The Sixth Form Handbook 2021 - 22

THE 6TH FORM HANDBOOK

Education for a Shared Humanity

st-chris.net

The Sixth Form Handbook

Contents Welcome to the Sixth Form A Letter from the Head Girl & Head Boy Sixth Form Entry Criteria University Guidance Calendar Scholarship Information University Destinations Map

04 08 12 16 22 24 30

Pathways: IB Overview BTEC Overview A-Level Overview

34 44 50

A-Level Exam Boards

54

Subjects: Studies in Language & Literature English Literature (A-Level) English Literature (IB)

60 64

Language Acquisition Arabic (A-Level) Arabic ab initio (IB) French (A-Level) French (IB) French or Spanish ab initio (IB) Spanish (A-Level) Spanish (IB)

70 74 78 82 86 90 94

The Arts Art (A-Level) Drama (A-Level) Music (A-Level) Visual Arts (IB)

100 102 110 116

Contents

Individuals & Societies Business Studies (A-Level) Business & Management (IB) Economics (A-Level) Economics (IB) Environmental Systems & Societies (IB) Geography (A-Level) Geography (IB) History (A-Level) History (IB) Media Studies (A-Level) Philosophy (A-Level) Psychology (A-Level) Psychology (IB) Travel and Tourism (A-Level)

122 126 130 134 138 144 148 152 156 162 168 172 176 182

Sciences Biology (A-Level) Biology (IB) Chemistry (A-Level) Chemistry (IB) Computer Science (A-Level) Design Technology (IB) Physical Education (A-Level) Physics (A-Level) Physics (IB) Product Design (A-Level) Sport (BTEC)

190 194 198 202 206 210 214 218 222 226 230

Mathematics Mathematics (A-Level) Further Mathematics (A-Level) Mathematics (IB)

236 240 244

Extended Project Qualification (A-Level)

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The Sixth Form Handbook

A Very Warm Welcome to the Sixth Form!

The Sixth Form at St Christopher’s reflects the reality of a constantly changing world. It provides an innovative, creative, supportive and exciting environment where students begin to shape their future.

Our experienced specialist teachers and tutorial system provide the subject expertise and individual support in which the students can develop to ‘be the best they can be’ in everything they do, both inside and outside of the academic arena.

Life in the Sixth Form is not only about the subjects and courses studied, but is also the development of relationships with our cosmopolitan student body who have an immense experience of the wider world. The facilities in our Sixth Form Centre provide an environment in which students are able to thrive both academically and socially.

Sixth Form life gives students greater freedom and more privileges; with this brings increased responsibilities in keeping with our vision that St Christopher’s students will be ‘Role Models for the World’.

4

A Very Warm Welcome

We live in an age of lifelong learning where the world of work is rapidly changing. Students are now likely to experience a more varied and challenging work environment which will require not only academic qualifications, but evidence of wider interests and qualities; these include involvement in extra-curricular activities, evidence of service to the wider community, the ability to work as part of a team and the development of leadership skills.

At St Christopher’s we endeavour to prepare our students for the next stage in their lives and simultaneously would want them to have an enjoyable, rewarding and successful time in the Sixth Form.

I look forward to welcoming you into our School community to experience an ‘Education for a Shared Humanity’.

Nick Wilson Head of Senior School

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The Sixth Form Handbook

6

Our Mission

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The Sixth Form Handbook

A Letter from the Head Girl & Head Boy 2020-21 The last two years of secondary education are arguably the most crucial. At St Christopher’s, our Sixth Form provides a stimulating and supportive environment in which students are encouraged to develop their own unique identities and become independent, resilient and mature young adults. Being part of such a multicultural community is one of the many reasons why St Christopher’s Sixth Form provides students with such a fantastic foundation for their futures.

The passion that teachers have for their subjects shines through their teaching and is mirrored in the students’ eagerness to learn and drive to succeed. However, St Christopher’s is not only about academic excellence; it’s about inspiring each student to express their individuality through the multitude of extracurricular activities the school offers. From music to sports, debating to politics, the school accommodates the needs and interests of everyone, going as far as to promote self-created and student-led clubs and activities.

8

A Letter from the Head Girl & Head Girl

Whatever your Post-Sixth Form plans are, St Christopher’s ensures that each and every student is taken care of, every step of the way. The teachers will make sure their students are supported well and are comfortable with the important decisions that must be made during Year 12 and 13.

We are privileged enough to have experienced the warmth and diversity St Christopher’s Sixth Form has to offer, and feel confident that everyone else who has the opportunity to do so will develop into self-assured, compassionate and unique individuals, excited and prepared for their futures beyond St Christopher’s.

Laya Himani (Head Girl) Akshat Gupta (Head Boy)

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The Sixth Form Handbook

10

Our Vision

Role Models for the

World 11

The Sixth Form Handbook

s e d a r G Good s t r o p e R Positive e c n a d n e t t A d o o G s e c n e r e f e R t c u d n o C Good

12

Sixth Form Entry Criteria

Sixth Form Entry Criteria The Sixth Form at St Christopher’s is a diverse community with many different attributes and interests. We value all of our individual students and have a number of different routes for Post-16 study.

The entry requirement for our Sixth Form is a minimum of five grades of 4 or above at GCSE (or equivalent). It is expected that you will have attained grade 4 or above in Mathematics and English (or equivalent) as these will be required for entry to most universities.

Your school reports and references are also taken into consideration when your application is being assessed. St Christopher’s puts high value on good attendance, punctuality, application to studies, relationships with others, general conduct and contribution to school life.

If you are not from the British Curriculum and do not have GCSE or equivalent, you will be required to sit entrance tests to ascertain your suitability for Post-16 study. Applications must be made through St Christopher’s Admissions’ Office. Please contact our Admissions Team on 17605051 or 17605052.

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The Sixth Form Handbook

Once the threshold for entry to the Sixth Form has been achieved, to study individual subjects you will be expected to have the following grades: A-Levels

IB

Grade

Further Mathematics

-

8 or 9

Biology Chemistry Computer Science English Literature French Mathematics Physics Mathematics Music Physics Music Spanish

All Higher All Higher Level subjects Level subjects (if taken at if (if taken at GCSE) taken at GCSE)

6 (or above)

(individual consideration will be given to students who wish to apply to take these subjects without prior study and/or lower GCSE grades)

Business Studies Economics Geography History

14

All Standard All Standard Level subjects Level subjects (if taken at if (if taken at GCSE) taken at GCSE)

5 (or above)

Our Mission

Additionally there are subjects where prior experience is essential: A-Level Art, A-Level Music, IB Visual Arts Subjects where prior experience is desirable: A-Level Drama, A-Level Product Design Physical Education

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The Sixth Form Handbook

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University Guidance

University Guidance It is important to ensure that you research your university options carefully. Many students are unsure of their plans beyond IB, BTEC or A-Level, however, some are clear on their career goals. It is essential that you make the right subject choices so that you are able to access the courses of your choice.

A great deal of help, advice and support is on offer in order to make potentially difficult decisions.

Should you have a specific career, course, or university in mind, it is important to research the entry requirements as you enter your Post-16 programme so that you make choices that will not limit your access. The entry requirements for all courses in the UK are very specific and can be accessed through the University and Colleges Admissions Service (UCAS) website www.ucas.com This site supplies all the information you need and, in addition, has direct links to university websites and prospectuses.

The school has a subscription to www.unifrog.com, an excellent resource for career and university research. All students in Year 10 and above are able to use this online platform.

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The Sixth Form Handbook

Most universities will expect students to have good GCSE pass grades in English, Mathematics and preferably in Science. The top universities will have far greater expectations of you and may expect much higher grades at GCSE. If you are considering applying to non-UK institutions, visiting the university/college website is essential as the entry requirements for each are specific to that institution, as are the methods of application, documents required and the deadlines for receipt of the application. The school coordinates all applications to universities in North America and worldwide.

It is important to note that most universities and colleges consider academic performance at GCSE as good predictors of success, therefore Year 10 and 11 students need to be aware that GCSE performance is important. Extracurricular involvement is another important factor taken into consideration by Admissions Tutors, hence our strong recommendation that students engage in service to the community through the Community Service Programme and involve themselves in extracurricular activities. Student opportunities for leadership are plentiful in the Sixth Form and can further enhance a university application.

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University Guidance

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1

6 TIPS FOR FINDING THE RIGHT UNIVERSITY

RESEARCH ONLINE

See what detailed information is available on university websites. Check out their Facebook, Twitter, Instagram, YouTube or Snapchat pages.

They may run web chats with academics or students where you can ask questions.

2

CONSIDER THE COURSE STRUCTURE

3

Find out how you will be taught and assessed, like whether a course has a lot of exams, essays, or group work, and also consider the course content

GO TO OPEN DAYS

It’s always worth visiting the university and spending as much time there as possible. There will be lots going on. When you’re there, talk to as many people as possible, visit the town or city as well as the university. If you can, bring someone along for a second opinion.

4

ASK QUESTIONS

5

Ask staff and students for their opinions and ask what they think is good about the uni.

Ask about life beyond the university, like where the course will take you – and what previous students have typically gone on to do.

THINK ABOUT LOCATION Consider where the university is and the accommodation on offer. How expensive is the area? And would you prefer a busy city or a quieter rural campus?

6

LOOK BEYOND LECTURES

You’ll likely be living at university for at least three years, so find out what’s on offer outside the curriculum. One university may have an active film society, and another might have a winning football team. If a university doesn’t offer a society you want, you can always start one, so it shouldn’t be a defining thing.

20

University Guidance

UNI GOALS

It’s important to ask a lot of questions while making decisions about where to study

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The Sixth Form Handbook

Calendar of Events A great deal of support and advice is on offer to students (and their parents) in making the important decisions of what to study in the Sixth Form. We welcome individual questions and are keen to help students make the right choices - ones that will allow students to thrive academically in the Sixth Form and move on to University.

22

Calendar of Events

Key events and milestones are: September 2021

Students’ Presentation on Post-16 Education

October 2021

Sixth Form Introductory Evening

November 2021

Year 11 students have individual interviews with Senior Staff

December 2021

Student choices deadline

Spring Term 2022

Subject blocks for 2021-22 published

August 2022

GCSE results published

August 2022

Year 12 Registration

September 2022

First day of school

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The Sixth Form Handbook

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IB Scholarships

IB Diploma Programme Academic Scholarships The St Christopher’s IB Diploma Scholarship Programme aims to identify students with outstanding academic ability who will excel on St Christopher’s IB Diploma Programme. These scholarships are for students who are currently in Year 11 of the British system or equivalent.

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The Sixth Form Handbook

The Scholarships may carry a fee reduction dependent upon academic ability and financial need. There might be instances where we award a St Christopher’s Scholarship without any fee reduction.

If your son or daughter will be new to St Christopher’s and you are considering applying for a St Christopher’s IB Scholarship, we recommend that you inform their current Head of School as we will contact the Head for a confidential reference to support their application.

