

There is also a range of places outside of the classroom for students to seek more support with their studies. In addition to private study, there is a plethora of support available to students throughout their time in the Sixth Form. Departments run support sessions during lunchtimes and after school, and over the Easter period the school runs an extensive Upper Sixth revision programme called Sprint Finish.

We believe this extensive range of activities is a crucial to the education of our students. Examples below are some of the academic activities our students undertake beyond the classroom:

• Extended Project Qualifications (EPQ)

• Oxbridge aptitude test preparation

• Philosophical Society

• SATRO work placements

• Musical Enrichment

• Cambridge Chemistry Challenge

• UK Linguists Olympiad

• British Informatics Olympiad

• Mathematics Olympiad

• Biology, Chemistry and Physics Olympiads

• Arkwright programme

• Churcher’s College Academic Lectures (CCALs)

• ARTIculation

• Essay competitions

• JSTOR/ Massolit

• Work experience abroad

• Formula 24+ Greenpower

• Critical Thinking

Debating & Public Speaking

Is it just, to set quotas for state school admissions to top universities? Should the country ban alcohol, legalise drug use or abolish the minimum wage? How far can the state curtail the rights of citizens after a terrorist attack?

At the Churcher’s Union students passionately argue a case under the rules of British Parliamentary Debating, sometimes discussing very controversial motions. The Union meets throughout the year to practise the skills of debating and to prepare Churcher’s College Debating Teams for the Oxford Schools and English Speaking Union Debating Competitions, which are held in the Autumn and Spring Terms.

Making a public speech and working on a persuasive argument can be a daunting challenge, but debating develops articulacy, analytical skills and an ability to think quickly. Such qualities are highly valued by employers and universities, and the Society aims to prepare students for university standard British Parliamentary Debating Competitions. All are welcome, particularly Sixth Formers who are interested in Politics, Law, History and Philosophy.

Model United Nations Model United Nations (MUN) provides an opportunity for students to experience the same decisionmaking processes that our World leaders use. The UN strives for peace, and collaboration between nations to improve the lives of all citizens. Students are designated a country and specific issue in advance of conferences and through detailed research, supported by Mrs Butler and Mrs Trent, they enter into a debate with fellow delegates. The aim is to make decisions they can all agree on, making amendments as they go to secure the action of a resolution. Multiple conferences are held each year, and at Churcher’s we run our own internal mock conference, where students also get the opportunity to learn how to Chair committees.

MUN students learn a wide range is skills: independent research, diplomacy, international relations team work and debating. As well as this they sharpen their analytical minds, learn to empathise, develop a sense of global citizenship, and maybe even foster a desire to become the next generation of international leaders.

Tycoon Programme

The Tycoon Programme is an exciting opportunity run by the Peter Jones Foundation. In this, students work in teams of up to five students to apply for a loan of up to £2,000 from the Foundation.

If successful they can use this loan to start up their business. Over a period of seven weeks they trade to make as much profit as possible. They will be supported with this by a group of very experienced teachers and business advisors.

This is a national competition and students will be competing against other schools to try and make the most profit. When the trading period has finished they will evaluate their performance and submit this for judging. The winners are invited to a presentation at Buckingham Palace. This is a rare opportunity for students to experience running a business on their own and they will develop a number of invaluable skills. At the end of the programme, they may even have a viable business that they can continue to grow and develop. The students can of course choose to keep the profit but full credit goes to the students who make the decision to support charitable causes.

