Sixth Form Options 2026-2028

Sixth Form Options Study period 2026-2028

Contents introduction

1

art & design

5

classics

10

drama

12

english

13

humanities

14

mathematics

20

modern languages

22

music

29

physical education

30

science

31

economics and business

34

extending the curriculum

36

Welcome to the Sixth Form Why Downe House?

Welcome to the Downe House Sixth Form.

Boarders, day girls, current students and new girls from the local area, across the UK and overseas make up this thriving community with its sights firmly set on balance and wellbeing as the basis for academic and personal fulfilment.

Our aims are always to enable you to reach your academic goals, to support you to achieve your personal best academically and to encourage you to broaden your studies through both taking advantage of and contributing to the academic enrichment programme which is a part of Sixth Form life.

At the top of the School girls enjoy greater independence in preparation for university and life beyond Downe House. There is still, of course, every support to guide you through two of the most important years of your education. The Futures Department helps with A Level choices, university options and applications.

In addition, there are many co-curricular enrichment and leadership opportunities, for example, the girl who has enjoyed drama throughout her School career will now find the chance to direct full-scale productions, and many girls take up roles as School Officers, becoming positive role models for the younger girls.

Alongside a focus on academic studies, Sixth Formers can participate in a plethora of societies or student-led clubs, and join their fellow students at boys’ schools such as Winchester College, Radley and Eton, for socials, debates and activities. For example, the very popular Phoenix Society allows girls and boys to gain confidence in public speaking.

Many girls also gain valuable experience through business enterprise opportunities where they learn first-hand how to set up a real-life business.

This is all balanced by an emphasis on wellbeing through self-management: yoga, mindfulness, good sleep, exercise, and relaxation. Our aim is that at this stage of your life, you will find personal fulfilment, reap the rewards of your foundation years of study, feel confident in yourself and your friendships and be ambitious enough to aim for the highest possible standards you can achieve.

Introduction from the Headmistress The Sixth Form is, in my belief, the most exciting part of your educational journey at school. You have the opportunity to choose subjects that you will enjoy and also to play to your individual strengths when you make those choices. As you make these decisions and plan for the future you will be able to talk to your teachers, take their advice and that of the higher education team as well as, of course, your parents. We all want you to choose a curriculum which enables you to thrive and experience the joy of in-depth learning and research.

Entering the Sixth Form at Downe House is particularly special as you will be taught by an exceptional range of professionals who want to share their passion for their subjects with you. They will challenge you, guide you and support you to achieve your best and also ensure that you are ready for the world of higher education and beyond. You will in turn be able to share your interests with your peers, both at Downe and at other schools, as well as younger members of the School through setting up and joining societies. You will also be able to lead and contribute to the direction of the School by taking on positions of responsibility and contributing to debate. In short, the options are many and varied; it will be a privilege to enter the Sixth Form at Downe and your task will simply be to embrace those opportunities with our support.

One of our very successful recent leavers summarised life in our Sixth Form far better than I ever could, ‘Whilst I am…congratulated on my achievements…, I know that I will forever owe a very significant portion of the credit to the unmatched community that is our School…the unceasing support of all my teachers who unfailingly went above and beyond to support not only myself but every other member of our year group, the forever warm and kind Housestaff, or even the wider spirit of communal strength, Downe changed my life, perspective and goals in a way no other School ever could.’

I, and all the staff, look forward to supporting you through the next important and exciting phase of education.

Every good wish,

Mrs Emma McKendrick Headmistress

From the Assistant Head (Sixth Form), Miss Georgina Taylor I am delighted that at Downe House we offer a diverse A Level programme that not only caters for a range of academic interests, but also focuses on developing soft skills outside the classroom. Through your Sixth Form A Level studies, you can engage in activities that build on what you have learnt throughout your GCSE years, taking you one step further as you prepare for life after Downe House.

The A Level subjects will require you to be curious and independent in your learning, and I encourage you to start thinking about how you learn and consolidate in preparation for your courses. When deciding on your subjects, in addition to thinking about your future aspirations, I would suggest looking at where your skills lie as well as what you are interested in.

An enjoyment and enthusiasm for your subjects will help to motivate you through your courses. Take time to explore the subjects available, and I encourage you to talk to your teachers and the older pupils who will be able to give you guidance based on their experiences. Please do ask me, or any other members of the Sixth Form team, if you have any questions.

From the Director of Futures Department, Mrs Sarah Barnard One of my greatest pleasures in my role as Director of Futures is to help pupils on their unique individual journeys both during their time at Downe and as they leave the school post A Level.

I am the department’s overseas universities specialist, having spent the last 16 years developing my knowledge of non-UK universities across the continents, I have also very much enjoyed building on my knowledge of UK universities.

One of the most interesting aspects of my role is the ever-changing nature of the landscape and I am a member of both the Career Development Institute in the UK and the International Association for College Admission Counselling in the US as well as being a Level 6 qualified Career Guidance and Development professional.

Having been at Downe since 2005, I have been fortunate enough to have a breadth of experience outside of the Futures department. I continue to teach History and Politics, I am a Sixth Form tutor and, for 7 years, was Housemistress of Tedworth.

Over the last 10 years especially, pupils have begun to explore higher education opportunities on a more global level as well as broadening their understanding of options such as degree apprenticeships. As a department, we strive to provide the best options for each unique individual, so they can achieve their very best.

2

Some frequently asked questions How many subjects do I have to take?

The Sixth Form curriculum recognises and rewards depth in student learning. The vast majority of students will study three subjects.

Some girls may wish to study four subjects and it may be advisable for some to do so if they are considering particular professional courses e.g. medicine at certain universities. The possibility and need can be discussed when subject choices are being made. Please consult the Futures Department for this.

prepare for university and beyond. For further details see pages 37 to 40.

All World Ready Programme courses are all subject to sufficient sign up.

What subjects are available in the Sixth Form?

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

How many lessons will I have for each subject?

Each subject, apart from EPQ, will be taught via eight 40 minute lessons.

What if I wish to study Mathematics and Further Mathematics?

The A Levels in Mathematics and Further Mathematics are very different from I/GCSE Mathematics.

Mathematics and Further Mathematics are very demanding and aim to stretch and develop mathematical skill.

Those who will need to study Further Mathematics in order to study Engineering, or some Economics courses, should discuss the matter with the Futures Department, Mrs Sarah Barnard and the Head of Mathematics, Mr Oliver Wills.

What is the Extended Project Qualification (EPQ)?

The EPQ is a qualification that allows a student to pursue an independent research project in addition to their main subjects. The framework for this qualification places emphasis on a student’s ability to design, and conduct, their own project in an area that interests them. Students need to “drive” the project and a great deal of self-motivation is required. The project is usually completed by Christmas of the Upper Sixth but is submitted for examination at the end of the Upper Sixth. For more information, see page 35.

Art & Design – 3D Design Art & Design – Fine Art Art & Design – Photography Art & Design – Textiles Biology Business Chemistry Classical Greek Computer Science* Drama and Theatre Studies Economics Extended Project Qualification (EPQ) English Literature French Geography German History History of Art Italian Latin Mathematics Mathematics – Further Mathematics Music Physical Education Physics Politics Psychology Religious Studies Spanish Russian

* This qualification may be available if there is sufficient demand

What is the World Ready Programme?

In the Sixth Form, the World Ready Programme offers a range of outstanding, timetabled and optional opportunities for students to gain valuable and sought-after super-curricular skills and qualifications.

These are designed to enable students to distinguish themselves as exceptional candidates when moving into the competitive world of higher education and work.

The programme includes the Mini MBA, delivered in partnership with Hult Ashridge Executive Education, and the Ivy House Award, along with a digital skills programme that includes VR & AI interview training as well as Microsoft Office Specialist certification – a recognised qualification for future employers. In addition, a cookery and nutrition course helps students 3

Results Success In 2025, 54% of A Level grades achieved by the girls were A*/A, and 83% were A* - B, with over a third of the cohort awarded 3 or more A*/A grades: an outstanding achievement.

4

Art and Design:

3D Design

Examination Board Specification

AQA Art and Design Three- Dimensional Design 7205 www.aqa.org.uk

Website

A Level 3D Design enables students to turn creative ideas into high quality three-dimensional objects. This includes models, exploratory practical work and final products – all made from resistant materials such as wood, metal, plastic and glass. Final pieces can range from sculpture and lighting to furniture and product design, and even theatre/architectural design.

40% The Externally Set Assignment: This second project involves a 15 hour practical exam in the workshop (usually three x five hour days). This is based on a choice of stimulus material from the exam board (set in February of the UVI). The ‘practical exam days’ build on the research, design and practical work that will have been undertaken during that term.

Mr Haroon Cockar Teacher in Charge of 3D Design

It is vital that students are open minded and ready to go on a creative journey of discovery. The final outcome/s should develop gradually over time, based on thorough exploration and the analytical study of sources including the work of inspirational artists and designers.

Students explore sculptural art and product design from the 20th Century to now, examining influential artists, designers, iconic products, furniture and design movements.

All creative thinking and practical exploration is documented and communicated through the keeping of sketchbooks.

Students also produce an illustrated 1000 word essay linked closely to their major project (known as the ‘Personal Investigation’). The theme and direction of this is decided by each student, in discussion with their teacher.

For creative University courses, 3D Design (Art and Design) is the ideal complementary subject alongside an A Level from the other Art disciplines (Fine Art, Textiles, Photography). 3D Design encourages creative exploration and independent thinking, and in this way is ideal for developing work highly relevant to portfolio applications for a wide range of creative courses, including Art Foundation and Degrees courses in Product Design, Furniture Design, Architecture, Landscape Architecture, Theatre Design.

Course Structure: AQA Advanced GCE in ThreeDimensional Design (Art and Design): 60% The Personal Investigation: This is the ‘major project’- an in-depth critical, practical and theoretical investigative project/portfolio and outcome/s based on themes and subject matter that have personal significance.

The personal investigation includes the completion of a 1000 word illustrated essay. This contains images and analytical text that relate to the research and practical work undertaken.

5

art and design

3D Design

art and design

Fine Art Examination Board Specification Website

Component 2: Fine Art Externally Set Assignment 9FA0/02

Edexcel Fine Art A 9FA0 www.edexcel.com

Externally set, assessed by the teacher and externally moderated. 40% of the total qualification.

A Level Fine Art is an exciting and deeply personal course that encourages students to explore the world through their own lens. It is not about producing work to meet a specific brief or serve a practical function, it is about using creativity to express your ideas, emotions, and experiences.

Overview of content This component allows students opportunities to generate and develop ideas, research primary and contextual sources, record practical and written observations, experiment with media and processes, and refine ideas towards producing personal resolved outcome(s) in response to an externally set theme.

Throughout the course, you will learn how to communicate through the visual language of art, developing your skills in observation, experimentation, and imagination. You will be encouraged to challenge perspectives and push the boundaries of how we see and interpret the world around us.

Overview of assessment • Incorporates two major elements: preparatory studies and the 15 hour period of sustained focus.