Parents need to complete the usual admissions process and pay the appropriate application fee before we can accept a scholarship application. The scholarship application form can be found here or by emailing our Admissions office: admissions@school.st-chris.net Students currently in Year 11 at St Christopher’s are welcome to apply and should complete the scholarship application form.

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IB Scholarships

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The Sixth Form Handbook

CRITERIA The following will be used to assess scholarship applications:

•

Current academic performance and predicted grades.

Typically, successful students will be expected to achieve grades A*A / 9-7 in all their GCSE examinations (or equivalent);

•

School Reports: which must be outstanding and, amongst other things, indicate high academic performance, excellent approaches to study and significant contributions to school life;

•

A reference from the current Head of School;

•

Students may be asked to sit additional assessments/ standardised tests;

•

Two interviews: one with the Principal and one with a panel of senior staff;

•

A personal statement from the student of no more than 1 page of A4 stating why he or she should receive a scholarship.

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IB Scholarships

•

Scholarships are awarded for the duration of the student’s time at St Christopher’s. This is subject to their continued outstanding performance and attitude to school.

•

The School maintains the right to withdraw a scholarship at any time if behaviour, commitment and progress are not as expected from a scholarship student.

•

It is a condition of any offer that the value of an award must remain strictly confidential between parents and the School.

•

The Scholarship is not transferable to the A-Level programme, it is only for the IB Diploma Programme.

Deadline: The scholarship application deadline is April 2022 with interviews for selected candidates taking place shortly afterwards.

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The Sixth Form Handbook

WHERE IN THE WORLD ARE ST CHRIS STUDENTS?

5% Australia & Asia 8% Bahrain

29% USA & Canada

11% Europe

30

47% United Kingdom & Northern Ireland

Universities Destinations Map

BAHRAIN

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The Sixth Form Handbook

Find Your Pathway

32

Pathways

IB Diploma

BTEC

A-Levels

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The Sixth Form Handbook

IB Diploma

34

IB Diploma

The IB Diploma is a holistic qualification, combining specialist depth for university entry and a wider portfolio of skills which

INDIV & SO IDUAL CIE TIE S S

E DG E L

IB

EXT E NCES SCIE

THEORY OF KN OW

UAGE ANG E L IN TUR ES ERA I D LIT &

Y ESSA ED ND

LANGUAGE ACQUISITION

ST U

are highly valued by employers.

E

CR EA VIC R TIV E ITY, ACTIVITY, S MA TH EMA TICS

TS AR E TH

IB Diploma Structure In the IB Diploma, students take six subjects. Students take three subjects at Higher Level and three at Standard Level.

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The Sixth Form Handbook

All IB Diploma examinations are taken at the end of the Year 13.

This allows plenty of time for teaching, and for students to grow and mature. There is an internal coursework element, whether in the form of assessed essays, presentations or practicals which are worth approximately 20-30% in each subject. This means students can have significant marks achieved in their subjects before they sit their final examinations.

COURSE WORK EXAM

It is important to invest time and effort in your coursework, it is a significant part of your grade!

36

IB Diploma

IB STUDENT at St Christopher’s School Lives in Manama, Bahrain

Attributes: Balanced Reflective Inquirer Knowledgeable Thinker Risk Taker Caring Open-minded Principled Communicator

The IB Learner Profile The IB Diploma programme aims to develop learners with the attributes outlined in the learner profile above.

There is a focus on developing key skills in Researching, Communication, Self-Management, Creative Thinking and Collaboration.

Developing students who are very well

prepared for the challenges yet to come.

Useful Links include: The IB Diploma Programme Recognition of the IB Diploma by Universities

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The Sixth Form Handbook

Which red circle is bigger?

Can we simply trust what we see?

(Answer on following page)

38

IB Diploma

The IB Core Theory of Knowledge (TOK) This is the cement that holds the Diploma together and is central to the philosophy and teaching of the Diploma. It is a course which challenges students to think critically about areas of knowledge and to consider the role of knowledge and themselves in a global society.

Examples of thee questions are: Extended Essay The Extended Essay is independent research, on a topic that is chosen by the students and written up in a paper. The topic must be within one of the IB Extended Essay subject areas but does not have to be in a subject area studied for the Diploma.

A supervisor, who is usually a teacher of the subject chosen, gives the students guidance and advice.

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The Sixth Form Handbook

CAS Creativity, Activity, and Service for all aspects of a wellbalanced person and promote the generation of skills that are vital for a fulfilling and successful life.

Through practising CAS students are given the opportunity to be recognised for making a positive difference and help improve the world for themselves, their families and the local and international communities in which they are an intrinsic component.

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The Senior Handbook

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The Sixth Form Handbook

Answer: Both red circles are the exact same size

The first and simple discover in the huma

42

IB Diploma

est emotion that we an mind is curiosity.

Edmund Burke

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The Sixth Form Handbook

BTEC

44

BTEC

BTEC stands for the Business and Technology Education Council.

BTECs are specialist work-related qualifications. They combine practical learning with subject and theory content.

Students can take BTEC qualifications in combination with A-Levels. For example:

BTEC Sport (equivalent to 1 A-Level)

+

1 A-Level

+

1 A-Level

BTEC courses involve a series of assignments, for example creating a business plan. They differ from A-Levels in that they are more heavily focused on the world of work and there is continual assessment rather than a lot of terminal examinations.

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The Sixth Form Handbook

Some BTEC facts More than

institutions, in over 45 countries worldwide offer their students BTECs.

1.5

46

BTEC qualifications were taken last year around the world.

Our Vision

The fastest growing route to higher education in the UK is the

combination of BTEC and A-Levels, according to the latest analysis from UCAS .

BTEC LEVEL 3

qualifications are a similar standard to A-Levels and are highly regarded by universities.

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The Sixth Form Handbook

“We have seen a definite rise in the proportion of applicants with BTEC qualifications in the past few years. Also, now that BTEC Level 3 qualifications come in different sizes (i.e. not just the equivalent of three A-Levels, but the size of two or even one A-Level), we have seen an even bigger rise in the numbers of applicants offering both BTEC and A-Level qualifications.

All of our courses at Oxford Brookes are open to students with BTECs,” Oxford Brookes University, UK However, BTEC qualifications may not be suitable for applications for some university courses. Further information about university course requirements can be found online, for example at ucas.com

48

Our Vision

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The Sixth Form Handbook

A-Levels

50

Pathways | A-Levels

The A-Level pathway is the most popular for Sixth Form students at St Christopher’s. We offer 22 different subjects at A-Level, with students either studying 3 or 4 A-Levels, with the optional addition of the Extended Project Qualification.

It is important to note that A-Levels follow either a linear structure or a modular structure. In this prospectus, you will note that each A-Level is designated as a linear course or as a modular course.

The Linear Structure Where A-Levels follow a linear structure, all examinations take place at the end of Year 13.

The Modular Structure Where A-Levels follow a modular structure, the AS-Level modules count towards the final A-Level grade.

A-Level Subjects

pg

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The Sixth Form Handbook

Application to study a

pg

Art

106

History

162

Biology

200

Mathematics

150

Business Studies

128

Media Studies

172

Chemistry

208

Music

116

Computer Science

216

Philosophy

178

Drama

110

Physical Education

224

Economics

140

Physics

228

English Literature

66

Product Design

236

French

84

Psychology

182

Further Mathematics

246

Spanish

Geography

154

Travel and Tourism

96 192

fourth subject Students who wish to study a fourth A-Level subject in Year 12 will be considered if they have achieved a minimum of five grade 7s (or equivalent) in their GCSE examinations, and have also achieved at least a grade 6 in all of their four chosen subjects (or related subjects in cases where a new subject is chosen). Students will be required to make an application, explaining the rationale for the request for a fourth subject, on submitting their option choices.

52

Pathways | A-Levels

Further Mathematics Students who opt for Further Mathematics and two other subjects will effectively study for four A-Levels. Further Mathematics students will take A-Level Mathematics at the end of Year 12 and A-Level Further Mathematics at the end of Year 13 in addition to A-Level examinations in the other two subjects. Further Mathematics students receive twelve lessons of tuition per week in Mathematics in both Year 12 and Year 13, as opposed to the normal eight lessons per week for all other A-Levels.

University Entrance It is very important to ensure that you research your Post18 options carefully. Many students are unsure of their plans beyond A-Level, however, some are clear on their career goals. It is essential that you make the right subject choices so that you are able to access the courses of your choice. Considerable help and support is available in making your decisions.

Useful links: www.ucas.com

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The Sixth Form Handbook

A-LEVEL EXAM BOARDS SUBJECT

54

BOARD

AWARDING

SPECIFICATION CODE

Arabic

Pearson Edexcel International

Pearson

9AAO1

Art

Edexcel GCE

Pearson

9FA0

Biology

Oxford International AQA Examinations

Oxford AQA (OXA)

9612

Business Studies

Pearson Edexcel International

Pearson

YBS11

Chemistry

Oxford International AQA Examinations

Oxford AQA (OXA)

9622

Computer Science

Cambridge Assessment International Education

CAIE

9618

Drama

Cambridge Assessment International Education

CAIE

9482

Economics

Pearson Edexcel International

Pearson

YEC11

English Literature

AQA GCE

AQA

7717AB

French

AQA GCE

AQA

7652

Further Pearson Edexcel Mathematics International

Pearson

YFM01

Geography

Cambridge Assessment International Education

CAIE

9696

History

Edexcel GCE

Pearson

9HI0

Mathematics Pearson Edexcel International

Pearson

YMA01

Media Studies

CAIE

9607

Cambridge Assessment International Education

Music

Edexcel GCE

Pearson

9MU0

Philosophy

AQA GCE

AQA

7172

A-Level Exam Boards

SUBJECT

BOARD

AWARDING

SPECIFICATION CODE

Physical Education

Edexcel GCE

Pearson

9PE0

Physics

Oxford International AQA Examinations

Oxford AQA (OXA)

9632

Product Design

AQA GCE

AQA

7552

Psychology

Cambridge Assessment

CAIE

9990

Spanish

International Education

AQA

7692

Travel & Tourism

Cambridge Assessment International Education

CAIE

9395

EPQ (Extended Project level 3)

AQA GCE

AQA

7993

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SUBJECTS

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Subjects

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The Sixth Form Handbook

STUDIES IN LANGUAGE & LITERATURE English Literature (A-Level) English Literature (IB)

58

Studies in Language & Literature

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The Sixth Form Handbook

Levels

A

English Literature

A-Level English Literature is the creative, rigorous and intellectually stimulating study of a wide range of literary texts and genres. We approach the reading and study of literature through the lens of genre and theory, encouraging an independent and critical study of a range of texts.