Sixth Form Pathways

Sixth Form

• EPQ • Ink articles

• CCALS & Grill Lecture

• Model United Nations

• Tycoon Programme • Debating

• University Admissions Preparation

• Critical Thinking Programme

Careers & Employability

• Career Workshops, Networking Events and Talks

• Interview Coaching • Trips and Visits

• Advanced Employability Package in Enrichment

• CV and Cover Letter Writing

• Work Experience and Work Shadowing Support

• Profesional Pathways support for all Careers

Oxbridge

• Sixth Form Oxbridge Programme

• Application Support

• Interview Preparation

• Specialised Subject Support

Mathematics

• Maths Challenges and Olympiad Challenges

• Alan Turing Cryptography Competition

• Sixth Form Team Challenges

Science

• Cambridge Chemistry Challenge for the Lower Sixth

• Biology Olympiad • Chemistry Olympiad

• Physics Olympiad • SATRO Challenges

• STEAM Club • Senior Physics Challenge

• STEAM lectures

Technology

• Lockheed Martin Code Quest

• Triumph Design Awards

• Cyber Code Quest

• Arkwright Scholarship Scheme

• STEAM club • Formula 24+ Greenpower

• Smallpiece Trust Programme

Humanities

• Lunchtime discussions of set texts in Latin & Ancient History

• GCSE Greek • The Great Debate

• Royal Geographical Society and Geographical Association Membership

• ‘Brain Day’• Elephants on Acid • Senior Philosophical Society

• Student Investor • Dragons’ Den – experience life as a Venture Capitalist

• Bank of England Essay Competition

Modern Languages

• Modern Languages Poetry and Performance Evening

• Access to ML Assistants • ML film library

• Joutes Oratoires Sixth Form French Debating Competition

• Stephen Spender Poetry Translation Competition

• UK Linguistics Olympiad

• UK German Connection Trip

Performing Arts

• Post-Grade 8 Performance Diploma • Theatre Visitors

• Music • AS Music Technology • Senior Production

• Higher Grades (6 to 8) ABRSM Music Theory

• ABRSM Performance • Drama Productions

• Theory and Analysis Diploma • LAMDA

• Senior Cabaret Evening • Music Enrichment

Art & Design

• Life Drawing

• Work Exhibits inside & outside Churcher’s College

• Digital Photography

• Gallery Visits

• The Saatchi Gallery Art Prize for Schools Competition

English

• Tower Poetry Competition

• LitSoc

• Theatre Visits

• Additional English sessions looking at longer texts

Sports Science

• Strength and Conditioning Programmes for Elite Performers

• Elite Coaching across a range of sports

• Video Analysis Systems • Churcher’s Sports Injury Clinic

“The quality of the pupils’ personal development… academic and other activities is excellent.”

ISI Inspection

EPQ

The Extended Project Qualification (EPQ) is an additional qualification which is intended to sit alongside existing A Levels. It is a research project, in which students with a genuine intellectual curiosity are given the opportunity to work independently, under the guidance of an appointed supervisor, towards investigating a chosen topic.

Students have enormous flexibility in their topic choice and they design their own titles. The project may be in the form of a 5000 word essay or in the form of an artefact or performance.

The only requirements for their topics are that there must be grounds for research and it must be feasible in the time frame.

Here is a selection of recent examples of EPQs:

• To use CAD to design a 40sqm multifunctional apartment that maximises space and uses sustainable materials

• An assessment of the use of different methods of lie detection and their efficacy

• Making a portable mural in the style of Diego Rivera

• What was the greatest contributing factor to the Mediterranean Bronze Age Collapse?

During the Lower Sixth students will be given timetabled lessons to introduce them to the research skills needed to complete the project. They will aim to have their research complete by the end of their Lower Sixth year so they can write up their essay over the summer. In the Autumn Term of the Upper Sixth all EPQ students will be required to deliver a presentation on their project so they are able to submit by Christmas.

Given the need for disciplined and independent work, precisely in the way that students will be expected to perform at undergraduate level, it is hardly surprising that universities look favourably upon this qualification.

The EPQ is a perfect stepping-stone to higher education and, as such, an invaluable exercise.

It is unlike conventional qualifications in that students dictate the terms of the projects and in that as much emphasis is given to the process of planning and research as it is to the final outcome. There are UCAS points attached to the EPQ, and many universities make dual offers for those who are taking it.

Churcher’s College Academic Lecture Series

Churcher’s College Academic Lecture Series (CCALS) are an excellent way for students to listen to experts in a wide range of subjects. Students invariably enjoy coming to these talks, not only for interest and enquiry, but also to extend their knowledge, which is hugely valued when making university applications. Examples of recent lectures have been:

• Just Footnotes to Plato? A whirlwind tour through 2500 years of philosophy by Rev. Dr Philip Krinks.