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

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

You will work across a variety of disciplines including painting and drawing, printmaking, and alternative media, with the freedom to pursue the techniques and themes that interest you most. Your work will show how you can use formal elements such as composition, tone, and texture to bring your ideas to life with depth and originality.

Whether you are aiming to pursue a career in the creative industries or simply want to develop your artistic voice, this course will give you the tools, inspiration, and support to create meaningful, thoughtprovoking work.

Mrs Kirsten Mortimer Director of Creative Arts

A LEVEL: Two-year Linear Course Component 1: Fine Art Personal Investigation 9FA0/01 Internally set, assessed by the teacher and externally moderated. 60% of the total qualification.

Overview of content This component allows students opportunities to generate and develop ideas, research primary and contextual sources, record practical and written observations, experiment with media and processes, and refine ideas towards producing personal resolved outcome(s).

Overview of assessment • Incorporates three major elements: supporting studies, practical work, and a personal study.

• Supporting studies and practical work will comprise

a portfolio of development work and outcomes based on themes and ideas developed from personal starting points.

• The personal study will be evidenced through

critical written communication research and understanding in a piece of continuous prose of between 1000 and 3000 words in length and should contain integrated images. The personal study accounts for 12% of Component 1 and is marked out of 18.

6

art and design

Photography Examination Board Specification Website

OCR Photography H603 www.ocr.org.uk

Photography offers Sixth Form girls the opportunity to express their artistic talent and discover new ways of expressing themselves through a very modern medium.

The course is not just about taking photographs but is about exploring a new medium of expression, which in turn aids self-discovery. Students will have access to a photography darkroom where they can discover and learn the traditional aspects of this medium and produce chemical prints. The digital suite also provides students with the opportunity to work in a contemporary format and Adobe Photoshop offers students the chance to experiment with digital manipulation. The course offers a good foundation in image making for anyone considering a career in the Arts or Media.

A LEVEL: Two-year course Students wishing to complete the full A Level have the opportunity to further develop their work and create an extensive personal project on a subject or theme of their choice. In their first year, students are encouraged to embrace the subject experimentally and to develop their practical skill and contextual knowledge through set briefs, challenges and through the discussion of historic and contemporary image-makers.

This Personal Investigation is worth 60% of the final grade with students thoroughly exploring their unique theme through the development of sketchbooks and a supporting essay before the final presentation of work which may include the production of a standard portfolio or book, video piece or installation with final pieces.

The Externally Set Task, issued in February, counts for 40% of the total A Level and students are provided with a choice of themes from which to complete their final pieces.

Miss Natalie Bloor Teacher in Charge of Photography

7

art and design

Textile Design Examination Board Specification Website

Component 1 - Personal investigation This is a practical investigation supported by written material. Students are required to conduct a practical investigation into an idea, issue, concept or theme, supported by written material. At A Level, the student can decide upon their own inspirational theme for their project. The investigation should be a coherent, in-depth study that demonstrates the student’s ability to construct and develop a sustained line of reasoning from an initial starting point to a final realisation. The investigation must show clear development from initial intentions to the outcome. It must include evidence of the student’s ability to research and develop ideas and relate their work in meaningful ways to relevant critical/contextual materials.

AQA Art and Design 7204: Textiles Design www.aqa.org.uk

Why choose Art and Design: Textile Design?

This subject directly supports progression to further and higher education, providing students with a rich platform to inspire a lifelong interest in Fashion and Textiles Design.

Art and Design: Textile Design

Students will be introduced to a variety of experiences that explore a range of textile media, processes and techniques. These include weaving, knitting, screen print making, construction, silk painting, batik, sculpture and more.

Component 2 - Externally set assignment Separate question papers will be provided for each title.

Each question paper will consist of a choice of eight questions to be used as starting points. Students are required to select one. Students will be provided with examination papers on 1 February, or as soon as possible after that date.

Students will explore the use of drawing for different purposes, using a variety of methods and media on a variety of scales.

Students will use sketchbooks/workbooks/journals/A1 boards to underpin their work where appropriate.

Once techniques have been explored a textile outcome is to be created. Outcomes to include fashion clothing, fabric design, soft furnishings, artwork and more.

Benefits of choosing Art and Design: Textile Design

• The course is 100% practical based and students can work as designers and artists.

Students will be expected to demonstrate skills in the context of their chosen area(s) of textile design.

Students will be required to demonstrate skills in all the following:

• A portfolio of a wide range of varied work will be

• Awareness of the elements of textile design, such as shape, line, scale, colour, texture, pattern, contrast and/or repetition in relation to the chosen area(s) of textile design.

• This portfolio will enable students to have a

• Ability to respond to an issue, concept or idea, working to a brief or answering a need in the chosen area(s) of textile design.

• There is no written examination and the practical

• Appreciation of the relationship of form and function and, where applicable, the constraints of working to a brief.

• Students can guide their work in relation to their

created over the course of two years that demonstrates skills in many areas of fashion and textiles – print, garment manufacture, fabric manufacture. competitive collection of work to show at interview should they wish to pursue a creative higher education course in Fashion and Textiles. strengths and expertise of students can show through. interests, for example a student may wish to tailor a project around pattern cutting/drafting if she wishes to complete a degree in Pattern Cutting and work as a Pattern Cutter in industry.

• Understanding of a variety of textile methods, such as: fabric printing, mono-printing, relief printing, screen printing and laser printing; tie-dye and batik; spraying and transfer; fabric construction; stitching, appliqué, patchwork, padding, quilting and embroidery.

Beyond A Level, students can study for a Foundation Course in Art & Design and/or a degree in Fashion Design, Pattern Cutting, Fashion Marketing, Fashion Journalism, Media and Communications, Fashion Buying, Visual Merchandising and more.

A LEVEL: Two-year course

Component 1/Personal Investigation: Assessed. No time limit. 96 marks. 60% of A Level.

Component 2/Externally Set Assignment: Preparatory period + 15 hours supervised time. 96 marks. 40% of A Level.

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Miss Amy Majerski Head of Textiles

art and design

9

classics

Classical Greek Examination Board Specification Website

Structure

OCR Classical Greek H444 www.ocr.org.uk

A LEVEL 1 Unseen Translation (33%)

Aims A Level Classical Greek is a qualification which is designed to inspire, challenge and reward students.

It aims to help students develop an interest in, and enthusiasm for, the classical world; acquire, through studying a range of appropriate sources, knowledge and understanding of selected aspects of classical civilisation; develop awareness of the continuing influence of the classical world on later times and of the similarities and differences between the classical world and later times; develop and apply analytical and evaluation skills at an appropriate level; make an informed, personal response to the material studied.

2 Prose composition or comprehension (17%) 3 Prose Literature (25%) 4 Verse Literature (25%) Mrs Sarah Waller Head of Classics

Specific Skills The A Level aims to help students develop an appropriate level of competence in the language studied and a sensitive and analytical approach to language generally.

Candidates should: • demonstrate knowledge, an understanding and an appreciation of Classical Greek texts within their literary, social and historical contexts as appropriate.

This includes translation of the Classical Greek text into English;

• demonstrate an understanding of Classical Greek literary techniques

• evaluate evidence and draw conclusions using appropriate reference or quotation

• produce personal responses to Classical Greek

literature showing an understanding of the Classical Greek text

• be familiar with the language of the 5th and 4th centuries BC.

Previous Knowledge A GCSE in Classical Greek or equivalent is necessary.

10

classics

Latin Examination Board Specification Website

OCR Latin H443 www.ocr.org.uk

The Latin A Level syllabus allows students to develop linguistic skills and the ability to translate with accuracy and fluency. In addition, an extract of Latin verse and one of Latin prose will be studied in detail in each year.

LOWER SIXTH In the Lower Sixth, language study will focus on the consolidation of grammar, development of vocabulary and the practice of translation skills. There is a set vocabulary list for girls to learn and the skills of literary analysis which have been developed at GCSE will be further improved.

UPPER SIXTH Students have to translate a verse unseen and a prose unseen, but they are also required to answer comprehension and grammatical questions on a prose passage in the prose comprehension paper, identifying particular cases of noun for instance and accounting for these endings. The set texts increase in difficulty in this year and students are expected to write longer and more detailed analyses of passages in the examination.

Structure

A LEVEL 1 Unseen Translation (33%) 2 Prose composition or comprehension (17%) 3 Prose Literature (25%) 4 Verse Literature (25%) This course would suit any candidate who has studied Latin to GCSE Level and who derives pleasure and an intellectual satisfaction from translation from one language into another and from critical analysis of literary texts.

As well as being a valuable subject in its own right, Classics graduates are sought by a wide variety of employers. It is a natural subject to study alongside English, History or a Modern Language and, although no longer required by schools of law or medicine, a grounding in Latin will be most valuable to anyone in preparation for these careers. The skills developed during the close study of language and literature are those which will stand one in good stead for any university course: analysis, organisation of material, language development, an enquiring mind and a knowledge and understanding of a culture which has been such a strong influence on our own.

Mrs Sarah Waller Head of Classics 11

drama

Drama and Theatre Examination board Specification

Website

Edexcel Pearson Edexcel Level 3 Advanced GCE in Drama and Theatre www. qualifications.pearson. com

A Level Drama and Theatre Studies both demands and nurtures a curiosity about how theatre is created and performed. You must be enthusiastic about taking part in performances and prepared to engage with the course’s rigorous written components.

Throughout the course, you will refine your analytical and evaluative skills—abilities that will benefit you far beyond Drama A Level. You will study a range of plays, playwrights, theatre practitioners, technical theatre, academic writing styles, and acting techniques.

As part of the course, we will attend a live theatre production, which you will evaluate as a theatre critic. You will also take part in two performance components, either as a performer or a designer, leading up to a final written component in UVI. Over the two-year programme, you will grow as a performer, designer, writer, and creative collaborator.

The A Level is fully recognised and valued by all universities and complements a wide range of other subjects. It is particularly effective in building confidence and developing a deep understanding of theatre, history, and essential soft skills such as communication, resilience, and resourcefulness— qualities highly sought after by employers.

A Level Drama and Theatre At A Level, the specification provides candidates with the opportunity to develop skills and extend knowledge across two years. Candidates will demonstrate a more advanced level of performance and/or production skills alongside the ability to think independently, make judgements and refine their work in the light of research. They will also demonstrate the ability to analyse the ways in which different performance and production elements are brought together to create theatre.

Component 2: Text in Performance Non-examination assessment 20% of the qualification - 60 marks Content Overview: A group performance/design realisation of one key extract from a performance text.

A monologue or duologue performance/design realisation from one key extract from a different performance text.

Assessment: 1) The recorded live performances are externally assessed by an examiner.

2) Group performance/design realisation – 36 marks.

3) Monologue or duologue/design realisation – 24 marks.

Component 3: Theatre Makers in Practice Written examination: 2 hours 30 minutes - 40% of the qualification - 80 marks Content Overview: 1) Live theatre evaluation.