60

Studies in Language & Literature | English Literature

COURSE AIMS A-Level English Literature students should: •

read widely and independently

•

engage critically and creatively with a range of texts, exploring contexts and reading from different critical perspectives

•

develop and effectively apply your knowledge of literary analysis and evaluation

•

develop a deeper understanding of the various traditions and genres of literature in English

ADVICE An important prerequisite for the course is a lively, enquiring mind and a genuine interest in literature and the language of literature. The English Department is committed to a policy of open access but clearly the happiest and most successful students are those who are: •

avid readers

•

committed to high standards of scholarship and independent learning

•

genuinely interested in challenging intellectual debate that leads them to question their own assumptions

A-Level •

prepared to find their own voice and to let it be heard

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The Sixth Form Handbook

ENTRY CRITERIA A minimum of grade 6 in GCSE English Literature or Grade 6 English Language is required for this course.

ASSESSMENT CRITERIA A-Level English Literature is a linear, two year course, comprising two examinations and one non-examination unit.

Unit 1 (Literary Genres) You will be introduced to a literary genre, Tragedy, and be taught the literary conventions and historical contexts of at least three different texts including one Shakespeare play, one other play as chosen by the teacher, and poetry. Unit 1 will be assessed by a 2½ hour Closed Book written examination.

Unit 2 (Texts and Genres) The focus is also on genre, but the texts and approaches will be Social and Political works. Unit 2 will cover three texts including one post-2000 text, one collection of poetry, and one pre-1900 text. Unit 2 will be assessed by a 3 hour Open Book written examination.

In both Unit 1 and 2 examinations, there will be three questions: one analytical commentary on an unseen passage, one essay question on a set text, one essay comparing any two texts.

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Studies in Language & Literature | English Literature

Unit 3 (Non-Examination Assessment or NEA (coursework)) You will engage with two texts of your own choice - one prose and one poetry - and, with the aid of tutorials, complete two coursework assignments.

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The Sixth Form Handbook

IB

Subjects

English Literature

The IB English Literature programme develops your appreciation of literary and non-literary texts and broadens knowledge and understanding of your own culture and that of others. Through the study of texts in translation, texts written in English from around the globe, and texts selected from a range of genres written from across the centuries, you will be enriched by a global and international perspective of literature.

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Studies in Language & Literature | English Literature

COURSE AIMS By studying English Literature, you will focus exclusively on literary texts, adopting a variety of approaches to textual criticism. You will be able to explore the nature of literature, the aesthetic function of literary language and textuality, and the relationship between literature and the world.

ADVICE Students opting for this subject should: •

enjoy reading a wide range of works of Literature in their own language and in translation

•

appreciate the significance of the media in shaping our perspectives

•

be keen to express their opinions and justify their comments on texts both in written work and discussions

•

enjoy studying a subject that will prompt them to reflect upon their own lives and experience

•

be open-minded and ready to gain a better understanding of their own culture and an appreciation of the perspectives, values and traditions of other individuals and cultures

•

approach textual analysis with confidence and independence

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The Sixth Form Handbook

ENTRY CRITERIA A minimum grade 6 in English Literature or English Language is required for the HL course. A minimum grade 5 is required for the SL course.

ASSESSMENT CRITERIA Across the two years you will be assessed both internally and externally across three Areas of Exploration: 1) Readers, Writers and Texts; 2) Time and Space; 3) Intertextuality: Connecting Texts.

At Standard level (SL), at least 9 works must be studied across the three Areas of Exploration while at Higher level (HL), at least 13 works must be studied.

66

External assessment HL (4 hours)| Weighting 80%

External assessment SL (3 hours)| Weighting 70%

Paper 1: Guided literary analysis

2 hours 15 minutes Weighting 35% (40 Marks)

1 hour 25 minutes Weighting 35% (20 marks)

Paper 2: Comparative essay

1 hour 45 minutes Weighting 25% (30 Marks)

1 hour 45 minutes Weighting 35% (30 Marks)

Essay

Weighting 20% (20 Marks) 1,200 - 1,500 word count

N/A

Internal Assessment

Weighting 20%

Weighting 30%

Individual oral assessment 15 minutes (40 Marks)

Individual oral assessment 15 minutes (40 Marks)

Studies in Language & Literature | English Literature

The learner portfolio is a central element of the language A: literature course and is mandatory for all students. It is an individual collection of student work compiled during the two years of the course.

The Areas of Exploration have been designed to support the assessment as prescribed by IB for both SL and HL students.

A-LEVEL & IB ENGLISH LITERATURE CAREER OPPORTUNITIES Advertising, Marketing and PR; Teaching and academic careers; Publishing careers; Media, Journalism, Professional writing.

An English Literature degree is an excellent stepping stone to law school, academia, or in-demand graduate jobs such as consulting and digital marketing.

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The Sixth Form Handbook

LANGUAGE ACQUISITION Arabic (A-Level) Arabic ab initio (IB) French (A-Level) French (IB) French or Spanish ab initio (IB) Spanish (A-Level) Spanish (IB)

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Language Acquisition

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The Sixth Form Handbook

Levels

A

Arabic

Arabic is a prestigious language with a long rich history! Nowadays, Arabic is one of the world's great languages spoken by more than 400 million people distributed across the Arab World. It is the first official language in all Arab countries. In addition, it is estimated that more than 1000 million Muslims around the world, learn Arabic as a second language. Being one of the most widely spoken languages in the world, it is not surprising that Arabic is one of the 6 official languages of the United Nations.

Arabic has a graceful script, a magnificent style and a rich vocabulary that gives it a unique character and flavor among the world languages!

“The limits of my language are the limits of my world ” - Ludwig Wittgenstein 70

A

Language Acquisition | Arabic

The Ministry of Education Arabic curriculum is compulsory for all students who are Arab nationals. Students enter GCSE Arabic, many at the end of Year 9, others in Years 10 or 11.

Those that achieve a good grade at GCSE in Year 9 or Year 10 will then follow a course which may lead to a qualification in Advanced Level Arabic at the end of Year 11.

COURSE AIMS Edexcel Level 3 Advanced GCE in Arabic (listening, reading and writing) has been developed to inspire all students to have an appreciation of the language, literature, film and culture of the Arabic-speaking world. This Arabic course will enable the students to develop advanced level knowledge and understanding of the Arabic language, the culture of the Arabic-speaking world, as well as practical and valuable language and transferable study skills.

ADVICE Those that achieve a good grade at GCSE are able to move onto A Level. The A Level Arabic course centres on acquiring the necessary language skills particularly in literacy, listening, speaking, reading and writing. The course focuses on Arab

A-Level history, media, culture and socio-cultural aspects of the language.

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ASSESSMENT CRITERIA This A-Level qualification will be graded and certificated on a six-grade scale from A* to E using the total subject mark.

Individual papers are not graded.

Paper 1

Paper 3

2 hours 30 minutes

2 hours 40 minutes

2 hours 15 minutes

40% of the qualification

30 % of the qualification

30 % of the qualification.

The assessment for this unit has three sections:

The assessment for this unit has three sections:

The assessment for this unit has two sections:

Section A: Translation into English (20 marks)

Section A: Translation into Arabic (20 marks)

Section B: Reading (20 marks)

Section B: Written response to works (literary texts) (45 marks)

Section A: Listening comprehension (30 marks)

Section C: Writing (research question) (40 marks)

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Paper 2

Section C: Written response to works (films) (45 marks)

Section B: Listening, reading and writing question (30 marks)

A

Language Acquisition | Arabic

A-Level 73

The Sixth Form Handbook

IB

Arabic ab initio

Arabic is a prestigious language with a long rich history! Nowadays, Arabic is one of the world’s great languages spoken by more than 400 million people distributed across the Arab World.

It is the first official language in all Arab countries. Being one of the most widely spoken languages in the world, it is not surprising that Arabic is one of the 6 official languages of the United Nations. Arabic has a graceful script, a magnificent style and a rich vocabulary that give it a unique character and flavour among the world languages!

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Language Acquisition | Arabic ab initio

COURSE AIMS The programme is communicative in that it focuses principally on interaction between speakers and writers of the language.

The main aim of the programme is to prepare students to use the language appropriately in a range of contexts and in a variety of purposes. During the two year course you will be taught vocabulary and grammar that will enable you to communicate in everyday situations. You will also become familiar with the culture of the country or countries where the language is spoken.

ADVICE This programme is designed for students who wish to learn a foreign language for personal fulfilment, who enjoy learning about different cultures and who may be considering working in an international context where a second language can be distinctly advantageous.

The Arabic ab Initio programme helps to develop all the skills included in the IB Learner Profile.

IB 75

The Sixth Form Handbook

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Language Acquisition | Arabic ab initio

ENTRY CRITERIA Arabic ab initio is an opportunity to learn Arabic from a beginners level. A little experience of the language is required for entry to the course.

ASSESSMENT CRITERIA Paper 1

Paper 2

Paper 3

1 hour

1 hour 45 minutes

2 hours 15 minutes

Productive skills - writing

Listening comprehension (45 minutes) 25 marks Reading comprehension (1 hour) 40 marks

Internal Assessment Oral Assessment

Weighting: 25%

Weighting: 25%

Weighting: 50%

A-LEVEL ARABIC & IB ARABIC AB INITIO CAREER OPPORTUNITIES Translator, teacher for Arabic as a second language, Arabic editor, Arabic reviser, Journalist.

IB 77

The Sixth Form Handbook

Levels

A

French

French “Les limites de ma langue sont les limites de mon monde” (the limits of my language are the limits of my world”). In our globalised world, being a monolinguist is a disadvantage. Learning a foreign language not only enables you to gain a better understanding of the world around you but also to be more competitive in the job market.

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A

Language Acquisition | French

COURSE AIMS •

To enhance their linguistic skills and promote and develop their capacity for critical thinking on the basis of their knowledge and understanding of the language, culture and society of the countries where the language is spoken

•

To develop control of the language system to convey meaning, using spoken and written skills

•

To develop their ability to interact effectively with users of the language

•

To develop language learning skills and communication strategies to sustain communication and build fluency and confidence

•

To engage critically with intellectually stimulating texts, films and other materials in the original language within their cultural and social context

•

To develop knowledge about matters central to the society and culture, past and present, of the country or countries where the language is spoken

•

To foster their ability to learn other languages

•

To equip themselves with transferable skills such as autonomy, resourcefulness, creativity, critical thinking, and linguistic, cultural and cognitive flexibility that will enable

A-Level them to proceed to further study or to employment

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The Sixth Form Handbook

ADVICE Students studying the course should have: •

A passion for the language and language acquisition in general

•

Strong work ethic - the programme is demanding

•

A willingness to learn the language but also its culture and history

•

Attention to detail

•

A knowledge of current affairs in France and French-speaking countries

•

A willingness to share one’s opinion and debate over current affairs

ENTRY CRITERIA A minimum of a grade 6 in GCSE French (or equivalent) is required.

ASSESSMENT CRITERIA The students will be assessed on the four language skills (speaking, listening, reading, writing). All assessments will take place in Year 13.