• The UK in a post-Brexit World by Jacob Rees Mogg.

• The Hero’s Journey in Myths and Classics by Caroline Lawrence.

• On Thin Ice: The Application of Science by Simon Wickes.

• Materials science: Liquid Armour and Shear Thickening Fluids by Harry Payne.

• Is the China Growth Story Over? by Ian Marcouse.

• From Project Fear to Project Cheer: Reasons to be optimistic about Brexit by Jonathan Isaby.

• Languages and Thought: How the choice of what we say shapes what we think and how our words influence others by Prof. A C Grayling.

• Money & Power by Sir Vince Cable

Senior Philosophical Society

The Senior Philosophical Society meets informally once a week for tea. Here we discuss contemporary issues and wrestle with questions of old. We work on the basis of Friedrich Nietzsche’s saying ‘There are no facts, only interpretations’, hence all views are welcome. On occasion, we invite outside speakers to enlighten us, and we have also taken students to the New College of Humanities, to spend an evening with distinguished contemporary Philosopher A. C.

Grayling. The emphasis is on making education enjoyable and enabling all to enter into discussion should they so wish.

These outside speaker events (preceded by drinks and nibbles) are happy social occasions with challenging academic rigour. The meetings are open to everyone, including parents, and all Oxbridge and Medical applicants are strongly advised to attend.

“Students enjoy coming to these talks, not only for interest and enquiry, but also to extend their knowledge which is hugely valued when making University applications.”

Section 3

Extra-Curricular

“The extra-curricular provision is excellent.”

ISI Inspection

Enrichment

At Churcher’s College we feel that the key to a well-rounded education comes from recognising that there is no one way of accomplishing something and the demands of life can be many and varied. In an increasingly dynamic world we need to prepare our students for a future in which they are likely to need to transfer their skills from one job role to another. Central to this understanding is that no one perspective or approach is going to guarantee success and that students will require a range of skills in order to succeed and solve the challenges they may face.

As well as hearing talks from a wide range of artists, performers, scientists, entrepreneurs, university lecturers, philosophers, campaigners, inventors and politicians, students will also take part in an important enrichment programme.

Lower Sixth Enrichment

The enrichment program in the Lower Sixth allows students to explore new interests using the framework of “think, refresh and develop” to encourage self-development, creativity and well-being. This offers students access to a variety of activities to invigorate their minds by learning or trying something new, as well as exploring a balance of work and relaxation that they may not have yet discovered. Interspersed between these sessions there will also be lectures and talks that have been exceptionally popular in the past such as war journalism and living with HIV.

Upper Sixth Life Skills

This programme offers students the chance to pick up some essential skills which will help to prepare them for life after school. The programme will cover areas such as:

• Cookery

• Leadership

• Self-defence

• Flat pack fun

• Public speaking

• Sex and relationships education

PSHE in the Sixth Form

Sixth Form PSHE includes various aspects such as life skills, leadership training, teambuilding, ‘Safe Drive, Stay Alive’ and lectures. PSHE also complements activities within the enrichment programme and the work done on HE/university preparation and careers. PSHE seeks to challenge students on moral and spiritual issues whilst also providing social guidance and cultural enrichment moral, cultural and contemporary social issues such as equality will be addressed.

“I found this lecture really interesting. I had already known that trying to implement what is shown online into real life causes issues but I did learn more about the actual effects of pornography and how it effects relationships.”

U6 student feedback after the pornography conversation talk with Isla Van Tricht.

Community Action Service

Community Action Service is a great way for students to become involved with the community, have fun in a lively group and make a difference.

Over the last seven years we have taken part in environmental initiatives such a building a path around the heath. For this we teamed up with the Friends of the Heath laying down 440 yards of path, shifting 173 tonnes

of grid and volunteered 1260 student hours in the process.

You can be involved in our next three year project at Merritt’s Meadow in the Hearth of Petersfield. We will create a new 260 yard path, which will free up land and enable the creation of a new nature reserve. Help shape our tomorrow.

“Path building was great fun! Everyone worked together really well and it was satisfying to see the end result.”