2) Practical exploration and study of a complete performance text–focusing on how this can be realised for performance.

3) Practical exploration and interpretation of another complete performance text, in light of a chosen theatre practitioner – focusing on how this text could be reimagined for a contemporary audience.

Section A: Live Theatre Evaluation – 20 marks Students answer one extended response question from a choice of two requiring them to analyse and evaluate a live theatre performance they have seen in light of a given statement. Students are allowed to bring in theatre evaluation notes – 500 words.

Section B: Page to Stage: Realising a Performance Text – 36 marks

Content Overview:

Students answer two extended response questions based on an unseen extract from the performance text they have studied. Students will demonstrate how they, as theatre makers, intend to realise the extract in performance. Students answer from the perspective of a performer and a designer.

An original devised performance and portfolio.

Section C: Interpreting a Performance Text – 24 marks

Assessment:

Students will answer one extended response question from a choice of two based on an unseen named section from their chosen performance text. Students will demonstrate how their re-imagined production concept will communicate ideas to a contemporary audience.

Component 1: Devising – non-examined assessment 40% of the qualification – 80 marks

Internally assessed by Downe House teachers and externally moderated.

1) A portfolio (60 marks, 40 marks - AO1 and 20 marks - AO4) the portfolio submission will be handwritten/ typed evidence between 2500–3000 words.

2) The devised performance/design realisation - 20 12 marks.

Mrs Georgina Hughes Head of Film and Academic Drama

Examination Board Specification Website

AQA English Literature A 7712 www.aqa.org.uk

At the heart of the study of English literature is reading; this course is ideal for those who take pleasure in reading both widely and critically. Experts at AQA have worked closely with teachers and universities to develop a relevant, engaging and upto-date specification that approaches the study of literature through the lens of historicism, encouraging the independent study of a range of texts within a shared context, giving logic and meaning to the way that texts are grouped for study. This unifying approach also facilitates the inclusion of a range of wider reading, thus extending students’ experience and appreciation of literature.

Non-exam Assessment: Independent Critical Study – Texts across Time Texts across time provides a challenging and wide-ranging opportunity for independent study.

Students formulate an individual question and make a comparative study of two texts, one of which must have been written before 1900; they produce a scholarly essay of 2500 words, which includes the application and evaluation of critical views.

Topics which might be chosen include the Gothic, representations of women and representations of social class and culture. The essay is worth 20% of the A Level.

Ms Bryony Watts Head of English

The variety of assessment styles used – such as passage-based questions, unseen material, single text questions, multiple-text questions, open and closed book approaches – allows students to develop a wide range of skills, such as the ability to read critically, analyse, evaluate and undertake independent research which are valuable for both further study and future employment.

The A Level comprises three components: Paper 1: Love through the Ages Three texts are studied closely: one Shakespeare play, one anthology of verse and one prose text, of which one must be written pre-1900. Students also prepare for an unseen comparison of two poems. In addition to an anthology of love poetry, some of the texts that might be studied include Shakespeare’s Othello, Emily Bronte’s Wuthering Heights or F Scott Fitzgerald’s The Great Gatsby. The component is assessed by a three hour examination; it is worth 40% of the A Level.

Paper 2: Texts in Shared Context Three texts – one prose, one poetry and one drama – are studied, of which one must have been written post-2000. Students answer a question on an unseen extract, then one that invites a comparison between two texts and, finally, one in which they debate a critical viewpoint on a set text. At Downe, we prepare students for Paper 2B: ‘Modern times: Literature from 1945 to the present day’. Typical texts studied for the second option include Tennessee Williams’s, A Streetcar Named Desire, Margaret Atwood’s The Handmaid’s Tale and Duffy’s Feminine Gospels. The component is assessed by a two and a half hour examination; it is worth 40% of the A Level.

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english

English Literature

humanities

Geography Examination Board Specification Website

Section A: Hazardous Earth

OCR Geography H481 www.ocr.org.uk

Section B: Disease Dilemmas

The A Level Geography course aims to equip candidates with the skills required to make a success of their subsequent studies at university, involving not only a solid grounding in specialist subject knowledge at an appropriate level, but also the ability to undertake independent and self-directed learning and to think laterally, critically and creatively. Although designed for candidates intending to continue their studies in Higher Education, the skills fostered also provide solid grounding for candidates intending to progress directly into employment or professional training.

Studying Geography involves: • investigating the interaction of people with their environment • understanding the processes and factors that shape that environment • understanding how both the physical environment influences people and how people influence the physical environment • recognising that these interactions create opportunities and problems, which require careful management • understanding that management needs to be sustainable to maintain the environment for future generations developing the enquiry skills necessary to understand and explain these geographical issues.

There are four parts to the examination assessment of A Level Geography.

Paper 1: Physical Systems 22% 1 hour 30 minutes. This focuses on different types of physical environment, with an emphasis on the interrelationships between physical and human components of these environments.

Candidates must answer questions in two sections.

Section A: Landscape Systems (Coasts) Section B: Earth’s Life Support Systems (Ecosystems) Question types will include: short answer, levels of response and extended prose.

Paper 2: Human Interactions 22% 1 hour 30 minutes.

This focuses on selected aspects of human activity from a geographical viewpoint.

Question types will include: short answer, levels of response and essay style questions.

Paper 4: Investigative Geography 20% Students will complete an individual investigation which must include data collected in the field. The individual investigation must be based on a question or issue defined and developed independently by the student relating to any part of the specification content. The investigation will be between 3,000– 4,000 words and will be marked by Geography A Level staff, these will then be moderated by the AQA. Subject Combinations and Careers: Geography complements many other aspects of Sixth Form studies, and the subject fits very well into a wide range of subject combinations, from the Humanities, Sciences, Social Sciences and Arts. Recent data shows that career prospects for geographers are very good and very broad indeed. We will be very happy to offer further advice on the diverse career opportunities and university courses which have a substantial geographical content.

It has been suggested that there are three main reasons why studying Geography has “never been more valuable and important - and it has never been a more appropriate topic for young people to study.” These include firstly its study of the environment - things like resource pressures, climate change, megacity management, aid, health and development issues; secondly, the need to prepare people for a world that is increasingly global and in need of sustainable futures; and thirdly, the fact that geographers are particularly employable: “they acquire a massive range of transferable skills, in communication, leadership, presentation and IT…..this means that geographers are very adaptable to a wide variety of roles.”

So the skills you acquire and practise during your years of studying geography will mean that you have much to offer any employer: communication skills, written and spoken; numerical, graphical, GIS and ICT skills; problem-solving and decision-making skills; teamwork and thinking skills. You will also appreciate much more fully the lifelong encounters we hope you will make with physical landscapes, human systems and environmental issues. We hope to share some of our passion for the subject with you.

Candidates must answer questions in two sections.

Section A: Changing Spaces, Making Places Section B: Global Connections (Human Rights and Global Migration) Paper 3: Geographical Debates 36% 2 hours 30 minutes.

Mrs Nicola Price Head of Geography

Candidates must answer questions in two sections.

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humanities

History Examination Board Specification Website

Edexcel 9HI0 www.edexcel.com

History is one of the most versatile departure points for students considering university courses, and remains valued by employers as an academically rigorous subject. From a skills perspective, the study of History develops students’ ability to evaluate information, to develop their own judgements and to communicate with clarity and confidence.

From a moral and academic perspective, History encourages students to engage with the experiences of those in the past, often in profoundly different cultures to their own, and to draw parallels between concerns of the modern world and those of the past. What constitutes a ‘good’ leader? What is the optimal system of government? How can a leader best effect lasting socio-economic change? How can disenfranchised minorities achieve their rights? How far do the ties of tradition and religion in any society prevent progress, and at what cost are these ties sacrificed?

The A Level syllabus consists of three components: • A depth study, Communist States in the Twentieth Century, with a particular focus on Russia and China.

This examines the pre-revolutionary context and grievances, the nature of the revolution, the scale and impact of communist reforms, and the roles of individual leaders.

• Protest, Agitation and Reform 1780-1928. A breadth paper which examines political reforms and the expansion of the franchise while exploring how different minority groups have attempted to effect political change, from the Chartists to the Suffragettes.

• Coursework focused on American Civil Rights, examining the context of Black grievances in 1950s America, the emergence of the Civil Rights Movement, and the role of political leaders and institutions in bringing about change. This consists of a piece of writing of 3000-4000 words based on independent research, and will be internally assessed and externally moderated.

Mrs Jennifer Grant Head of History and Politics

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humanities

History of Art Examination board Specification Website

Assessment

Edexcel History of Art 9HT0 www.edexcel.com

Paper 1: Visual analysis and themes (Paper code: 9HT0/01)

A Level: Two-year course The History of Art A Level is a two year course, which allows our girls to develop a wide skills set, preparing them very effectively for university and beyond; art history’s inter-disciplinary benefits are key to this.

This course develops students’ understanding of the relationship between society and art; art historical terms, concepts and issues; the influence of cultural, social and political factors, as well as developments in materials, techniques and processes of both art and architecture over time. The inclusion of specified artists and a selection of works from beyond the European tradition provides clear guidance on areas of study and reflects the need for an appropriate global specification in our modern world.

50% of total marks

In addition to gaining a cohesive and cumulative knowledge of influential art movements, candidates develop many highly valued transferable skills including visual literacy, analytical thinking, evaluation, research and debate, as well as constructing relevant, concise and thoroughly evidenced arguments. Over the two-year course, students will develop the skills and understanding to enjoy a lifetime of access to, and appreciation of, the culture, heritage and ideas of the world around them.

Paper 2: Periods

Aims The aims and objectives of this qualification are to enable students to: • engage actively and independently in historical, theoretical and critical study of art • understand the relationship between society, culture, technology, politics and art • understand the ways in which art has been used and interpreted by past and present societies • understand the influences on, and contributions of, artists • know key art historical terms, concepts and issues • understand how visual language is used by artists to communicate ideas, including formal characteristics, materials, techniques, and processes • be able to analyse and make critical judgements about art • use evidence to substantiate structured arguments about art

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Exam: 3 hours Section A: Visual analysis For each of the following types of art and architecture, students answer a single compulsory question that requires them to comment on an unseen photograph of: a painting, a sculpture, and a building.

Section B: Themes For each Theme, students answer a single compulsory question in two parts.

• Nature in art and architecture • Identities in art and architecture

(Paper code: 9HT0/02) 50% of total marks Exam: 3 hours For each Period, students answer a single compulsory question in four parts.

• Invention and illusion: the Renaissance in Italy (1420-1520) • Pop life: British and American contemporary art and architecture (1960-2015) Ms Diane Slocombe Head of History of Art

humanities

Politics Examination Board Specification Website

AQA Politics 7152 www.aqa.org.uk

A Level Politics enables students to interpret, evaluate and comment on the nature of politics and to develop their critical thinking skills.

Prior Knowledge Although candidates will not have formally studied Politics before starting this course, the students who enjoy most success in A Level Politics are those who follow current affairs and who enjoy philosophical debates about society, the economy, and the state of the world.