80

A

Language Acquisition | French

Component

Weighting

Duration

Paper 1: Listening, reading & writing (100 marks)

50%

2 hrs 30 min

Paper 2: Writing (80 marks)

20%

2hrs

• One text and one film or two texts from the list set in the specification • Grammar

Paper 3: Speaking (60 marks)

30%

21-23min (inc. 5min prep. time)

Oral Exam: Individual research project on one of four themes ie: - Aspects of French speaking society: current trends - Aspects of French-speaking society: current issues - Artistic culture in the French-speaking world - Aspects of political life in the French speaking world

1 hr 15 min

What is assessed?

Written Exam: • Aspects of French-speaking society: current trends • Aspects of French-speaking society: current issues • Artistic culture in the French-speaking world • Aspects of political life in the French-speaking world • Grammar

A-Level 81

The Sixth Form Handbook

IB

French

French is a language acquisition course designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken.

This process allows the learner to go beyond the confines of the classroom, expanding their awareness of the world and fostering respect for cultural diversity.

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Language Acquisition | French

COURSE AIMS •

To develop international-mindedness through the study of languages, cultures, and ideas and issues of global significance

•

To enable students to communicate in the language they have studied in a range of contexts and for a variety of purposes

•

To encourage, through the study of texts and through social interaction, an awareness and appreciation of a variety of perspectives of people from diverse cultures.

•

To develop students’ understanding of the relationship between the languages and cultures with which they are familiar

•

To develop students’ awareness of the importance of language in relation to other areas of knowledge.

•

To provide students, through language learning and the process of inquiry, with opportunities for intellectual engagement and the development of critical- and creativethinking skills

•

To provide students with a basis for further study, work and leisure through the use of an additional language.

•

To foster curiosity, creativity and a lifelong enjoyment of language learning

IB 83

The Sixth Form Handbook

ADVICE Students studying the course should have: •

A willingness to immerse in the language and culture of the target language

•

A keen interest in learning French with a view to using it in real life context

•

A knowledge of current affairs in France and French-speaking countries

•

A willingness to analyse, share one’s opinion and debate over current affairs

•

A passion for language-learning and discovering new cultures

ENTRY CRITERIA A minimum of a grade 6 in GCSE French (or equivalent) is required.

ASSESSMENT CRITERIA The students will be assessed on the four language skills (speaking, listening, reading, writing). All assessments will take place in Year 13.

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Language Acquisition | French

STANDARD LEVEL ASSESSMENT Component

Weighting

Duration

External assessment

75%

3 hrs

Paper 1: Productive skills - writing (30 marks)

25%

1 hr 15 min

One writing task of 250 - 400 words from a choice of three, each from a different theme, choosing a text type from among those listed in the examination instructions

Paper 2: Receptive skills - separate section for listening and reading (65 marks)

25%

45 min

Listening comprehension (25 marks)

25%

1 hr

Reading comprehension: Comprehension exercises on three audio passages and three written texts, drawn from all five themes (40 marks)

Internal Assessment (30 marks)

25%

Assessment Details

Individual oral assessment A conversation with the teacher, based on an extract from one of the literary works studied in class, followed by a discussion based on one or more of the themes from the syllabus

IB 85

The Sixth Form Handbook

IB

French or Spanish ab initio

French or Spanish ab initio is designed to offer the opportunity for students to learn a foreign language in two years. No prior knowledge of the language is required for entry to the course.

86

Language Acquisition | French or Spanish ab initio

COURSE AIMS •

To develop international-mindedness through the study of languages, cultures, and ideas and issues of global significance.

•

To enable students to communicate in the language they have studied in a range of contexts and for a variety of purposes.

•

To encourage, through the study of texts and through social interaction, an awareness and appreciation of a variety of perspectives of people from diverse cultures.

•

To develop students’ understanding of the relationship between the languages and cultures with which they are familiar.

•

To provide students with a basis for further study, work and leisure through the use of an additional language.

•

To foster curiosity, creativity and a lifelong enjoyment of language learning.

ADVICE Students studying the course should have: •

a willingness to work hard as the level required after two years of study is high

•

target language culture and history •

IB

a willingness to undertake independent research on the

a knowledge of current affairs in the countries where the language is spoken

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The Sixth Form Handbook

ENTRY CRITERIA •

No prior knowledge or a limited knowledge of the language

•

No GCSE in the language chosen

ASSESSMENT CRITERIA The students will be assessed on the four language skills (speaking, listening, reading, writing). All assessments will take place in Year 13.

88

Component

Weighting

Duration

External assessment

75%

2hrs 45min

Paper 1: Productive skills - writing (30 marks)

25%

1 hr

Two written tasks of 70–150 words each from a choice of three tasks, choosing a text type for each task from among those listed in the examination instructions.

Paper 2: Receptive skills - separate section for listening and reading (65 marks)

25%

45 min

Listening comprehension (25 marks)

25%

1 hr

Reading comprehension: Comprehension exercises on three audio passages and three written texts, drawn from all five themes (40 marks)

Internal Assessment (30marks)

25%

Assessment Details

Individual oral after assessment A conversation with the teacher, based on an extract from one of the literary works studied in class, followed by a discussion based on one or more of the themes from the syllabus.

Language Acquisition | French or Spanish ab initio

A-LEVEL FRENCH, IB FRENCH & FRENCH OR SPANISH AB INITIO CAREER OPPORTUNITIES Translating, Interpreting, Teaching, Law, Journalism, Hospitality and Tourism, Publishing and Business services.

IB 89

The Sixth Form Handbook

Levels

A

Spanish

Spanish “Conocer un otro idioma es poseer una segunda alma” (to know a different language is to possess a second soul).

Nowadays, the ability to speak a foreign language is essential in enabling you to gain a better understanding of the world around you but also to be more competitive in the job market.

Spanish is the native language of an estimated half a billion people in the world, which qualifies it as the second language with the highest number of native speakers in the world behind Mandarin and ahead of English.

90

Language Acquisition | Spanish

COURSE AIMS •

To enhance their linguistic skills and promote and develop their capacity for critical thinking on the basis of their knowledge and understanding of the language, culture and society of the countries where the language is spoken

•

To develop control of the language system to convey meaning, using spoken and written skills

•

To develop their ability to interact effectively with users of the language

•

To develop language learning skills and communication strategies to sustain communication and build fluency and confidence

•

To engage critically with intellectually stimulating texts, films and other materials in the original language within their cultural and social context

•

To develop knowledge about matters central to the society and culture, past and present, of the country or countries where the language is spoken

•

To foster their ability to learn other languages

•

To equip themselves with transferable skills such as autonomy, resourcefulness, creativity, critical thinking, and

A-Level linguistic, cultural and cognitive flexibility that will enable them to proceed to further study or to employment

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The Sixth Form Handbook

ADVICE Students opting for this course should have: •

A passion for Spanish culture and language

•

An openness to Hispanic culture

•

A willingness to learn about the culture and history of the target language

•

Attention to detail

•

A knowledge of current affairs in Spain and hispanophone countries

•

A willingness to have and share one’s opinion

ENTRY CRITERIA A minimum of a Grade 6 in GCSE Spanish (or equivalent) is required.

92

A

Language Acquisition | Spanish

ASSESSMENT CRITERIA The students will be assessed on the four language skills (speaking, listening, reading, writing). All assessments will take place in Year 13.

Component

Weighting

Duration

Assessment Details

Paper 1: Listening, Reading and Writing (100 marks)

50%

2 hrs 30 min

Written Exam: • Aspects of Hispanic society • Artistic culture in the Hispanic world • Multiculturalism in Hispanic society • Aspects of political life in Hispanic society • Grammar

Paper 2: Writing (80 marks)

20%

2 hrs

• One text and one film or two texts from the list set in the specification • Grammar

Paper 3: Speaking (60 marks)

30%

21-23 min (inc. 5 min prep. time)

Oral Exam: Individual research project in one of four themes ie: - Aspects of Hispanic society - Artistic culture in the Hispanic world - Multiculturalism in Hispanic society - Aspects of political life in Hispanic society

A-Level 93

The Sixth Form Handbook

IB

Subjects

Spanish

IB Spanish is a course that is designed to promote intercultural understanding, respect for other cultures and provide students with the skills to communicate successfully and convey meaning in a Spanish-speaking environment. Spanish is the native language of an estimated half a billion people in the world, and therefore a very important language to learn.

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Language Acquisition | Spanish

COURSE AIMS •

To develop international-mindedness through the study of languages, cultures, and ideas and issues of global significance

•

To enable students to communicate in the language they have studied in a range of contexts and for a variety of purposes

•

To encourage, through the study of texts and through social interaction, an awareness and appreciation of a variety of perspectives of people from diverse cultures

•

To develop students’ understanding of the relationship between the languages and cultures with which they are familiar

•

To develop students’ awareness of the importance of language in relation to other areas of knowledge

•

To provide students, through language learning and the process of inquiry, with opportunities for intellectual engagement and the development of critical- and creativethinking skills

•

To provide students with a basis for further study, work and leisure through the use of an additional language

•

To foster curiosity, creativity and a lifelong enjoyment of language learning

IB 95

The Sixth Form Handbook

ADVICE Students opting for this course should have: • A willingness to immerse oneself in the language and culture of the target language • An interest in learning Spanish with an aim to learn it in real life context • Excellent work ethic, willing to go beyond what is required • A knowledge of current affairs in Spanish-speaking countries • A willingness to analyse, share one’s opinion and debate over current affairs • A passion for language-learning and discovering new cultures ENTRY CRITERIA A minimum of a grade 6 in GCSE Spanish (or equivalent) is required for the HL course. A grade 5 (or above) is required for the SL course.

ASSESSMENT CRITERIA The students will be assessed on the four language skills (speaking, listening, reading, writing). All assessments will take place in Year 13.

A-LEVEL & IB SPANISH CAREER OPPORTUNITIES Translating, Interpreting, Teaching, Law, Journalism, Hospitality and Tourism, Publishing and Business services

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Language Acquisition | Spanish

Standard Level Assessment Component

Weighting

Duration

External assessment

75%

3 hrs

Paper 1: Productive skills - writing (30 marks)

25%

1 hr 15 min

Paper 2: Receptive skills - separate sections for listening and reading (65 marks)

50%

1 hr 45 min

Internal Assessment

25%

Assessment Details

Listening and comprehension (25 marks) Reading comprehension (40 marks)

Higher Level Assessment Component

Weighting

Duration

External assessment

75%

3 hrs 30 min

Paper 1: Productive skills - writing (30 marks)

25%

1 hr 30 min

Paper 2: Receptive skills - separate sections for listening and reading (65 marks)

50%

2 hrs

Internal Assessment

25%

Assessment Details

Listening and comprehension (25 marks) Reading comprehension (40 marks)

IB 97

The Sixth Form Handbook

THE ARTS Art (A-Level) Drama (A-Level) Music (A-Level) Visual Arts (IB)

98

The Arts

99

The Sixth Form Handbook

Levels

A

Art

The St Christopher’s Art Department follows the EDEXCEL endorsed Fine Art syllabus. A-Level Art is highly rewarding and students should be prepared to invest the time and energy required to develop their abilities.