Combined Cadet Force

The Combined Cadet Force (CCF) consists of Royal Navy, RAF and Army Sections. It is run by Sixth Form cadets with the help of in-house and external service officers. There is a weekly Parade Night after school on a Tuesday, when service related training and activities take place. In addition membership of the CCF provides access to a vast amount of external

courses, enabling our Senior Cadets to take part in adventurous activities including survival and leadership training, gaining gliding and flying experience, sailing, canoeing, scubadiving, power boating and shooting. Those holding ranks in the CCF can use this for the Duke of Edinburgh’s Award Volunteering Section if taking on an active and key leadership role.

Adventure

The Sixth Form at Churcher’s not only provides students with an opportunity to lead others lower down the school, but also to take part in a wide range of activities of a more adventurous nature tailored to their age and maturity.

Our biennial, world expeditions have explored China, India, Africa, Mongolia, South America, and South East Asia; the 2022 Expedition will take us to Peru and Bolivia. Annual events in this country include the Devizes to Westminster Canoe Race, the Sixth Form Adventure Club, Ten Tors Challenge and Adventurous Training with the CCF.

The school also has an excellent climbing wall for lunchtime climbing. The Gold Duke of Edinburgh’s Award scheme is available to Sixth Formers with both practice and assessed expeditions supported by the Churcher’s Adventurous Activities Team.

The Devizes to Westminster Canoe Race

This unique and challenging event always takes place over the Easter weekend, and has been entered by the school since 2006. Known as the ‘Canoeist’s Everest’ it involves students paddling 125 miles over three and a half days, and camping at three specified locations along the way. They have to carry, or ‘portage’, their two-person K2s around 77 locks along the canal and river, with staff and parents using some of these portages as an opportunity to resupply them with food and drink, and to sort out any problems. An amazing experience, and one that tests their determination and fitness to the highest level (Training from October to April).

Ten Tors

The Ten Tors Challenge takes place every year in Dartmoor National Park. Pupils train regularly as a team throughout the autumn and spring term so that they are ready for the challenge itself which takes place in May. Ten Tors is recognised as one of the most demanding but also rewarding challenges available to teenagers and for those who take part it will be a lifelong memory as well as a fantastic achievement.

Outdoor Pursuits

Duke of Edinburgh’s Award

The Gold Duke of Edinburgh’s Award is available through the College and open to all students irrespective of previous completion of the Bronze or Silver Awards. All participants are supported by a designated DofE Supervisor and there are in-house

organised trips for both the practice and assessed expeditions. The practice expedition is held in North Wales and the assessed expedition in Cumbria. There is also support available for those students who are completing their Bronze and Silver Awards if they are still outstanding from previous schools.

Senior Adventure Club (SAC)

The SAC is open to all Sixth Form students and consists of an outdoor endurance challenge.

“I have enjoyed being involved in Ten Tors and Duke of Edinburgh and although busy I have found time to balance all my commitments.”

Sport

Sixth Form students can choose from a wide variety of sporting activities. The major team sports for boys are rugby, hockey and cricket with netball, hockey and cricket for the girls. Churcher’s enters many national competitions and enjoys a strong sporting reputation. In 2015 our U18 rugby team won the National NatWest Vase on the hallowed Twickenham turf and more recently our U15 boys hockey team were crowned 2019 champions in the National Cup; this is perhaps a good

representation of both our sporting ambition and pedigree. Competitive sports are played to a high standard with coaching supported by a number of specialist professionals.

Alongside the major team games, we have a number of other competitive sports running within the college. We have a strong swimming reputation with teams entered into local and national galas. In recent years athletics has grown considerably in the school and we enter all qualifying

county and national events. Tennis is a popular summer sport running alongside cricket and rounders with many competitive fixtures and high quality coaching provision along with an annual tour to Europe.