Politics Scheme of Assessment The A Level course will be examined at the end of the two years. The format is the same for each of these two-hour papers: Section A: Three short-answer questions Section B: Analysis and evaluation of a piece of political writing Section C: Essay Mrs Jennifer Grant Head of History and Politics

Subject Combinations Politics works well with History or Economics, where the subject matter reinforces Politics. Skills developed in English, Languages, Geography and similar subjects also complement those used in Politics. Your main interest might be scientific or mathematical, but studying Politics adds variety, provides balance, and keeps writing skills honed, as well as providing a broader socio-economic perspective on seemingly unconnected subjects.

Politics at University and Beyond Politics is a well-respected subject with a strong academic track record, recognised by all university admissions tutors. It helps build the ability to research, communicate spoken and written arguments effectively, and to analyse and weigh up conflicting arguments. All of these are useful in a wide range of degree courses and careers. Downe House students have gone on to read Politics and International Relations at many universities including Oxford, Edinburgh, Bristol and Durham.

“

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Politics is a new subject for everyone who chooses it in the Sixth Form. Curiosity and a willingness to learn, including outside of the classroom, are essential.

The world of Politics is continually evolving so we expect students to read quality newspapers, to listen to podcasts and to keep a Politics journal. An openminded approach is essential as different views and topics are debated: one of the most rewarding aspects of the course is the fact that students reflect on and develop their own political principles.

All war is male.

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(Rosa Luxemburg)

humanities

Psychology Examination Board Specification Website

AQA Pyschology 7182 www.aqa.org.uk

Overall, at least 10% of the marks in assessments for Psychology will require the use of mathematical skills at the standard of higher tier GCSE mathematics, often using statistical skills such as probability and correlations between variables.

This is a course for students who are interested in human behaviour, what makes us different and how our experiences shape and influence the way we behave. Psychology is the scientific study of the mind and behaviour and the AQA A Level gives an excellent introduction to the ways human behaviour is studied and the different approaches to explaining our behaviour. This course is not only designed to give students a good foundation in the subject but will also give an appreciation of how Psychology can be applied to some critical issues in society today.

For example; why do people have OCD? How do early childhood experiences affect adult life? How do we learn? What is the impact of stress? What drives people to criminal behaviour?

Quite simply it is the fascinating, intriguing and often enlightening study of human thought and behaviour, and we seek to make sense of human nature from four traditional perspectives (biological, cognitive, behavioural and psychodynamic). It enables you to acquire a good grounding in research methodology, ethical issues, and data analysis as you search for accurate ‘proof’ and understanding of both others and yourself.

Where could Psychology take me?

The study of human thought and behaviour is relevant to all courses and careers. Furthermore, as it is equally rooted in both the arts and science/maths you will be well equipped for a wide range of future possibilities.

Professional psychologists work in all manner of environments, including advertising, sport, education, law and medicine.

Course Structure Paper 1: Social Influence, Attachment, Memory. A written exam 90 mins consisting of multiple choice, short answer and extended writing questions.

Paper 2: Approaches in Psychology, Psychopathology, Research Methods. A written exam 90 mins consisting of multiple choice, short answer and extended writing questions.

Paper 3: Issues and debates in Psychology and optional content consisting of one choice from each of the 3 options: A written exam 90 mins consisting of multiple choice, short answer and extended writing questions.

Option 1: Relationships, Gender, Cognition and Development Option 2: Schizophrenia, Eating Behaviour, Stress Option 3: Aggression, Forensic Psychology, Addiction

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Mr Matthew Hall Head of Psychology, Philosophy and Religious Studies

Examination Board Specification Website

OCR Religious Studies H573 www.ocr.org.uk

The Religious Studies course is intended to allow candidates to think rigorously about the fundamental questions of truth and human understanding. The A Level syllabus offers an exciting and wide-ranging study of topics, from Ancient Greek Philosophy to Life after Death. Of particular interest are the new texts introduced that bring many of the current contemporary debates in Philosophy, Ethics and Theology into the syllabus. The course is intended to introduce candidates to the academic study of Philosophy, Ethics and Theology and it is excellent preparation for students wishing to go into areas such as Law and Medicine; and complements subject areas such as English, History, Art and Classics as well as many others. The course provides a rigorous base for students thinking of studying Philosophy and/or Theology at university. Past candidates have achieved success at Oxford and Cambridge, Edinburgh, Durham, St Andrew’s, Leeds, Newcastle and many other universities.

Assessment takes the form of three written examinations, each two hours duration. For each paper, candidates select and answer three questions from a total of four. Each paper has an equal weighting.

Paper 2: Ethics

• Normative ethical theories • Application of the theories to contemporary issues such as business ethics, war and peace, genetic engineering

• Sexual ethics and influence on ethical thought of developments in religious belief

Texts:

• Kant Groundwork of the Metaphysics • Mill Utilitarianism Paper 3: Developments in religious thought: Christianity

• Religious beliefs, values and teachings, and how they vary historically and in the contemporary world

• Significant social and historical developments in theology and religious thought

• Key themes related to the relationship between

religion and society: gender and society, gender and theology.

Mr Matthew Hall Head of Psychology, Philosophy and Religious Studies

Primarily this course is most enjoyed and hence most suitable for those candidates who enjoy ideas and investigating concepts such as right and wrong, and truth and meaning. It demands a lively and curious mind, and a candidate who is not fazed by examining their own truth and ethical claims. Given that all of the assessment is by written examination, candidates should be comfortable with writing in a structured and analytical style. The department is happy to answer any further questions you may have about this course and likewise to talk you through the demands of the course in more detail.

Course Structure Paper 1: Philosophy of religion

• Foundational debates in Philosophy • Nature of soul, mind and body • Arguments about the existence or non-existence of God

• The challenge for the religious belief Texts:

• Plato Republic • Aristotle Physics and MetaPhysics 19

humanities

Religious Studies

mathematics

Mathematics Examination Board Specification Website

Edexcel Mathematics 9MA0 www.edexcel.com

The A Level Mathematics syllabus is a two year course designed to prepare candidates for further study in Mathematics or numerate disciplines. Candidates study Pure Mathematics in depth together with applications in both Statistics and Mechanics. The applications give candidates the opportunity to apply their knowledge of pure mathematical techniques in a practical context, and much of the statistics is taught through the interrogation of a large database.

It is hoped that candidates following the A Level Mathematics course will develop an appreciation for how topics interlink.

Assessment takes place at the end of the course and comprises three 2-hour papers, Paper 1 - Pure Mathematics, Paper 2 – Pure Mathematics and Paper 3 – Statistics and Mechanics, each equally weighted and all taken in the same examination session (there is no coursework). The ratio of pure to applied topics is 2:1. Calculators are allowed in all papers (recommended calculator = Casio fx-991CW or for girls also doing Further Maths = Casio fx-CG50 or the just launched fx-CG100).

of other subject areas. It is expected that you will have a secure grounding in the basic principles of mathematics consistent with the material covered in I/GCSE specifications. For example, you should be comfortable with concepts such as completing the square, function transformations and trigonometry in the context of non-right angled triangles: it is likely that you will have gained a Grade 8 or above at this level, and find algebra fairly straightforward. However, you should also seek advice from your I/GCSE teacher as to whether they think that A Level Mathematics is a suitable course for you, as there is a significant jump in difficulty between I/GCSE and A Level Mathematics (particularly in Year 2 of the course).

If you intend to study Economics, Geography or Sciences, you will find the Mathematics course helpful during your time in the Sixth Form. You may also find that Mathematics is a required subject to pursue Science or Economics based courses at university.

If you intend to study Mathematics, Science or Engineering, and possibly Economics, particularly at Oxbridge, you are also advised to take A Level Further Mathematics.

10 3410

9 2 5+ 7 9 6 = 2 5+ 1 7 MATHEMATICS = 61 Mr Oliver Wills Head of Mathematics

Likely Candidates Mathematics is a fascinating subject in its own right, but it is also a vital tool for use in a wide range

8 3 4 8 20

Examination Board Specification Website

Edexcel Further Mathematics 9FM0 www.edexcel.com

Girls taking A Level Mathematics and Further Mathematics will normally sit examinations for both subjects at the end of the Upper Sixth.

Girls opting for A Level Further Mathematics must also have opted for A Level Mathematics, and must select Mathematics and Further Mathematics on their option form.

Further Mathematics is a highly recommended, and often compulsory, subject if you intend to pursue Mathematics, Economics, Science or Engineering, particularly at Oxbridge. However, it would generally not be a good choice for girls intending to apply for Medicine, as it might not be allowed in addition to Mathematics as part of any offer.

The A Level Further Mathematics course complements and builds on the material in the Mathematics course, giving candidates the opportunity to learn more advanced mathematical techniques. Candidates study Pure Mathematics in depth together with a range of applications. The applications have again been chosen in order to give candidates the opportunity to apply their knowledge of pure mathematical techniques in a practical context.

Likely Candidates You will almost certainly have a Grade 9 at I/GCSE, and enjoy Mathematics and problem solving.

Mr Oliver Wills Head of Mathematics

Assessment takes place at the end of the course and comprises four 1½ hour papers, each equally weighted, taken in the same examination session (there is no coursework): Paper 1 – Core Pure Mathematics 1, Paper 2 – Core Pure Mathematics 2, Paper 3 - Further Mechanics 1, Paper 4 - Further Statistics 1. Calculators are allowed in all papers (recommended calculator = Casio fx-CG50 or the just launched fx-CG100).

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mathematics

Further Mathematics

modern languages

Modern Languages French, German, Italian and Spanish are all offered at A Level and the HSK course is available for those wishing to pursue Chinese beyond GCSE. We regularly welcome dual linguists into the Department alongside those choosing to study one language. As the university and jobs markets become ever more competitive, being armed with the skill of a foreign language helps to really set you apart from the crowd.

A language can literally take you anywhere and will be useful whether you want to be a lawyer, astronaut, businesswoman or engineer. Some of our students go on to read Modern Languages as a discipline at university but many also go on to study a language alongside another subject, such as Politics, Business or a variety of STEM subjects. A Level language courses aim to enable students:

• To speak the language with a good level of fluency.

• To understand native speakers and be able to

manage in an environment solely in the target language.

• To write accurately and idiomatically in the target language.

• To take an interest in the culture and traditions of the countries where the language is spoken.

• To develop an interest in the literature and cinema of the countries where the language is spoken.

Where possible, those studying a language in the Sixth Form are encouraged to spend some time during their holidays in the country where the language is spoken (either through staying with a family, work experience, or language courses). The MFL Department is very keen to assist students with organising this and there will also likely be trips available for certain languages.

To make real progress in a foreign language at A Level, it is important that students engage with the language outside of lesson time. All studen will have a weekly speaking practice session with one of our fantastic native-speaker assistants. It will also be important to keep up with the news in the language, listen to music/watch shows in the language, and get involved with the department’s in-House activities (trips, talks, cultural events etc).

Japanese and Russian A Level is also offered but on a private basis.