100

The Arts | Art

COURSE AIMS The main purpose of any course in Art, craft and design is to develop your ability to appreciate the visual world, respond in a personal and creative way and perhaps even contribute for the benefit of everyone.

ADVICE You should have an understanding of the formal elements of art such as colour, tone and composition. You must also be receptive to forming a deeper understanding of the place of art, craft and design in the world, its history and purpose.

Above all, you should have an impulse to create and a want to express your ideas visually. The skills you acquire will be determined to some extent by the area of study you choose.

However, art skills are possibly the most transferable currency you can develop.

A-Level 101

The Sixth Form Handbook

ENTRY CRITERIA Students will need to have undertaken GCSE Art and Design, or an equivalent qualification, before embarking on the two-year A-Level Fine Art course.

ASSESSMENT CRITERIA The A-Level consists of Units 1 and 2. It will be a discrete qualification and is a full 2-year course. The A-Level course will be examined at the end of Year 13. There are no revisable or written examinations. All practical work produced during the two year course will be assessed.

102

The Arts | Art

A-Level 103

The Sixth Form Handbook

Levels

A

Drama

Drama involves the study of theatre through practical exploration and analysis.

Students explore plays and playwrights and use this knowledge in the creation of their own performances, either as a performer or as a designer. Practical work is at the heart of the study of Drama and Theatre.

104

The Arts | Drama

COURSE AIMS •

To broaden students’ knowledge of plays, playwrights and theatre practitioners

•

To build practical, creative and communication skills

•

To cultivate students’ ability to create drama and theatre

•

To develop performance skills or design skills (lighting/ sound/ costume/ set) or a combination of the two

•

To refine analytical skills and develop essay writing skills about plays and performances

ADVICE This course will suit students who: •

Can work effectively as part of a team

•

Enjoy exploring issues and ideas and have a creative desire to make theatre

•

Are enthusiastic about practical drama and working in groups

•

Are keen to learn about plays and develop their skills as a performer or a designer

•

Have an interest in watching and analysing theatre productions develop

ENTRY CRITERIA

A-Level 105

The Sixth Form Handbook

This course is ideally suited to students who have studied GCSE Drama or who have drama experience. However, students who do not meet these criteria will be considered on their individual suitability for the course.

ASSESSMENT CRITERIA

106

The Arts | Drama

The A-Level consists of three components, taken over a two year course: Component 1: Written examination Externally assessed 50% of the AS-Level | 25% of the A-Level Candidates study two plays and in the exam, they answer two questions: one question from Section A and one question from Section B in an open book written examination.

Component 2: Practical Drama coursework Internally assessed and externally moderated 50% of the AS-Level | 25% of the A-Level There are two compulsory parts to this coursework: 1. Devising: Candidates work in a group of between 2 and 5 to devise and perform a 10–15 minute devised piece. In addition to the performance, they submit a 3 minute self-evaluation 2. Scripted performance: Candidates work in a group to prepare and perform a 10–25 minute scripted performance from a published play of their own choice

A-Level Component 3: Theatre-making & Performing coursework

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Internally assessed and externally moderated 25% of the A-Level There are two compulsory parts to this coursework: 1. Devising Candidates work in a group to devise and perform a 15–20-minute group devised performance inspired by one of the theatre practitioners, traditions or styles prescribed in the syllabus. The candidates can be assessed as a performer or designer. Candidates also submit an 800-word analysis and evaluation.

2. Individual performance Candidates individually create a 6–8-minute individual performance which is a programme of thematically linked materials of their own choosing.

Component 4: Theatre in context (Independent research essay coursework) Externally assessed 25% of the A-Level Candidates explore performance texts, a theatre genre, a theatre practitioner’s work or a performance style in a 2500–3000-word research essay.

108

The Arts | Drama

A-LEVEL DRAMA CAREER OPPORTUNITIES The major benefit of Drama is the transferable skills that can be applied to any degree and all future careers.

Presenting ideas with confidence, teamwork and creativity are essential qualities for the future. This A-Level can lead to further study in Drama, Theatre Studies and the Performing Arts and may lead on to a career in the performing arts industries. However, studying Drama at A-Level can also be a useful experience for a wide range of courses. In previous years this course has been popular with students who are going on to study Law and other occupations where presentation skills play a central role. Drama and Theatre A-Level complements a range of subjects such as English Literature, Design Technology, Media Studies and Art, but can be combined with any other subject combination.

A-Level 109

The Sixth Form Handbook

Levels

A

Music

This course is demanding and rigorous for the more advanced musician, and offers students a broad and varied curriculum that focuses upon three core areas: performing, composing and listening/ appraising.

110

The Arts | Music

COURSE AIMS •

Actively engage in the process of music study

•

Develop performing skills to demonstrate an understanding of musical elements, style, sense of continuity, interpretation and expression

•

Develop composing skills to demonstrate the manipulation of musical ideas and the use of musical devices and conventions

•

Recognise the interdependence of musical knowledge, understanding and skills, and make links between the integrated activities of performing, composing and appraising underpinned by attentive listening

•

Broaden musical experience and interests, develop imagination and foster creativity

•

Develop and extend the knowledge, understanding and skills needed to communicate effectively as musicians

•

Develop knowledge and understanding of a variety of instruments and styles, and of relevant approaches to both performing and composing

•

Develop awareness of music technologies and their use in the creation and presentation of music

A-Level 111

The Sixth Form Handbook

•

Appraise contrasting genres, styles and traditions of music, and develop understanding of musical contexts and a coherent awareness of musical chronology

•

Develop as effective, independent learners and as critical and reflective thinkers with enquiring minds

112

The Arts | Music

•

Reflect critically and make personal judgements on their own and others’ music

•

Engage with, and extend appreciation of, the diverse heritage of music in order to promote personal, social, intellectual and cultural development

ADVICE Students must have an interest in performing, creating and listening to a variety of styles of music. Students should have experience performing in concerts or in front of an audience and should be able to read music. They are expected to be able to perform confidently and at a high level on an instrument or voice. Students should be able to compose and notate their ideas using software.

In the words of Albert Einstein: “The greatest scientists are artists as well”. Music will help you to build your problem solving, research, planning, analytical and critical thinking skills. In addition, it will help to develop your creativity, discipline, composure under pressure, time management, communication, team and individual working ability - all gained from practice and performing. You will also learn

A-Level technical skills through using computers, equipment and software to create and record music.

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ENTRY CRITERIA We expect prospective students to be competent performers and to have a good understanding of music theory. It is desirable for students to have a minimum of Grade 6 ABRSM or Trinity grades on their chosen instrument or voice, and Grade 6 in GCSE Music.

We expect all of our A-Level musicians to be part of the Senior Choir, and to be involved in the regular concerts and events in the Music Department.

ASSESSMENT CRITERIA PERFORMING (30%) Externally assessed with a total of 60 marks.

COMPOSING (30%) Externally assessed with a total of 60 marks.

APPRAISING EXAM (40%) One written paper of 2 hours 10 minutes with a total of 100 marks.

114

The Arts | Music

A-LEVEL MUSIC CAREER OPPORTUNITIES Performer, Composer, Conductor, Sound Engineer, Music Producer, Events Manager, Music Therapist, and careers in Digital Marketing, Social Media Management, PR, Technology, Merchandising.

A-Level 115

The Sixth Form Handbook

IB

Visual Arts

The Visual Arts syllabus allows for a wide range of responses and working styles in relation to current contemporary art practice. IB Visual Arts is highly rewarding and students should be prepared to invest the time and energy required to develop their abilities.

The main purpose of any course in art, craft and design is to develop your ability to appreciate the visual world, respond in a personal and creative way and perhaps even contribute for the benefit of everyone.

116

The Arts | Visual Arts

COURSE AIMS The main purpose of any course in art, craft and design is to develop your ability to appreciate the visual world, respond in a personal and creative way and perhaps even contribute for the benefit of everyone.

ADVICE Diversity in terms of media, discipline and concept and you should have an understanding of the formal elements of art such as colour, tone and composition. You must also be receptive to forming a deeper understanding of the place of art, craft and design in the world, its history and purpose. Above all, you should have an impulse to create and express your ideas visually. The skills you acquire will be determined to some extent by the area of study you choose. However, art skills are possibly the most transferable currency you can develop.

ENTRY CRITERIA Ideally , students will have undertaken GCSE Art and Design, or an equivalent qualification, before embarking on the course. New students to St Christopher’s or those not having completed the GCSE course will be asked to consult with the

IB

Head of Art and submit a portfolio of work for review before they enter the IB Visual Arts programme.

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ASSESSMENT CRITERIA Student achievement is assessed through three distinct and independent tasks: •

The Comparative Study 20% (External Assessment)

•

The Process Portfolio 40% (External Assessment)

•

The Exhibition 40% (Internal assessment by teacher, external moderation by examiner).

•

There are no revisable or written examinations. All practical work produced during the two year course will be assessed.

118

The Arts | Visual Arts

A-LEVEL ART & IB VISUAL ARTS CAREER OPPORTUNITIES Accessory Design, Advertising, Animation, Architecture, Art History, Branded Entertainment, Business of Beauty and Fragrance, Interior Design, Jewellery, Luxury and Fashion Management, Motion Media Design, Cinema Studies, Creative Business Leadership, Design for Sustainability, Design Management, Painting, Performing Arts, Photography, Preservation Design, Dramatic Writing, Fashion, Fashion Marketing and Management, Production Design, Product Design, Sculpture, Sequential Art, Service Design, Fibres, Film and Television, Furniture Design, Graphic Design, Social Strategy Management, Sound Design, Television Producing, Themed Entertainment Design, Illustration, Immersive Reality, Industrial Design, Interactive and Game Development, Urban Design, User Experience Design and Visual Effects.

IB 119

The Sixth Form Handbook

INDIVIDUALS & SOCIETIES Business Studies (A-Level)

History (A-Level)

Business & Management (IB)

History (IB)

Economics (A-Level) Economics (IB) Environmental Systems & Societies (IB) Geography (A-Level) Geography (IB)

120

Media Studies (A-Level) Philosophy (A-Level) Psychology (A-Level) Psychology (IB) Travel & Tourism (A-Level)

Individuals & Societies

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Levels

A

Business

A-Level Business gives an understanding of the many problems businesses face and encourages students to develop analytical ways to solve them. Even if you become a surgeon, a professional sportsperson, a teacher or an artist you will need to be able to manage resources and perhaps, people.

You may need to promote your goods or services and you will need to understand finance.

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Individuals & Societies | Business

COURSE AIMS •

Develop a variety of transferable skills throughout the course. These include the important business skills of decision making and planning

•

Help you develop a critical understanding of organisations.