There are a vast amount of other sporting opportunities open to the students through their Wednesday Games afternoon or during extracurricular clubs. Such opportunities include aerobics, badminton, basketball, fencing, target

shooting and karate, to name but a few. A wide range of swimming opportunities exists for Sixth Form students. Those who wish to represent the school are able to join a competitive swim squad that trains twice a week and competes in county events and a series of interschool galas. This squad has also had a number of successes in long distance open water swimming over the last few years. There is also a successful waterpolo team which trains on a weekly basis and has a number of

fixtures throughout the year. We have enviable onsite sporting facilities with a very well equipped fitness suite, all-weather pitch, a six lane indoor swimming pool, allweather cricket nets and training area, seventeen tennis courts and an indoor climbing wall. Students have excellent accessibility to all these facilities. For example, you may enjoy an early morning workout in the fitness suite or a game of tennis after College in the Summer Term.

If students have a particular interest in a sport which we do not currently provide we go out of our way to try to develop this interest. Sometimes this may include the launching of new clubs within the College or by fostering active links with external clubs and providers. We hope this adaptable approach enables us to provide a valuable and accessible sporting opportunity for all our students.

Performing Arts

Music and Drama is a thriving and exciting part of life at Churcher’s. Each year, Sixth Form students have the opportunity of being involved either in a senior play or a senior musical. Recent plays have included: The Diary of Anne Frank, Journey’s End, A Christmas Carol, The Canterbury Tales, The Crucible and Twelfth Night and the most recently staged musical productions have been Les Misérables, School of Rock, Miss Saigon, Beauty and the Beast, High School Musical, Footloose, We Will Rock You and Guys and Dolls. Whether you are an actor, musician or wish to be part of a professionally managed technical team and thriving props and costume department, there is a great opportunity to be involved in a large scale production. Sixth Formers also help with the overseeing of large productions and are able to work as Assistant Directors on junior shows.

Both the Drama and Music Departments have an exciting array of extra–curricular opportunities. Senior Drama Club provides students with the opportunity to explore various theatre styles and participate in scripted and devised performances. Sixth Form musicians are encouraged to take an active role in the musical life of the college. There are a wide range of opportunities offered, intended to cater for all musical tastes and abilities. Sixth Formers frequently establish and run chamber groups

and are given positions of leadership and responsibility in the main college ensembles and in concerts. Currently there are around 28 ensembles that rehearse on a weekly basis. Other performing opportunities include concerts at local venues, termly recitals, lunchtime concerts, a House music competition, Christmas carol services, cabaret evenings and an annual Grand Summer Concert which may be held in the school grounds or in a prestigious venue in London, such as Cadogan Hall. Regular orchestra and choir tours take place, with the most recent tours being orchestra tours to Lake Geneva, Barcelona, Lake Garda and choir tours to Amsterdam, Belgium and Paris. Individual music tuition is offered on most instruments and voice. Sixth Form musicians lessons are scheduled during private study periods, or outside the school daily timetable. Coaching is available for bands.

The production team is the team of pupils and professional staff who make the magic happen for every event that the College produces, be it a show, concert, musical or cabaret. Through the production team, pupils have the opportunity to experience a vast array of professional quality equipment (including digital mixing desks and moving lights), in a vast array of styles and genres, with professional staff employed to help design, coach and supervise.

Summer Ball

As a celebration of the year and a farewell to those leaving, all Sixth Form students are invited to attend the Sixth Form Summer Ball. This is a hugely popular event rounding off a busy year at school and offers the Upper Sixth an opportunity to say goodbye as they move on to new pastures.

Final Message

Hello! We are Nellie and Lewis, Captains of College at Churcher’s.

It may be hard to believe but not so long ago we were in the same position as you, thinking about options after GCSEs. This is no easy decision and not one that should be taken lightly. Of course, you must choose what is right for you but to help with this, we would like to give you a preview of what Sixth Form life at Churcher’s is all about.

So why Churcher’s? Throughout your two years in the Sixth Form, Churcher’s is dedicated to providing you with plenty of support. Whilst it’s true that the transition from GCSE to A Level can be a big one, every member of staff aspires to help you, ensuring that you fulfil your academic

potential whilst maintaining your personal wellbeing.

One of the great things about Sixth Form life at Churcher’s is the new level of independence that you are given, helping to prepare you for your next steps in life. With this comes new responsibilities and opportunities, including (but not limited to) Captains and Deputy Captains of College, Prefects, House Captains and the chance to become a member of the Sixth Form Committee. This not only helps with articulation of opinions but also allows you to personalise your Sixth Form experience, something not offered at many other colleges. Whilst many of these result from a vote,

others simply require you to put your name forward.