Should you wish to register an interest in studying Japanese or Russian, please contact Mrs Charlotte Sabnis (email: sabnisc@downehouse.net).

Mrs Charlotte Sabnis Head of Modern Languages

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Examination Board Specification Website

AQA French 7652 www.aqa.org.uk

The course is divided up in the following way.

A LEVEL: Two-year course Paper 1: Listening, Reading & Writing (50% of A Level, 2 hours 30 minutes) In the listening section of this exam students have individual control of the recording. All questions will be in French and will be answered with non-verbal responses or in French. The reading paper comprises short targetlanguage and non-verbal responses to texts. For both reading and listening authentic source material will be used and questions will target main points, gist and detail.

The written component of this examination requires students to translate into English and into French. Each passage for translation will be a minimum of 100 words.

In this paper, as well as grammar, aspects of Frenchspeaking society, current issues and trends, political life and artistic culture in the French-speaking world are all assessed.

trends such as the changing nature of the family and artistic culture such as contemporary francophone music and current issues such as positive features of a diverse society and an aspect of political life such as teenagers and their right to vote and their political commitment.

Grammar is also key and knowledge of GCSE grammar is assumed. A Level students will be expected to have studied all grammar and structures that appear in the lists for A Level.

Literary texts include works such as Le Tartuffe by Molière, Candide by Voltaire, L’étranger by Camus, Un sac de billes by Joseph Joffo, Un Secret by Grimbert as well as the more recent No et moi by Delphine de Vigan.

Films include Au revoir les enfants, La Haine, L’auberge espagnole, Un long dimanche de fiançailles, Entre les murs and Les 400 coups.

Mrs Isabelle Wallace Head of French

Paper 2: Writing (20% of A Level, 2 hours) Students must answer one question in French on a set text from a choice of two questions and one question in French on a set film from a choice of two questions or two questions in French on set texts from a choice of two questions on each text.

Students will be required to demonstrate a critical appreciation of the concepts and issues covered in the work and a critical and analytical response to features such as the form and the technique of presentation, as appropriate to the work studied (for example the effect of narrative voice in a prose text or camera work in a film).

Students will not be allowed access to the texts or films during the assessment.

Each essay must be approximately 300 words.

Paper 3: Speaking (30% of A Level, 21-23 minutes long, including five minutes preparation time) This exam is split into two sections. Part 1 is a discussion based on a stimulus card (5–6 minutes). Students study the card for five minutes at the start of the test. This is followed by a two minute presentation and discussion lasting 9-10 minutes of individual research project on a topic of the student’s choosing. Students should identify a subject or a key question which is of interest to them and which relates to a country or countries where French is spoken. As with all other elements of this examination, dictionaries are not allowed.

Sub-themes at A Level all pertain to France and Frenchspeaking countries. The areas studied include current

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modern languages

French

modern languages

German Examination Board Specification A Level Website

AQA German 7662 www.aqa.org.uk

The course is divided up in the following way.

A LEVEL: Two-year course Paper 1: Listening, Reading & Writing (40% of A Level, 2 hours 30 minutes) In the listening section of this exam, students have individual control of the recording. All questions will be in German and will be answered with non-verbal responses or in German. The reading paper comprises short target-language and non-verbal responses to texts. For both reading and listening authentic source material will be used and questions will target main points, gist and detail. The written component of this examination requires students to translate a passage of approximately 100 words into English and into German.

In this paper, as well as grammar, aspects of Germanspeaking society, current issues and trends, political life and artistic culture in the German-speaking world are all assessed.

Paper 2: Writing (30% of A Level, 2 hours) Students must answer one question in German on a set text from a choice of two questions and one question in German on a set film from a choice of two questions or two questions in German on set texts from a choice of two questions on each text.

Students will be required to demonstrate a critical appreciation of the concepts and issues covered in the work and a critical and analytical response to features such as the form and the technique of presentation, as appropriate to the work studied (for example the effect of narrative voice in a prose text or camera work in a film).

Students will not be allowed access to the texts or films during the assessment. Each essay must be approximately 300 words.

Paper 3: Speaking (30% of A Level, 21-23 minutes long, including five minutes preparation time) This exam is split into two sections. Part 1 is a discussion based on a stimulus card (5–6 minutes).

Students study the card for five minutes at the start of the test. This is followed by a two minute presentation and discussion lasting 9-10 minutes of an individual research project on a topic of the student’s choosing, based on any aspect of German-speaking culture.

Students should identify a subject or a key question which is of interest to them, and which relates to a German-speaking country.

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Sub-themes at A Level all pertain to Germanspeaking countries. The areas studied include current trends such as the changing nature of the family, artistic culture and the digital world. Other areas are current issues such as German re-unificiation and its consequences, festivals and traditions and cultural life in Berlin. Grammar is also key and knowledge of GCSE grammar is assumed. A Level students will be expected to purchase relevant grammar and translation workbooks and independently study relevant grammar and structures outside of lessons.

Literary texts include works such as Die Verwandlung

by Franz Kafka, Andorra by Max Frisch and Der Vorleser by Bernhard Schlink.

Films include Good bye, Lenin!, Sophie Scholl – Die letzten Tage, Die fetten Jahre sind vorbei and Lola rennt.

Ms Elke von Mering-Ashton Head of German

Examination Board Specification Website

Edexcel Italian 9IN0 www.edexcel.com

The course is divided up in the following way.

A LEVEL: Two-year course Paper 1: Listening, Reading & Translation (40% of A Level, 2 hours) In the listening section of this exam students have individual control of the recording. All questions will be in Italian and will be answered with non-verbal responses or in Italian. The reading paper comprises short target-language and non-verbal responses to texts. For both reading and listening authentic source material will be used and questions will target main points, gist and detail. The final element of this examination requires students to translate into English.

Paper 2: Written response to works and translation (30% of A Level, 2 hours and 40 minutes) In Section A of this paper students must translate one unseen text into Italian. For Section B students must write two essays. If they have studied one literary text and one film, students must write one essay on the text (from a choice of two essay questions) and one on the film (again, from a choice of two questions).

Alternatively, if they have studied two set texts, they will be required to write one essay on each set text (again, from a choice of two questions for each text).

Students will be required to demonstrate a critical appreciation of the concepts and issues covered in the work and a critical and analytical response to features such as the form and the technique of presentation, as appropriate to the work studied (for example the effect of narrative voice in a prose text or camera work in a film).

Earlier in the year, students will already have identified a subject or a key question which is of interest to them and which relates to a country or countries where Italian is spoken. In this part of the examination, students will be expected to answer questions that demonstrate their own understanding of their chosen topic, as well as posing questions that elicit opinions from the examiner.

As with all other elements of this examination, dictionaries are not allowed.

Themes all pertain to Italian and Italian-speaking countries. Theme 1 is set in the content of Italy only and studies current trends such as the changing nature of family, education and the world of work.

Theme 2 is set in the context of any Italian-speaking country or community and focuses on music, media and cultural heritage. Other themes cover current issues such as the changing face of family life, music, cultural heritage, the positive and negative impact of immigration in Italy, the birth of the Fascist party, Fascism during the Second World War and the change from dictatorship to democracy. Grammar is also key and knowledge of GCSE grammar is assumed, and students will be expected to have studied all grammar and structures that appear in the course lists.

Literary texts include works such as Il giorno della civetta by Leonardo Sciascia, Senza sangue by Alessandro Baricco, Marcovaldo by Italo Calvino and a play Sei personaggi in cerca d’autore by Luigi Pirandello.

Films include I cento passi, Il Postino and La vita è bella.

Dr Lucy Hosker Teacher i/c of Italian

Students will not be allowed access to the texts or films during the assessment.

Each essay must be in Italian and approximately 300 – 350 words.

Paper 3: Speaking (30% of A Level, 21-23 minutes long, including five minutes preparation time) This exam is split into Tasks 1 and 2. Task 1 is a discussion based on a stimulus card (6-7 minutes), relating to one of the themes studied. Students study the card for five minutes in the preparation period.

There is a short discussion based on the questions from the stimulus card, followed by a broader discussion of the overarching theme.

Task 2 comprises a two-minute presentation and discussion, lasting 10–11 minutes, of an individual research project on a topic of the student’s choosing.

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modern languages

Italian

modern languages

HSK (Hanyu Shulping Kaoshi) HSK Chinese Proficiency Test chinesetest.cn The HSK Chinese Proficiency Test is an internationally recognised qualification and an excellent choice for students who wish to take their Chinese language skills to the next level.

This course enables pupils to deepen their understanding of the Chinese language while also gaining greater insight into Chinese culture and traditions. Please note that the course does not carry UCAS points and therefore must be studied alongside three other A Level subjects.

At Downe House, the HSK course will begin at Level 3 - a progression from the GCSE Chinese qualification.

The course includes three modules focusing on contemporary issues in Chinese society: • Family values, including an exploration of women’s rights in China • Work and education pressures faced by young people in China • The geography of China, highlighting social issues and inequalities across the country

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The HSK Level 3 exam assesses three core skills: listening, reading, and writing. The course is delivered in one double session per week throughout the LVI year, with students sitting the HSK 3 exam in the Michaelmas term of their UVI year.

Mr Tim Breeze Teacher i/c of Chinese

Examination Board Specification Website

AQA Spanish 7692 www.aqa.org.uk

As with all other elements of this examination, dictionaries are not allowed.

The sub-themes at A Level all pertain to Spain and Spanish-speaking countries. The areas studied are current trends such as the changing nature of the family, artistic culture such as regional identity in Spain and cultural heritage including a focus on tourist sites such as Machu Picchu. Other areas are current issues such as positive features of a diverse society and an aspect of political life such as teenagers and their right to vote and their political commitment.

The course is divided up in the following way.

A LEVEL: Two-year course Paper 1: Listening, Reading & Writing (50% of A Level, 2 hours 30 minutes) In the listening section of this exam students have individual control of the recording. All questions will be in Spanish and will be answered with non-verbal responses or in Spanish. The reading paper comprises short target-language and non-verbal responses to texts. For both reading and listening authentic source material will be used and questions will target main points, gist and detail. The written component of this examination requires students to translate into English and into Spanish. Each passage for translation will be a minimum of 100 words.

Grammar is also key and knowledge of GCSE grammar is assumed. A Level students will be expected to have studied all grammar and structures that appear in the course lists.

Literary texts include works such as La casa de Bernarda Alba by Federico Garcia Lorca, Crónica de una muerte anunciada by Gabriel Garcia Márquez, El otro árbol de Guernica by Luis de Castresana and La sombre del viento by Carlos Ruiz Zafón.

In this paper, as well as grammar, aspects of Spanishspeaking society, current issues and trends, political life and artistic culture in the Spanish-speaking world are all assessed.

Films include El laberinto del fauno, Ocho apellidos vascos, Volver and Abel.

Paper 2: Writing (20% of A Level, 2 hours) Students must answer one question in Spanish on a set text from a choice of two questions and one question in Spanish a set film from a choice of two questions or two questions in Spanish on set texts from a choice of two questions on each text.