You’ll learn about the markets they serve and the process of adding value

•

Develop communication, information technology and application of number skills

•

Use business theory and practice to solve problems

•

Develop your ability to collaborate and work with others to improve own learning and performance

ADVICE Students suited to this course will: •

Have an interest in business issues that focus on how a business is organised, operates, plans and makes its decision

•

Enjoy studying a subject that affects their own everyday life

•

Have an interest in how a business operates

•

Want to keep their options open – Business studies can be combined with a wide range of science, social science and

A-Level humanities subjects

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ENTRY CRITERIA You do not need to have studied Business GCSE. However, if you have studied Business or Economics GCSE we expect you to have achieved a grade 5.

ASSESSMENT CRITERIA There are 4 units in total. Two are taken in Year 12 and the remaining two taken in Year 13. Each unit is of equal value, 25% each.

124

A

Individuals & Societies | Business

UNIT 1 In this unit, students are introduced to the market, explore the marketing and people functions and investigate entrepreneurs and business start-up.

UNIT 2 In this unit, students explore the finance and operations functions, and investigate external influences on business.

UNIT 3 In this unit, students develop their understanding of the concepts introduced in Units 1 and 2, and explore influences on business strategy and decision making.

UNIT 4 In this unit, students develop their understanding of the concepts introduced in Units 1, 2 and 3, and explore business activity in a global context.

A-Level 125

The Sixth Form Handbook

IB

Business & Management

Business & Management is a rigorous and dynamic discipline that examines business decision-making processes and how these decisions impact on and are affected by internal and external environments. It is the study of both the way in which individuals and groups interact in an organization and of the transformation of resources.

126

Individuals & Societies | Business & Management

COURSE AIMS •

Develop an understanding of business theory, as well as an ability to apply business principles, practices and skills

•

Apply tools and techniques of analysis that facilitates an appreciation of complex business activities.

•

Consider the diverse range of business organisations and activities and the cultural and economic context in which business operates

•

Emphasise strategic decision-making and the day-today business functions of marketing, production, human resource management and finance

•

Provide links between the topics and this integration promotes a holistic overview of business activity

•

To help students understand the implications of business activity in a global market. It is designed to give students an international perspective of business and to promote their appreciation of cultural diversity through the study of topics like international marketing, human resource management, growth and business strategy

•

The business and management course will contribute to students’ development as critical and effective participants in local and world affairs

IB 127

The Sixth Form Handbook

•

Give students an understanding of business principles, practices and skills. Emphasis is also placed on understanding technical innovation and the day to day business functions of marketing, human resource management and finance.

ADVICE Students suited to this course will: •

Wish to pursue a career as an accountant, business manager, politician, or in a business-related profession

•

Are planning on being your own boss and running a successful business of your own. You will learn important lessons that will help to make your venture a success

•

Enjoy studying a subject that affects your own everyday life and one that applies to the world of work, then business management is an excellent option

•

Have an active interest in the financial world, enjoy watching the business news and are prepared to read financial newspapers. Periodicals such as the Business Review will help to supplement your knowledge and understanding

•

Have an interest in the finances and the profitability of businesses

•

Take notice of businesses around them and how they market themselves

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Individuals & Societies | Business Management

ENTRY CRITERIA You do not need to have studied Business Studies at GCSE level in order to take a Standard Level (SL) or Higher Level (HL) course in the subject although some topics that feature in GCSE syllabuses will be developed within the SL courses. It is more important that you have a strong interest in business issues and want to learn how a business is organized, operates, plans and makes its decisions. If you have studied either Business Studies or Economics at GCSE you will be expected to have achieved at least a grade 5.

ASSESSMENT CRITERIA The course comprises five modules for SL and six modules for HL. Both SL and HL will complete a piece of written coursework. Topics studied include: Business Organisation & Environment, Human Resource Management, Accounts & Finance, Marketing, Operations Management and Research project (HL only).

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Levels

A

Economics

When you study this subject you will gain an understanding of economic concepts and theories through a critical consideration of current Economic issues, problems and institutions that affect everyday life. If you want to keep your options open – economics can be combined with a wide range of science, social science and humanities subjects and can lead to a variety of professions.

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COURSE AIMS • To enable students to gain a knowledge and understanding of Economics appropriate to AS and A-Level and to appreciate Micro and Macro economic models and concepts • To show the inter-relationship between the development of the subject and its application in the real world and recognise the value of Economics to governments, societies and individuals • To develop students’ skills in communication and application of number • To develop students’ ability to solve problems and work with others • To provide opportunities for students to improve their evaluative skills ADVICE Students suited to this course will: • Have an interest in, and enjoyment of Economics • Enjoy analysing decisions that are made at both a micro and macro level • Want to use Economics to support other qualifications or progress onto further study

A-Level • Have good mathematical and essay writing skills

• Can analyse data, graphs and economic information from different sources

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ENTRY CRITERIA You do not have to have studied Economics at GCSE level.

However, if you have studied either Economics or Business Studies at GCSE you will be expected to have achieved at least a grade 5.

ASSESSMENT CRITERIA There are 4 units in total. Two are undertaken in Year 12 and the remaining two completed in Year 13. Each unit is worth 25% of the total marks.

Unit 1 – Markets in Action This unit gives students an introduction to the nature of Economics and examines how the price mechanism allocates resources in local, national and global markets. Students will learn to apply supply and demand analysis to real-world situations, and will be able to suggest reasons for consumer behaviour.

Unit 2 – Macroeconomic Performance and Policy This unit

introduces

the

key measures of economic

performance and the main objectives and instruments of economic policy in an international context. Students will learn how to use a basic AD/AS model to analyse changes in real output and the price level. Students will look at when

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demand and/or supply side policies may be appropriate ways of improving an economy’s performance; consider these policies in an historical context; predict the possible impact of such policies and recognise the assumptions involved.

Unit 3 – Business Behaviour This unit develops the content of Unit 1 and examines how pricing and the nature of competition between firms is affected by the number and size of market participants. At the end of this unit, students should be able to analyse and evaluate the pricing and output decisions of firms in different contexts, and understand the role of competition in business decision making.

Unit 4 – Developments in the Global Economy This unit develops the knowledge and skills gained in Unit 2.

The application, analysis and evaluation of economic models is required, as well as an ability to assess policies that might be used to deal with economic problems. An awareness of trends and developments in the global economy over the last 40 years, including contemporary issues, is required.

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IB

Economics

The course emphasizes the economic theories of microeconomics, which deal with economic variables affecting individuals, firms and markets, and the economic theories of macroeconomics, which deal with economic variables affecting countries, governments and societies.

These economic theories are not to be studied in a vacuum—rather, they are to be applied to real-world issues. Prominent among these issues are fluctuations in economic activity, international trade, economic development and environmental sustainability.

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COURSE AIMS •

To develop an understanding of microeconomic and macroeconomic theories and concepts and their realworld application

•

To develop an appreciation of the impact on individuals and societies of economic interactions between nations

•

To develop an awareness of development issues facing nations as they undergo the process of change

•

To promote an understanding of how economic theory can be applied in an international context. Economics is not a discrete subject; it incorporates elements of history, geography, psychology and many other related fields of study

•

To learn how to be reflective and critique own performance to develop a well balanced approach to learning

ADVICE Students suited to this course will: •

Have an interest in economic affairs and a desire to explore why and how the study of economics contributes to an understanding of the modern world

•

Are inquirers and enjoy seeking out information from a

IB

variety of sources including web and print media

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•

Enjoy studying complex economic, political and social issues

•

Enjoy analysing the impact of potential decisions and make reasoned and often difficult decisions

•

Like to communicate their views through a variety of media and will be expected to confidently present information to small and large groups

•

Are confident in using data and value judgements to make calculated economic and business risks and caringly look at how different cultural viewpoints could alter those decisions

•

Are open-mind and see how a principled approach to economic thinking can be used to make improvements for all in a global context.

•

Wish to pursue a career as an accountant, business manager, politician, or in an economics-related profession. If you enjoy studying a subject that affects your own everyday life, want to keep your options open - Economics can be combined with a wide range of science, social science and humanities subjects.

•

Have an active interest in the financial world and are prepared to read financial newspapers, as well as Economics periodicals such as Economic Review in order to supplement their knowledge and understanding.

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ENTRY CRITERIA You do not need to have studied Economics at GCSE in order to take Standard Level (SL) or Higher Level (HL) courses in the subject although some topics that feature in GCSE syllabuses will be developed within either SL or HL courses. If you have studied either Economics or Business Studies at GCSE you will be expected to have achieved at least a grade 6 or 5 for the HL and SL courses respectively.

ASSESSMENT CRITERIA The Economics course comprises of four modules: 1. Introduction to economics: How do Economists approach the world?

2. Microeconomics: demand, supply and elasticity, theory of the firm, market failure 3. Macroeconomics: national income, macroeconomic models, demand side and supply side policies, unemployment and inflation, distribution of income 4. The Global economy: trade, exchange rates, sustainable development, barriers to economic development

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Standard Level

Higher Level

Paper 1: Extended Response

30%

20%

Paper 2: Data Response

40%

30%

Paper 3: Policy Paper

N/A

30%

Portfolio of 3 Commentaries

30%

20%

A-LEVEL & IB ECONOMICS CAREER OPPORTUNITIES Accountant, Business Manager, Politician, Finance, Stockbroking, Banking.

IB 139

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IB

Environmental Systems & Societies

Environmental Systems and Societies (ESS) is an interdisciplinary course offered only at Standard Level (SL). ESS is firmly grounded in both a scientific exploration of environmental systems in their structure and function and in the exploration of cultural, economic, ethical, political and social interactions of societies with the environment.

As a result of studying this course, students will become equipped with the ability to recognize and evaluate the impact of our complex system of societies on the natural world. It encourages students to develop solutions at the personal, community and global levels.

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Individuals & Societies | Environmental Systems & Societies

COURSE AIMS Students taking the IB Environmental Systems and Societies course will: •

Acquire knowledge and understanding of environmental systems and issues at a variety of scales

•

Apply the knowledge, methodologies and skills to analyse environmental systems and issues at a variety of scales

•

Appreciate the dynamic interconnectedness between environmental systems and societies

•

Value the combination of personal, local and global perspectives in making informed decisions and taking responsible actions on environmental issues

•

Be critically aware that resources are finite, that these could be inequitably distributed and exploited, and that, management of these inequities is the key to sustainability

•

Develop awareness of the diversity of environmental value systems

•

Develop a critical awareness that environmental problems are caused and solved by decisions made by individuals and societies that are based on different areas of knowledge

•

Engage with the controversies that surround a variety of environmental issues

•

IB

Create innovative solutions to environmental issues by engaging actively in local and global contexts

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ADVICE You will develop your teamwork abilities during the Group 4 Project. Science enables you to use your sense of perception, which is enhanced by technology and combined with reason, allowing you to communicate your thoughts and ideas.