With the recent addition of Baker’s Café to Ramshill, the Sixth Form buildings provide an environment conducive to studying but also a space for social interactions at break and lunchtimes. Another great perk is the supply of tea and toast, or even a hot chocolate, to keep you going!

The extra-curricular activities offered in the Sixth Form are even more vast and diverse. They include performing in Senior School productions, involvement in musical ensembles and representing the school in competitive sporting events

or academic competitions. Some of the other important opportunities available are the esteemed Gold Duke of Edinburgh’s Award and the demanding Devizes to Westminster Canoe Marathon. There are also competitions and conferences including the Tycoon Enterprise and the Churcher’s Canon, a wider reading challenge to broaden your horizons. We can assure you that there is something for everyone here at Churcher’s to enjoy, and the school is always open to suggestions for even more activities.

Your A Levels will challenge you in many ways and therefore we know how important it is to be surrounded

by likeminded individuals, in a supportive environment where help is just around the corner. From our time here, we cannot express how much we enjoy the Sixth Form and recommend Churcher’s College to everyone. We would like to wish you the very best of luck for the future, and hope to see you in Baker’s Café in September!

Nellie Lofthouse and Lewis Jordan Captains of College

Entry Procedure

All candidates are encouraged to attend the Sixth Form Open Evening on Wednesday 11 October at 6pm. This is primarily an academic evening, but there is also the opportunity to talk to staff and students, see the facilities and hear about the Sixth Form. Internal students select their subject options in late autumn when they receive details from the Deputy Head Academic, though these may change provided they fit the option blocks; the College will be as flexible as it can in accommodating such change. External candidates will give an indication of preferred subjects as part of the interview process, and again the College will be flexible in accommodating change.

For external candidates there will be an interview with the Headmaster and Head of Sixth Form following an application for a place; please contact our Admissions Registrar, Caron Monk, for further details about this process: (admissions@ churcherscollege.com).

Places will be confirmed after GCSE results are published. Students will require their best six GCSE grades to add up to at least 33 points (which is roughly equivalent to six B grades), where a grade 9 is worth 9 points etc. Students ideally will require at least a grade 7 in the subjects they intend to study at A Level. Where students have taken GCSE exams with letter grades,

results at grade B and higher will be taken into account when calculating the entry threshold.

For new starters, there is an orientation day in the summer term prior to starting as well as a two-day induction programme at the start of September. Both aim to help you settle in socially and academically. The final selection of courses will be made in consultation with Heads of Department, the Head of Sixth Form and Careers staff. If at any stage students would like more advice or information about course choices, they should ask the staff concerned or the Head of Sixth Form, who will happily offer their thoughts.

A number of bursaries and scholarships will be available by arrangement with the Headmaster, subject to confirmation of GCSE results. Students may compete for Sixth Form scholarships, awarded for students’ academic achievements and contributions to the life of the College.

Please contact our Admissions Registrar, Caron Monk, for further information about joining our Sixth Form. admissions@churchers.com

01730 263033

sixth form

• 2022 A Level results:

40.6% A*

71.8% A*- A

92% A* - B

• 82% Top 30 Universities

97% Top 40 Universities

• ‘Excellent’ pastoral care (ISI Inspection)

• NatWest Trophy National rugby competition (Vase winners 2015)

• Biennial worldwide expeditions - Kilimanjaro, Ecuador, Galapagos, Himalayas, China

• Major drama productions, Les Misérables, Miss Saigon, We Will Rock You

• National Youth Theatre actors, National Youth Orchestra Musicians

• 100% Oxbridge offers met

• Olympiads for Mathematics, Physics, Chemistry, Linguistics and Computing

• High profile lecture series with eminent speakers (CCALs) and a Senior Philosophy Society

• Debating and Model United Nations

• Excellent scope for research with the EPQ and library resources such as JSTOR

• Tycoon Enterprise Competition

A Level award for the South of England.

Top 100 UK Independent school A Level results