Mrs Beatriz Pampin-Torres Head of Spanish

Students will be required to demonstrate a critical appreciation of the concepts and issues covered in the work and a critical and analytical response to features such as the form and the technique of presentation, as appropriate to the work studied (for example the effect of narrative voice in a prose text or camera work in a film).

Students will not be allowed access to the texts or films during the assessment.

Each essay must be approximately 300 words.

Paper 3: Speaking (30% of A Level, 21-23 minutes long, including five minutes preparation time) This exam is split into two sections. Part 1 is a discussion based on a stimulus card (5–6 minutes).

Students study the card for five minutes at the start of the test. This is followed by a two minute presentation and discussion lasting 9-10 minutes of individual research project on a topic of the student’s choosing.

Students should identify a subject or a key question which is of interest to them and which relates to a country or countries where Spanish is spoken.

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modern languages

Spanish

music

Music Examination Board Specification Website

Component 2: Composing Option A: Total duration of compositions: 4-6 minutes.

Option A: 25% of the qualification

Eduqas A Level Music 1660QS www.eduqas.co.uk

Why study Music?

Option B: Total duration of compositions: 8-10 minutes.

Option B: 35% of the qualification

The Eduqas A Level Music course offers pupils an exciting opportunity to develop advanced musical skills. This creative course is ideally suited to those with excellent performance skills who are passionate about actively listening to a wide range of music, as well as writing their own pieces.

Composing is a non-exam assessment and will be externally assessed by the exam board.

Component 3: Appraising Written examination: 2 hours 15 minutes (approximately) worth 40% of qualification

Students will develop their theoretical understanding of music, across a range of genres including the Development of the Symphony, Musical Theatre and 20th Century Music. The course not only develops musical skills such as performance, composition and listening and appraising but also personal attributes, including communication, creativity, analytical and evaluative skills, essay writing skills and selfconfidence.

Three areas of study: Area of study A: The Western Classical Tradition (The Development of the Symphony 1750-1900) which includes two set works.

Students will complete a detailed study of one symphony and general study of another, within the social, historical and cultural context.

Symphonies: Haydn, Symphony 104 in D major, London. or Mendelssohn, Symphony 4 in A major, Italian.

Component 1: Performing Option A: Total duration of performances: 10-12 minutes. Option A: 35% of the qualification

Mr Alex Leadbeater Director of Music

Option B: Total duration of performances: 6-8 minutes.

Option B: 25% of the qualification Performing is a non-exam assessment and will be externally assessed by a visiting examiner Optional Areas of Study – choose 1 from the following: Rock and Pop 1960-2000

Musical Theatre

Jazz 1920-1950

Pop Rock (including progressive rock, heavy metal, folk-rock, punk rock) Soul Funk (including disco) Folk and country

Richard Rodgers Leonard Bernstein Stephen Sondheim Claude-MichelSchonberg Andrew Lloyd Webber Stephen Schwartz

Ragtime Dixieland Early jazz Big band (including swing) Be-bop Cool jazz

Optional Areas of Study – choose 1 from the following: Into the Twentieth Century 1895-1935

Into the Twenty-first century 1980-present

Study the following Musical Styles:

Study of Representative European composers: Hans Werner-Henze, Witold Lutoslawski, Kaija Saariaho, Sofia Gubaidulina, Sally Beamish, Judith Weir, Mark-Anthony Turnage, Thomas Ades

Impressionism Expressionism including serialism and Neo-classicism Detailed study of 2 set works: - Poulenc, Trio for Oboe, Bassoon and Piano, movement II - Debussy, Three Nocturnes, Number 1, Nuages.

Detailed study of 2 set works: - Thomas Ades, Asyla, movement 3, Ecstasio - Sally Beamish, String Quartet No 2 (Opus California) Movements 1 (Boardwalk) and 4 (Natural Beamish)

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Examination Board Specification Website

OCR H155/H555 www.ocr.org.uk

A Level Physical Education is an engaging and academically rigorous subject that gives students a deep and practical understanding of sport, performance, and the science behind them. If you have a passion for sport and want to explore how the body and mind contribute to elite performance, this course is an excellent choice.

You’ll study a wide range of fascinating topics, such as:

Course Structure A Level PE complements a variety of other subjects due to its scientific, psychological, and analytical components. It’s particularly well-suited to students studying Biology, Psychology, or Sociology, but works just as well alongside Business or even English.

As part of the course, you’ll complete coursework based on performance analysis, where you will evaluate strengths and areas for improvement in a chosen sport. In addition, you will be practically assessed in one sport as either a performer or coach, contributing to your final grade.

• Applied anatomy and physiology • Sports nutrition and the impact of fitness training • Psychology of performance, including personality, aggression, and group dynamics • Socio-cultural issues in sport and the influence of global sporting events • Modern technology and its role in performance enhancement • Ethical considerations and drug use in sport

Where can it take you?

Our students have gone on to study a diverse range of degrees including:

The course combines theoretical knowledge with practical application, constantly linking your learning to real sporting contexts. It’s perfect for those who want to understand what drives sporting success.

Whether you’re aiming for a future in health, science, sport, or business, A Level PE provides a strong foundation.

• Sport Science at Durham • Medicine at Edinburgh • Physiotherapy at Nottingham • Psychology at Bristol • Combined Honours at Exeter • Business Management at Newcastle

Mrs Sally Keogh Assistant Director of Sport (Curriculum)

How the course is structured Content overview

Assessment overview

Weighting of overall grade

Applied Anatomy and Physiology Exercise Physiology Biomechanics

Paper 1 Physiological factors affecting performance 90 marks 2 hour written paper

30% of total A Level

Skills Acquisition Sports Psychology

Paper 2 Psychological factors affecting performance 60 marks 1 hour written paper

20% of total A Level

Sport and Society Contemporary Issues in Physical Activity and Sport

Paper 3 Social cultural issues in physical activity and sport 60 marks 1 hour written paper

20% of total A Level

Practical Performance

Assessment in the role of either performer or 15% of total A Level coach in one practical activity 30 marks Non-exam assessment

Analysis of Performance for Improvement (EAPI)

Evaluation and Analysis of Performance (EAPI) Observation of a live performance by a peer, and provide an oral analysis and critical evaluation of the performance observed. 30 minutes speaking time.

30 marks 29 Non-exam assessment

15% of total A Level

physical education

Physical Education

science

Biology Examination Board Specification Website

Edexcel Biology B 9BI0 www.edexcel.com

The Edexcel Biology A Level course builds on the knowledge and understanding of I/GCSE Biology and is traditionally a very popular subject here at Downe House. It is wonderfully interesting, academically challenging and a hugely relevant subject for today’s world and the global issues we face. Biology at this level will teach you many transferable skills and contains elements of both Mathematics and Chemistry; a candidate who hopes to achieve a good grade and to enjoy the subject at A Level will be expecting to gain the highest grades in I/GCSE Chemistry and Mathematics, in addition to I/GCSE Biology.

The Advanced GCE in Biology B is divided into ten different topics.

knowledge and understanding of a topic or subject area and demonstrate your ability to combine your skills, knowledge and understanding with breadth and depth of the subject. Overall, a minimum of 10% of the marks across the three papers will be awarded for mathematical skills, hence the importance of being competent and confident in this area.

Science Practical Endorsement During the course you will have opportunities to use relevant apparatus and techniques to develop and demonstrate specific practical skills. These skills are assessed through a minimum of 12 identified core practical activities. The assessment outcomes will be reported separately on your certificate as either ‘pass’ or ‘fail’. To achieve a pass, you must demonstrate that you are competent in all of the practical skills listed in the subject content requirements for Biology.

Is this the right A Level choice for me?

Your Biology teacher will be able to help you decide whether A Level Biology is a good choice of subject for you. Biology is hugely interesting and will enable you to develop many transferable skills, but there is a definite increase in difficulty from Biology at IGCSE to Biology at A Level. Your Biology teacher is well placed to give you good advice to help with your decisions, do be sure to ask them. If you are considering A Level Biology, you would be expected to have at least grade 8 at Biology I/GCSE level.

Topic 1: Biological Molecules Topic 2: Cells, Viruses and Reproduction of Living Things Topic 3: Classification and Biodiversity Topic 4: Exchange and Transport Topic 5: Energy for Biological Processes Topic 6: Microbiology and Pathogens Topic 7: Modern Genetics Topic 8: Origins of Genetic Variation Topic 9: Control Systems Topic 10: Ecosystems The Biology A Level course will equip you with a coherent theoretical and practical base of transferable skills, such as those of analysis and synthesis, useful in all university courses. It will provide the opportunity of learning key knowledge suitable for future study and employment in Biology and related fields (e.g. medicine, biochemistry, applied sciences, biomedical sciences and veterinary science) as well as providing thought provoking material for all, whether you wish to pursue a scientific career or not.

Assessment Advanced GCE in Biology B consists of three externally examined papers and the Science Practical Endorsement. It is a linear assessment; each component will be based on the whole of the syllabus content and all three papers are taken in the Summer term of upper sixth.

In the written examinations you will need to be able to express yourself very clearly in writing; many of the questions require detailed consideration and evaluation of experimental results and biological concepts. Synoptic questions in these examinations will require you to demonstrate your accumulated 30

Mrs Nadine de Chazal Head of Biology

science

Chemistry Examination Board Specification Website

Edexcel Chemistry (9CH0) www.edexcel.com

The A Level Chemistry course is designed to further the student’s knowledge of the subject, to promote a critical approach to information and ideas and to improve experimental technique. Chemistry is too often seen as a large body of facts that defies straightforward rationalisation. Such ideas can be reinforced by modular examination questions that concentrate on the particular without relation to the wider subject. This course, which is written with progression to university Chemistry in mind, highlights the principles that unify the subject and seeks to examine them through their application to chemical situations. By introducing the student to the big ideas of Chemistry and some modern applications, the framework allows the interested and independent student to take the subject further with confidence.

The subject content has also been chosen to facilitate the setting of substantial chemical problems to solve.

If you are considering A Level Chemistry you would be expected to have at least grade 8 at Chemistry I/GCSE level.

Course Structure The A Level specification is divided into the three branches of the subject: Physical, Inorganic and Organic.

Practical Endorsement Students will carry out a minimum of 12 core practical activities. Students’ practical work will be assessed by teachers, using common practical assessment criteria (CPAC) that are consistent across exam boards. The practical activities prescribed in the specification (the “core practicals”) provide opportunities for students to demonstrate the desired skills associated with the use of specialised apparatus and specific experimental techniques. Students who demonstrate the required standard across all the requirements of the CPAC will receive a ‘pass’ grade.