International problems faced by Environmental Scientists are climate change, plastic pollution, mass extinctions, food production and numerous others.

ENTRY CRITERIA Students should: •

Have an interest in sustainability and caring for the world around us

•

Be interested in the developments of Green initiatives and Conservation and their impact on society

•

Want to foster an international perspective, awareness of local and global environmental concerns and an understanding of the scientific methods

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ASSESSMENT CRITERIA Component

Weighting

Duration

Paper 1

25%

1 hr

Case Study

Paper 2

50%

2 hrs

Short answers and Structured Essays

Internal Assessment

25%

10 hrs

Written Report

Assessment Details

IB ENVIRONMENTAL SYSTEMS & SOCIETIES CAREER OPPORTUNITIES Environmental Consultancy, Engineering, Resource Management, Architecture, Town Planning, Nature Conservation, Law, Media, Politics, and Psychology.

IB 143

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Levels

A

Geography

Geography is the study of the physical features of the earth and its atmosphere, and of human activity as it affects and is affected by these, including the distribution of populations and resources and political and economic activities.

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COURSE AIMS These are some of the key questions of A-Level Geography: •

What are the forces influencing our natural environment – the landscapes, the plants and animals, and the weather and climate?

•

What are the issues affecting people and the places where they live? How are cities and the countryside changing?

Why are they changing?

•

How are people affecting the environment we all live in?

What are the opportunities, the challenges and the constraints?

•

What are the economic forces that drive the world economy, and how they are changing?

•

What decisions are being made about the use and management of resources, and who makes these decisions?

•

An appreciation of current events and world problems such as the effects of natural hazards and the plight of refugees

•

The ability to make links and connections across a wide variety of topics

•

Engage with the controversies that surround a variety of

A-Level environmental issues

•

Create innovative solutions to environmental issues by engaging actively in local and global contexts

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ADVICE Students opting for this subject should: •

Have a real passion for Geography and enjoy this subject

•

Be able to take part in a debate or role play, for example, you could be collecting evidence for part of your Communication key skill; essays that you write as part of your course will also provide evidence of this skill

•

Have the ability to collect and analyse primary (fieldwork) and secondary data which is part of the Application of Number key skill

•

Be able to manipulate and present data using ICT as this will allow you to produce evidence for the Information Technology key skill

•

Realise that Geography is a bridge between the Sciences and Arts subjects, which will lead to great choice Post-18

ENTRY CRITERIA Although it is not a requirement that you should have studied Geography at (I)GCSE in order to take an AS-Level or A-Level course in the subject, it is highly recommended.

Several topics covered in the course are developments of work covered at (I)GCSE, but others are new. What is more important is that you should have a lively and enquiring mind, an interest in the environment and current affairs, a willingness to explore

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new ideas and an ability to communicate your ideas effectively.

Those students who have studied (I)GCSE Geography will find that the material and the skills they have learned will prove a valuable foundation for further studies at this level.

ASSESSMENT CRITERIA There are 4 examination papers, two taken in Year 12 and two at the end of Year 13. All papers are 1 hour 30 minutes and account for 25% of the total marks.

Paper 1: Core Physical Geography Paper 2: Core Human Geography Paper 3: Advanced Physical Geography Paper 4: Advanced Human Geography

A-LEVEL & IB GEOGRAPHY CAREER OPPORTUNITIES Engineering, Psychology, Environmental Sciences, Oceanography and Geology, Business, Law, Media, Politics and Philosophy.

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IB

Geography

Geography is a dynamic subject that is firmly grounded in the real world and focuses on the interactions between individuals, societies and physical processes in both time and space.

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COURSE AIMS These are some of the key questions of the IB Geography course: •

What are the forces influencing our natural environment – particularly in the Optional Unit on Geophysical processes?

•

What are the issues affecting people and the places where they live? How are cities and the countryside changing?

Why are they changing? This is important within the option on Urban environments

•

How are people affecting the environment we all live in? What are the opportunities, the challenges and the constraints? This is part of the Core topic on Global Climate Change

•

What are the economic forces that drive the world economy, and how they are changing?

•

What decisions are being made about the use and management of resources, and who makes these decisions? This is included in the Core section on Global resource consumption and security

•

An appreciation of current events and world problems such as the effects of natural hazards and the plight of refugees

•

The ability to make links and connections across a wide variety of topics

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ADVICE Students opting for this subject should: •

Have a real passion for Geography and enjoy this subject

•

Be able to collect and analyse primary (fieldwork) and secondary data which is part of the Application of Number key skill

•

Be able to manipulate and present data using ICT as this will allow you to produce evidence for the Information Technology key skill

•

Take an interest in their environment and the current issues faced on a local, national and global scale

•

Have the ability to communicate ideas effectively and enjoy the opportunity to hear and debate differing opinion and view points

ENTRY CRITERIA Although it is not a requirement that you should have studied Geography at (I)GCSE in order to take an IB HL/SL course in the subject, it is highly recommended.

Several topics covered in the course are developments of work covered at (I)GCSE, but others are new. What is more important is that you should have a lively and enquiring mind, an interest in the environment and current affairs, a willingness to explore new ideas and an ability to communicate your ideas effectively.

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Those students who have studied (I)GCSE Geography will find that the material and the skills they have learned will prove a valuable foundation for further studies at this level.

ASSESSMENT CRITERIA There are two (SL) or three (HL) examination papers at the end of the two year course and one piece of coursework that is assessed internally.

Component

Assessment

Percentage of Total

Higher

Standard

Higher

Standard

Geographic Themes

2hrs 15 min

1 hr 30 min

35%

35%

SL & HL Core Themes

1 hr 15 min

1 hr 15 min

25%

40%

HL Extension

1 hr

-

20%

-

20%

25%

Internal Assessment

1 piece of coursework, maximum 2,500 words

A-LEVEL & IB GEOGRAPHY CAREER OPPORTUNITIES Engineering, Psychology, Environmental Sciences, Oceanography and Geology, Business, Law, Media, Politics and Philosophy.

IB 151

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Levels

A

History

The A-Level History course aims to cultivate a deep appreciation for the key episodes, events and individuals of the past and the way they have helped to shape the world in which we live. We engage with the key themes via a variety of historical sources and learning activities, constructing wellinformed arguments and interpretations on the basis of evidence.

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COURSE AIMS Our A-Level historians will reflect on and evaluate how and why societies have changed over time and the theories of historians and the language that they use to debate their ideas. Moreover, we deconstruct the nature of historical evidence and the methods used by historians to analyse and evaluate it, while simultaneously developing an understanding of how the past has been interpreted and represented. Furthermore, we will focus on the ability to construct nuanced historical arguments and express historical ideas confidently and cogently, preparing our students for the challenges of our shared future global society as role models and leaders for the world of tomorrow.

SKILLS REQUIRED As well as covering the advanced level study of History, this course will develop skills which will be essential to you whichever pathway you progress to afterwards. The skills you can develop during this course are: •

Persuasive communication

•

Information Technology

•

Problem-solving

•

Working collegially

•

Evaluative research

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History offers you plenty of opportunities to acquire the relevant key skills. These will arise naturally during your lessons and might include presenting your ideas to the rest of your group, critically analysing source material, taking part in a discussion or a debate, using IT for research or working collegially to evaluate a historical question.

ENTRY CRITERIA It is not a requirement that you have studied History at GCSE in order to take an A-level course in the subject. Students will be considered on their individual experience and suitability for the course. Those students who have studied History GCSE

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will find that the skills they have learned and the knowledge they have acquired will form a solid foundation for further studies at A-level.

ASSESSMENT CRITERIA A combination of assessment techniques

will be used.

Students will be required to undertake extended writing and essays in all units, in order to present historical explanations, assess the significance of events, individuals, beliefs and movements and to reach substantial judgments.

Weighting

Duration

Assessment Details

PAPER 1: Russia 1971-1991 From Lenin to Yeltsin

30%

2 hrs 15 min

Written exam

PAPER 2: Mao's China 1949-1976

20%

1 hrs 30 min

Written exam

PAPER 3: British Empire 1763-1914

30%

2 hrs 15 min

Written exam

COURSEWORK: Historical Investigation

20%

-

Essay

Component

Useful links: https://qualifications.pearson.com/en/qualifications/edexcel-a-

A-Level levels/history-2015

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IB

History

The International Baccalaureate History course at Diploma level aims to cultivate a deep appreciation for the key episodes, events and individuals of the past and the way they have helped to shape our global community and present. We engage and undertake a broad range of varied learning activities which allow us to engage with the past. We harness a variety of historical sources, constructing nuanced interpretations and judgements based on our rigorous research.

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COURSE AIMS Our IB historians will evaluate how and why societies have changed over time and the theories of historians and the language that they use to debate their ideas. Moreover, we deconstruct the nature of historical evidence and the methods used by historians to analyse and evaluate it, while simultaneously developing an understanding of how the past has been interpreted and represented. Furthermore, we will focus on the ability to construct nuanced historical arguments and express historical ideas confidently and cogently, preparing our students for the challenges of our shared future global society as role models and leaders for the world of tomorrow.

SKILLS REQUIRED Whilst studying History at IB students will fulfil all of the areas of the Learner Profile in addition to being able to: •

Develop an understanding of, and continuing interest in, the past

•

Engage with multiple perspectives and to appreciate the complex nature of historical concepts, issues, events and developments

•

Promote international-mindedness through the study of

IB

history from more than one region of the world •

Develop an understanding of history as a discipline and

to develop historical consciousness including a sense of

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Individuals & Societies | History

chronology and context, and an understanding of different historical perspectives •

Develop key historical skills, including engaging effectively with sources

•

Increase your understanding of contemporary society by reflecting on the past

Developing big picture, trans-disciplinary skills is also a priority of the course. In IB History, this means creating a solid link between factual content, cross-disciplinary concepts and skills.

Here are the specific approaches to learning skills that you will develop: •

Thinking skills

•

Research skills

•

Communication skills

•

Self-management skills

•

Social skills

ENTRY CRITERIA

IB

It is not a requirement that you have studied History at GCSE in

order to take the International Baccalaureate Diploma course in the subject at either Standard or Higher Level. Students will

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be considered on their individual experience and suitability for the course. Those students who have studied History previously will find that the skills they have learned and the knowledge they have acquired will form a solid foundation for further studies at IB Diploma Level.

Standard Level Component

160

Weighting

EXTERNAL ASSESSMENT

75%

PAPER 1: Civil Rights in the USA 1954-1965 & Apartheid South Africa 1948-1964 (24 marks)

30%

PAPER 2: The Cold War & Authoritarian States (30 marks)

45%

INTERNAL ASSESSMENT Historical Investigation (25 marks)

25%

Individuals & Societies | History

Higher Level Component

Weighting

EXTERNAL ASSESSMENT

80%

PAPER 1: Civil Rights in the USA 1954-1965 & Apartheid South Africa 1948-1964 (24 marks)

20%

PAPER 2: The Cold War & Authoritarian States (30 marks)

25%

PAPER 3: History of the Americas (45 marks)

35%

INTERNAL ASSESSMENT Historical Investigation (25 marks)

20%

A-LEVEL & IB HISTORY CAREER OPPORTUNITIES Law, Journalism, Business, Finance, Politics, Research, Academia.