Assessment Overview Paper

Mark allocation

Timing

Total weighting

1

90

1 hr 45 mins

30%

2

90

1 hr 45 mins

30%

3

120

2hr 30 mins

40%

Paper 1 Topics examined: Atomic Structure and the Periodic Table, Bonding and Structure, Redox I, Inorganic Chemistry and the Periodic Table, Formulae, Equations and Amounts of Substance, Energetics I, Equilibrium I, Equilibrium II, Topic 12: Acid-base Equilibria, Energetics II, Redox II and Transition Metals

Physical Chemistry forms the major theoretical and quantitative basis of the subject, embracing topics such as atomic structure, chemical bonding, energetic, equilibrium and reaction rates.

Paper 2 Topics examined: Bonding and Structure, Redox I, Formulae, Equations and Amounts of Substance, Organic Chemistry I, Modern Analytical Techniques I, Kinetics I, Kinetics II, Organic Chemistry II, Organic Chemistry III and Modern Analytical Techniques II

In Inorganic Chemistry, these principles are applied to the systematic study of some sets of elements from the Periodic Table.

Paper 3 Questions in this paper may draw on any of the topics in the specification

Organic Chemistry is the chemistry of carbon compounds, and is the branch of the subject most directly relevant to biological and medical matters.

The study endeavours to rationalise the mass of information concerning carbon compounds and to explain their behaviour in terms of fundamental principles.

Further Study and Career opportunities The course will equip candidates with a coherent theoretical and practical base of transferable skills and key knowledge suitable for future study and employment in Chemistry and related fields (e.g. medicine, engineering, applied sciences) whilst providing thought-provoking material that may appeal to those who do not wish to pursue a scientific career.

An A Level pass in Chemistry is an essential requirement for entry to degree courses in medical, pharmaceutical or agricultural subjects.

Assessment For the A Level qualification in Chemistry, candidates are required to sit three externally assessed examination papers in the same session. Students are also assessed on their experimental competency through which they can be awarded a Science Practical Endorsement.

Mrs Sandy Clarke Head of Chemistry

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science

Physics Examination Board Specification Website

Terminal Assessment The course is a linear one, with all three papers for the A Level being taken at the end of the Upper Sixth.

There are two papers of 2 hours 15 minutes and one synoptic paper of 1 hour 30 minutes.

OCR Physics A H556 www.ocr.org.uk

Introduction Physicists study the interplay of forces, energy and matter. Physics attempts to unravel and explain the fundamental processes going on around and within us, from the behaviour of the smallest sub-atomic particles to the origins of our universe; in this way it can be said to underpin the other experimental sciences.

Physics appeals to students for a variety of reasons.

For some it is the ideas that capture their imagination, such as the mind-bending ones from Relativity or Quantum Mechanics; others see Physics as the grounding for their aspirations in Engineering, a necessary basic skill set they will need to use to go forward and change the world; some choose the subject at this level simply to support their university application for Health Sciences or Medicine but then often find it much more enjoyable than they had anticipated.

This A Level course will suit all these students. It is designed to balance the pure scientific ideas with applications such as Astrophysics and Medical Imaging and it covers the whole spectrum of the subject in sufficient depth to challenge and stimulate each student’s intellect and imagination. The mathematical content of the subject is significant but should not be considered daunting to a keen student who is happy and confident with algebra and indices.

Course Content OCR Advanced GCE in Physics A H556 Students have two teachers. With one, their first year will cover two short modules covering practical skills and foundations followed by a lengthy module on Mechanics, including Motion and Newton’s Laws. This will continue into the second year with the study of The Newtonian World and Astrophysics. With the other teacher they will study Electricity, Waves and an introduction to Quantum Physics in the first year and, in the second year, Particles and Medical Physics.

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Practical Endorsement In this new system, each student is required to complete at least twelve specified practical activities covering a range of technical skills. Their performance is assessed by their teachers and satisfactory performance will lead to a pass on this component.

The A Level may be achieved without this component but would not be respected in the same way unless there were compelling reasons for a student not to have done these experiments.

Entry Requirements Strong GCSE passes in Physics and Maths are necessary, preferably at least a grade 8. It is not a requirement to study Mathematics in the Sixth Form, although it is advantageous and strongly recommended: no Physics-related degree at university would be possible without A Level Maths, for example. Above all else, a genuine interest in the subject is essential.

Combining Physics with other subjects Depending on the desired university course, Physics can be combined very effectively with the following subjects: Maths, Chemistry, Biology, Geography, Economics, DT, Music, Art or Computing.

Careers that make use of Physics Architecture, Astronomy, Computing, Renewable Energy, Engineering (Civil, Mechanical, Acoustic, Electrical and Electronic), Geophysics (including the Oil & Gas industry), Medical Physics, Materials Science, Meteorology, Telecommunications, Radiography, Medicine, Veterinary Science, Dentistry, Physiotherapy, Film Animation & Special Effects, Management Consultancy, Broadcasting and Psychology amongst others.

Mr Matthew Rivers Head of Physics

Examination Board Specification Website

Edexcel Business 9BS0 www.edexcel.com

No matter what course you follow at university your future will undoubtedly involve working in a business of some form. Studying A Level Business will help you understand business organisations, the markets they serve and the process of adding value. You will consider all sorts of questions from how to motivate workers, the impact of equal pay legislation, how to market a new product in a digital environment to how a business can penetrate and succeed in a market like China. You will study business behaviour from a variety of perspectives, incorporating the interests of all stakeholders, using an analytical and evaluative approach. Knowledge and skills relevant to businesses in the twenty-first century are emphasised.

To study A Level Business requires students to feel comfortable with both written essay work incorporating the need to analyse and make sound judgements about all sorts of business issues as well as some mathematical calculations to support their views.

Business at University and Beyond Virtually every university in the UK offers at least one Business or Management degree and most offer several. Some courses offer ‘sandwich’ arrangements, where you undertake a work placement to develop practical experience of management. A key benefit of studying business or management at university is that you can combine it with most subjects in joint or mixed degrees (e.g. with languages or technology), so you do not have to give up subjects that fascinate you just to pursue a degree with better job prospects.

Theme 3: Business Decisions and Strategies. This theme moves from functions to strategy, enabling students to develop their understanding of the core concepts and to take a strategic view of business opportunities and issues. Students analyse corporate objectives and strategy against financial and nonfinancial performance measures and how businesses grow, and develop an understanding of the impact of external influences. The theme covers the causes and effects of change and how businesses mitigate risk and uncertainty.

Theme 4: Global Business. Students develop an understanding of the globally competitive environment and consider the ethical and moral dimensions of global business activities.

The specification and assessment will encourage girls to follow business developments and think critically about contemporary business issues. Most of the assessment material is based on real business situations. By examining and thinking critically about real business situations as they study the subject, girls will gain an insight into different contexts which will help them to understand the key issues in any situation and compare and contrast this with other situations and apply their understanding. This is a dynamic A Level which equips students for future study and work in a very wide range of fields.

Each paper requires students to address questions drawn from a local, national and global context.

Assessment

Edexcel A Level Business is structured into four themes and consists of three externally examined papers.

Theme 1: Marketing and People. Students are introduced to the market, explore the marketing and people functions. This theme enables students to understand how businesses identify opportunities and to explore how businesses focus on developing a competitive advantage through interacting with customers. Students develop an understanding of how businesses need to adapt their marketing to operate in a dynamic business environment. This theme also considers people, exploring how businesses recruit, train, organise and motivate employees, as well as the role of enterprising individuals and leaders.

Paper 1 Themes 1 & 4 content 2 hours

Data response questions and essay

100 marks 35% of A Level

Paper 2 Themes 2 & 3 content 2 hours

Data response questions and essay

100 marks 35% of A Level

Paper 3 All of the above content 2 hours

Data response and context based on pre-released material

100 marks 30% of A Level

Mr Michael Liggins Head of Economics and Business

Theme 2: Managing Business Activities. Students explore the finance and operations functions, and investigate external influences on business.

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business and economics

Business

computer science

Computer Science* Examination Board Specification Website

AQA Computer Science (7517) www.aqa.org.uk

Component 2: Algorithms and programming • What is meant by computational thinking (thinking abstractly, thinking ahead, thinking procedurally, etc.)

With an emphasis on computer science and computational thinking, this course involves abstraction and decomposition; the study of the real world and deciding on what can be computed and how that computing can be achieved in hardware and software. Students learn topics such as high and low-level programming, languages, computer systems and architecture, communication and networking, ‘Big Data’ and data structure. By the end of the course students will be able to code a system for ‘real’ users, demonstrating this through a project and examinations in computing theory and computational thinking.

• Problem solving and programming – how computers and programs can be used to solve problems • Algorithms and how they can be used to describe and solve problems Component 3: Programming project Students are expected to apply the principles of computational thinking to a practical coding programming project. They will analyse, design, develop, test, evaluate and document a program written in a suitable programming language. The project is designed to be independently chosen by the student and provides them with the flexibility to investigate projects within the diverse field of computer science.

The ability to program a computer is considered by some as a ‘super power’. Computer Science students will be equipped with initiative, confidence, individuality and drive as they progress to university, the workplace and beyond.

Subject content:

Mr Graham Bradshaw Head of Computing and ICT

Component 1: Computer systems • The characteristics of contemporary processors, input, output and storage devices • Types of software and the different methodologies used to develop software • Data exchange between different systems • Data types, data structures and algorithms • Legal, moral, cultural and ethical issues

How the course is assessed Computer systems (1)

Component 2: Algorithms and programming

Component 3: Programming project

The internal workings of the (CPU), data exchange, software development, data types and legal and ethical issues.

Using computational thinking to solve problems.

Students will be expected to analyse a problem (10 marks), and design (15 marks), develop and test (25 marks), and evaluate and document (20 marks) a program.

The program must be to solve the problem, and written in a suitable programming language.

(140 marks)

(140 marks)

2 hours 30 minutes 40% of A level

2 hours 30 minutes 40% of A level

*This qualification may be available if there is sufficient demand.

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20% of total A Level

Examination Board Specification Website

Edexcel Economics A 9EC0 www.edexcel.com

Economics is exciting, contemporary and increasingly relevant in a global environment. Throughout this course you will study topics that are as wide ranging as the debates about whether fracking should be allowed, whether taxes on the rich should be raised, assess the economic impact of Covid-19, how can developing countries ensure a more equal distribution of income and whether students should pay more for their university fees. It is a subject that requires students to carefully analyse the issues raised, consider the opinions of others and engage in debate and discussion within the class. As such topics are diverse and controversial, we expect all candidates to be able to read widely, follow argument and be brave enough to reach their own conclusions.

Aims Our aim is to make lessons enjoyable and engaging, so that students will be enthusiastic, have high expectations, be empowered and understand the wider environment.

A Level Subject Combinations A Level Economics can be studied with a wide range of subjects and is often combined with Mathematics, Geography, History, and Comparative Government and Politics. Students combining Economics with Mathematics or Physics usually do very well because the logical approach comes easily to them, although it must be emphasised that a high degree of mathematical ability is not essential.

Students will also be required to communicate their ideas effectively. This can be visually in the form of sketched graphs, or in continuous prose. An ability to express ideas coherently is very important.

Economics at university and Beyond Economics, either on its own or in combination with another Social Science or other subjects, is a popular choice at universities including LSE, Warwick and Bristol. It is studied at Oxford in combination with other subjects (usually as PPE or Economics and Management) and at Cambridge on its own or in combination. An Economics degree is a very useful qualification in the competition for jobs.

Many Economics graduates become professional economists, employing their skills as analysts, or researchers, or advisors to government. Others pursue careers in management or professions such as accountancy, banking and other financial services.

A Level Economics Scheme of Assessment The new Edexcel A Level in Economics is assessed through three compulsory components at the end of the two year course.

Paper 1 Microeconomics 2 hours

Multiple short questions Data response questions A choice of openresponse questions

100 marks

Paper 2 Microeconomics 2 hours

Multiple short questions Data response questions A choice of openresponse questions

100 marks

Paper 3 Micro and Microeconomics 2 hours

Data response questions A choice of extended open-response questions

100 marks

Theme 1: Introduction to Markets and Market Failure.

This is essentially an explanation of how markets work, how they sometimes fail and the policies governments can use to correct such failure.

Theme 2: The UK Economy where we will consider how the economy grows, creates jobs, and exports goods and services and how inflation can be a problem. We also consider the policies the government can use to improve growth and employment whilst keeping inflation under control.

Theme 3: Business Behaviour and the Labour Market which is essentially a look at how individual firms operate in the real world, why they merge with each other, why prices for the same product in the same market are sometimes different and whether a dominant firm is always a concern for individuals and governments.

Theme 4: A Global Perspective allows us to study topics such as the Brexit argument, the need to give aid to foreign countries, should Trump place high tariffs on US imports, how can governments help to improve living standards of all people around the globe and what can be done about social and gender inequality.

Is this the right A Level choice for me?

Anyone who has an interest in current affairs, with a reasonably logical mind and some common sense, should enjoy this subject. There is often a misconception that ‘you need to be good at Maths to do economics’ but that is too simple a view.

Students will be expected to pick out the main trends and features in economic data and to use fractions, percentages, averages and index numbers. There are no advanced mathematical techniques used.

Mr Michael Liggins Head of Economics and Business

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business and economics

Economics

extending the curriculum

Extended Project Qualification Examination Board Specification Website

AQA Extended Project Qualification 7993 www.aqa.org.uk

in their subject which will support and strengthen their university applications.

The Extended Project Qualification, which is examined

by AQA, is a standalone qualification designed to extend and develop students’ skills in independent research and project management.

The EPQ is awarded UCAS points worth half an A Level and is recognised by universities as a valuable qualification, with some top universities making alternative offers to students undertaking an EPQ. The skills acquired not only help students to make the transition from school to university but enable them to carry out wider reading and develop a deeper interest

Students are required to carry out research on a topic that they have chosen and which is not covered by their other qualifications. They then use this research to produce a written report and, in some cases, produce some kind of product, artefact or performance. Students may choose a topic related to the subject they intend to study at university or take inspiration from something outside their curriculum subjects. They will be allocated a supervisor who will meet with them at regular intervals and mentor them through the process.

Ms Victoria Ryan Head of EPQ

World Ready Programme Sixth Form students have access to a wide range of societies, events and competitions as part of our broad World Ready Programme. The courses within this programme are designed to equip girls with the tools required to face the challenges of university and the workplace, as well as developing key power skills for the future. Girls gain a great deal from the opportunities available to them, which include leadership training, AI courses, First Aid training, enrichment lectures and cookery. They are encouraged to sign up for courses in the LVI year in order to complement their A Level studies.

Ivy House Award The Ivy House Award develops leadership and life skills, giving LVI students the knowledge and confidence they need to step up and take ownership of their future.

and has a weekly meeting with a facilitator built in so girls can reflect and discuss the modules covered.

There is a one-off charge which is payable prior to the course starting which covers the entire 20-session course.

Students build confidence and the skills they need to present themselves at school and beyond, to think about the careers and paths they choose and the impact they make on the world. There are two parts to the programme; the Award first supports students in discovering their unique character, who they are, what they want and how they can play to their strengths and then develops a core set of skills critical to success. The leadership course runs over 20 weeks

Miss Geogiana Oldham Housemistress (Willis)

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Digital Skills Given the fast pace of technological change, digital skills are an important part of a student’s education and at Sixth Form we provide various courses that will prepare the girls for their future studies and life beyond Downe House.

Our Sixth Form Programme focuses on several areas allowing students to cover a number of crucial areas such as being safe online, communicating, collaborating and sharing online, and mastering some key applications that will enhance their future studies and work. The use of the Microsoft Surface Pro remains instrumental at Sixth Form as girls will continue to work using Office 365 systems. Microsoft Teams, One Note and the Class Notebook continue to be key tools as content is delivered through these mediums and provide the opportunity for the students to collaborate more easily via the collaboration space and also on Microsoft Whiteboard. Communication between students and their teachers, outside of classroom hours, will be through their Class Teams.

Additionally, the girls will complete a module on Artificial Intelligence, which aims to equip them with essential AI literacy and understanding, preparing them for future advancements in technology and its applications both in higher education and the workplace.

Qualifications: There are two areas of focus as outlined here: Microsoft Office Specialist Certification (MOS) All students can study for and complete a Microsoft Office Specialist Certification in Word whilst it is suggested be expected that students studying STEM subjects should also complete the Certification in Excel. More information can be found here https:// support.microsoft.com/en-us/topic/earn-a-microsoftoffice-specialist-mos-certification-0885c944-167c51ea-1cdc-8f65952bd1b8 The Online Safety Alliance Certified AI User All students have the option to complete a certificate in the use of Artificial Intelligence. The course will empower students with the fundamentals of AI, understanding how it works and how it can support their learning journey. They will learn, too, of the ethical concerns, data biases and other issues relating to AI usage so that they can fully harness the power of AI effectively. More details here: Course: OSA Certified AI User, KS3-KS5 | OSA_Certificate (onlinesafetyalliance.org) Mrs Jane Basnett Director of Digital Learning

Mini MBA Downe House is very excited to offer the Mini MBA in partnership with Hult Ashridge Executive Education at Hult International Business School. We have been running the course since 2021 and it has proved to be very popular, providing a valuable insight into the world of work.

and Consultancy to name a few, culminating in the business simulation exercise. All of which will help our girls to differentiate themselves as they progress to tertiary level and then into the workplace.

There is a charge, which parents pay termly over each of the three terms of the course.

In a world where universities and employers are looking for more than good grades, the course will provide girls with the opportunity to develop their interpersonal skills and their emotional intelligence, as well as their business acumen. The Mini MBA will be delivered through a combination of lectures, modules and self-directed learning, supported by an online learning platform created by Ashridge.

They will complete modules on Personal Impact and Presence, Business Performance, Strategy, Marketing

Mrs Katharine Henson Director of Curriculum

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extending the curriculum

Digital Skills

extending the curriculum

Learn to Lead Learn to Lead is a course that focuses on coaching and the theories behind leadership. Girls who sign up are required to attend regular mentoring and team-building sessions, and be involved in intensive weekend courses which enable them to develop their leadership skills. Girls work together to complete a group project with a whole school impact, reflecting on what they learn from the experience and their roles within the team. There is an additional termly cost incurred for participation in this course.

Miss Georgie Taylor Assistant Head (Sixth Form)

General Sixth Form Cookery This course is an optional, non-examination course with the key focus of developing nutritional knowledge and expanding of cookery skills and techniques taught in previous years. The course aims to prepare the girls for life at university and beyond.

The girls will also complete a Level 2 Food Safety and Hygiene Course, and will be able to use this certification should they wish to do any part-time work.

• To increase the awareness of eating patterns and dietary needs of different groups in a changing society. Improve understanding of food allergies and intolerances.

• To develop an understanding of the cost of a wide range of foods so that they are able to budget effectively.

• To improve the girls’ ability to adapt or modify recipes to suit different situations and needs.

Duration: One term in the Lower Sixth (for seven weeks) – one double lesson per week

• To improve the girls’ knowledge of food labelling and marketing of foods, so that they become more discerning consumers.

Main aims of the course:

• To make the girls more aware of recycling, re-using and reducing packaging to reduce environmental impact.

• Teaching the girls to work in an organised, hygienic, and safe manner. To develop an understanding and need for safe working practices.

• To make sure that the girls consider moral and social issues eg. Fair Trade; grow your own projects and using local sustainable foods.

• Understanding Food Safety and Hygiene - safe storage of ingredients. Understanding differences between use-by dates and best before dates.

• Identifying when food is cooked properly to prevent food poisoning.

• Teaching good time management and use of laboursaving devices where appropriate.

• Using common sense, respecting ingredients and using them well to enjoy good quality meals.

I have no doubt that the life skills gained from this course will be invaluable in the future!

Miss Seema Singh Head of Food and Nutrition

• How to plan well-balanced meals which can be prepared in a short amount of time.

• Expand their cookery skills and techniques to prepare and cook good quality skilful dishes.

• To encourage speed and organisation in the kitchen.

• To develop a love and enthusiasm for foods from all around the world.

• To develop an understanding of the relationship between health and diet and its application to various circumstances.

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Leiths Confident Cooking CC40 This optional course is offered to Lower Sixth girls and is completed over 40 lesson (over 5 terms), which involve advanced skills, wine appreciation and pairing with food and wine. Numbers are restricted to eight girls in each group to allow sufficient space and attention for each student.

The course is designed to teach all the skills needed to be confident, capable and efficient cooks. The qualification can be used to obtain jobs, or to allow girls to take a more advanced cookery certificate when leaving School. Girls with the Introductory Certificate can join ‘Leith’s List’, which is their own employment agency for students seeking work.

As part of the course you will be entered for the Level 2 Award in Food Safety in Catering. This is a nationally recognised qualification.

The Leiths course covers a wide range of dishes and talks will also be given on produce buying, the storage and freezing of food and menu planning.

There will also be talks on wine with food plus tasting sessions.

three/four terms, to take classes and assess students’ progress. On the final visit, the girls are assessed through a practical cookery examination.

Girls have a triple practical lesson each week and they are expected to produce written time plans before each session. There will also be written tests, as well as continuous assessment of all practical work. The marks from all this work will go towards the final mark. Girls considering taking this course should first think carefully about their total workload.

There is a charge, which parents pay over each of the five terms. This will include the following equipment, which will then belong to the student:

• Leiths apron and hat; • a set of knives, engraved with the student’s initials and stored in a canvas wallet.

If you enjoy cooking this could be an ideal course. It will provide you with a practical qualification and be a welcome contrast to academic studies.

Leiths Academy plans and monitors the certificate.

Please note that this course is often oversubscribed and therefore girls are asked to enter their name into a ballot and are ‘selected’ on this basis.

There will be an online introduction to the course and staff from Leiths make several visits over the

Miss Seema Singh Head of Food and Nutrition

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extending the curriculum

Leiths Academy

Inspiring girls

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DHV1-Aug2025

Cold Ash, Thatcham, Berkshire RG18 9JJ T: 01635 200286 www.downehouse.net