Useful links: https://www.ibo.org/programmes/diploma-programme/ curriculum/individuals-and-societies/history/

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Levels

A

Media Studies

Media Studies is the creative, critical study of how media texts are both constructions and reflections of the world around us. You will engage critically with a range of media texts from film, TV, and music videos in both print and digital formats.

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Individuals & Societies | Media Studies

COURSE AIMS •

To enable students to understand how different media texts work

•

To enable students to apply a theoretical conceptual framework to the reading of media texts

•

To engage with theory, research and ideas relating to two chosen media topics

•

To produce and evaluate industry standard portfolios and media products using appropriate technology

•

To enable students to explore the impact of the media within a variety of cultures and how this influences social values

ADVICE Media Studies is a time intensive course. Students will need to spend several hours a week on research, planning, production and evaluation.

This course is suitable for students who: •

Have an interest in, and enjoyment of, Media and Culture

•

Enjoy carrying out independent investigation by the application of imaginative, logical and critical thinking

A-Level •

Are prepared to develop project management skills

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Students will be supported in gaining the practical skills needed for the subject, however it would be beneficial if students had prior knowledge of: •

How to use DSLR and/or video camera

•

Use of Photoshop/iMovie or similar

•

Use of blogging sites e.g. wix

ENTRY CRITERIA You should have a good pass at GCSE English for this course and have a keen interest in both theory and practical work.

All applications will be considered on their merits.

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A

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ASSESSMENT CRITERIA There are 4 units in total. Two are undertaken in Year 12 and the remaining two completed in Year 13.

Year 12 Component

Component 1: Foundation Portfolio (coursework)

Weighting

Assessment Details

AS

A-Level

50%

25%

Coursework: a media product; a weekly digital portfolio; and a creative critical reflection.

25%

Written Exam: Section A: Textual analysis and representation (25 marks) Section B: Institutions and audiences (25 marks)

Component 2: Media Texts and Contexts (exam) 50%

Year 13 Component

Weighting A2

A-Level

Component 3: Advanced Portfolio (coursework) 50%

Component 4: Critical Perspectives (exam)

166

50%

Assessment Details

25%

Coursework: Candidates produce a media campaign through a combination of three media (video, print and official social media page). Candidates will record the process of the planning, research and production of their work online in a blog format.

25%

Written Exam: Section A: Media debates Section B: Media ecology Candidates are required to answer three questions. (60 marks) (2hrs)

A

Individuals & Societies | Media Studies

A-LEVEL MEDIA STUDIES CAREER OPPORTUNITIES Marketing, Leisure and Tourism, Politics and Communication Studies.

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Levels

A

Philosophy

“Philosophy” comes from Greek words meaning “love of wisdom.” Philosophy uses the tools of logic and reason to analyze the ways in which humans experience the world. It teaches critical thinking, close reading, clear writing, and logical analysis; it uses these to understand the language we use to describe the world, and our place within it. Key questions that we consider our; Does our senses accurately describe reality? What makes wrong actions wrong? How should we live? These are philosophical questions, and philosophy teaches the ways in which we might begin to answer them.

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COURSE AIMS The specification facilitates enquiry into, and develops insightful evaluations of, ultimate questions about the purposes and commitments of human life, especially as expressed in philosophy and ethics. It develops transferable cognitive, and written skills for progression to higher education - pupils will use ideas from a range of approaches to the study of Epistemology, Moral Philosophy, Metaphysics of God, and the Metaphysics of Mind, in order to research and present a wide range of well-informed and reasonable arguments, which engage profoundly with moral, philosophical and spiritual issues. This will enable pupils to make a smooth transition to the next level of study.

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ADVICE Among the many benefits, the course is designed to encourage students to gain a thorough grounding in key philosophical concepts and techniques; develop the ability to reason, form their own judgements, express themselves coherently, and contribute to the process of debate. Students throughout the course, will look to develop their communication, have the ability to solve problems, and develop their ability to analyse and evaluate key philosophical concepts.

ENTRY CRITERIA Grade 5 or higher in English Literature or a Humanities Subject 170

Individuals & Societies | Philosophy

ASSESSMENT CRITERIA Component

Weighting

Duration

Assessment Details

PAPER 1: Epistemology & Moral Philosophy

50%

3hrs

Written Exam (100 marks)

PAPER 2: Metaphysics of God Metaphysics of Mind

50%

3hrs

Written Exam (100 marks)

A-LEVEL PHILOSOPHY CAREER OPPORTUNITIES Law, Journalism, Politics, Teaching and Business.

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Levels

A

Psychology

Psychology A-level is a respected and universally recognised award and is classified as a Science by the Qualifications and Curriculum Authority (QCA). It complements many other subjects, emphasizing, as it does, a range of disciplines and skills. It also provides an excellent knowledge and skills foundation for many university courses.

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COURSE AIMS This course aims to develop critical thinkers. Students will be required to analyse and evaluate studies and theories required for success in A Level Psychology. They will also be required to design experiments and observations which are valid and reliable. Students will learn how to apply psychological theory to human behaviour, and recognise the value of psychological research to society. They will also be required to write psychological reports and critical evaluations of the research.

SKILLS REQUIRED This is a highly academic course that requires sustained student input from the very start. A high degree of selfmotivation and initiative is also needed, as much of the learning and revision are self-directed, particularly in A2.

However, students will be given clear guidance in key areas.

ENTRY CRITERIA You do not need to have previously studied Psychology. During the course you will need to be able to communicate effectively and research information from a variety of sources. It would assist you on the course if you have GCSE grade C or above in

A-Level English, Biology and Mathematics; you will have to write short essays, there are certain areas of the course that consider

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the biological approach, and there is a very small amount of Mathematics required. As psychology is seen as a science, it is important that you understand how experiments are run too.

ASSESSMENT CRITERIA There are four units in total, each having an examination that consists of both short answer and multi-choice questions. Two examinations are sat in May of Year 12 and two in the summer of Year 13. Each paper has equal weighting.

Component

174

Weighting

Duration

AS

A-Level

PAPER 1: Approaches, issues and debates (60 marks)

50%

25%

1 hr 30 min

PAPER 2: Research methods (60 marks)

50%

25%

1 hr 30 min

PAPER 3: Specialist options: theory (60 marks)

-

25%

1 hr 30 min

PAPER 4: Specialist options: application (60 marks)

-

25%

1 hr 30 min

Individuals & Societies | Psychology

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IB

Psychology

Psychology is the scientific study of the mind and how it dictates and influences our behaviour, from communication and memory to thought and emotion. It is a science devoted to understanding how people think, feel, behave and learn. It is about understanding what makes people tick and how this understanding can help us address many of the problems and issues in society today.

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COURSE AIMS •

Develop and apply an understanding of the biological, cognitive and sociocultural factors affecting mental processes and behaviour

•

Understand the importance of ethical practice in psychological research in general

•

Develop an awareness of how psychological research can be applied to address real-world problems and promote positive change

SKILLS REQUIRED •

Sound literacy and mathematical skills

•

Good critical thinking skills to help evaluate information

•

A willingness to share your opinions with peers

•

Ability to conduct independent research as required

•

An understanding of the scientific process

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ENTRY CRITERIA You do not need to have previously studied Psychology. During the course you will need to be able to communicate effectively and research information from a variety of sources. It would assist you on the course if you have GCSE grade C or above in English, Biology and Mathematics; you will have to write short essays, there are certain areas of the course that consider the biological approach, and there is a very small amount of Mathematics required. As Psychology is seen as a science, it is important that you understand how experiments are run too.

ASSESSMENT CRITERIA All three Approaches and the Abnormality Option are common to both Higher and Standard Level students. Higher Level students will also study the Health Option and also Research Methods in depth.

The Biological Approach (HL & SL) The biological approach to understanding behaviour is largely an investigation into relationships between the brain and behaviour. Do areas of the brain correlate with behaviour? When changes take place in the brain do changes take place in behaviour or is the reverse the case? Could an individual’s behaviour be predicted from their genes? Is human behaviour subject to natural selection?

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The Cognitive Approach (HL & SL) The cognitive approach to behaviour views human beings as processors of information much in the same way as a computer processes information. The cognitive approach to behaviour focuses on areas of research such as schema processing, memory processing, and thinking, and how cognition may influence behaviour. Researchers are also interested in the extent to which cognitive processes are reliable, for example, in relation to thinking and memory.

How cognitive processes may be affected in the modern digitalized world is an emerging field within the cognitive approach to behaviour.

The Sociocultural Approach (HL & SL) The sociocultural approach to behaviour investigates the role of social and cultural influences in shaping thinking and human behaviour. An increasing body of culturally informed research has made cross-cultural psychology as well as cultural psychology a contemporary topic of debate among psychologists working in the field. Theories, concepts and research studies provide the background for a more nuanced understanding of the variety and complexity

IB

of human behaviour. This is important in the modern

globalized world where issues related to migration and integration are on the rise.

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Option: Abnormal Psychology (HL & SL) Abnormal psychology focuses on the diagnosis, explanation, and treatment of abnormal behaviour. The three topics for this option are: •

Factors influencing diagnosis

•

Causes of abnormal disorders

•

Treatment of disorders

Option: Health Psychology (HL only) Many health issues are the result of lifestyle, either imposed on individuals or chosen by individuals, and often despite well-publicised risks. An understanding of health psychology is important in the development of prevention strategies and fosters a more positive perception of healthy choices. The three topics in this option are: •

Determinants of health

•

Health problems eg stress

•

Promoting health

Internal Assessment & Research Methodology (HL & SL) In this section students will look at the way psychologists gather their information and examine the problems associated with studying humans and animals.

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The Internal Assessment requirements at SL and at HL are the same. Students will investigate a published study, theory or model relevant to their learning in psychology by conducting an experimental investigation and reporting the findings.

The study of psychology is evidence based and has evolved through a variety of different research approaches, both qualitative and quantitative. As students are exposed to research it is important that they understand the advantages and limitations of different approaches in order to critically evaluate the contribution of research studies to the understanding of human behaviour. Asking questions, challenging assumptions and critically assessing the methods used by researchers are integral skills in the study of psychology.

A-LEVEL & IB PSYCHOLOGY CAREER OPPORTUNITIES Clinical psychologist, Forensic psychologist, Health psychologist, Occupational psychologist, Sport and exercise psychologist, Researcher.

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Levels

A

Travel & Tourism

This syllabus encourages learners to appreciate the scale and importance of the Travel and Tourism industry in the world and recognise the positive and negative impacts the industry may have on people, environments and economies.

Learners discover that the travel and tourism industry is dynamic in nature and how the industry responds to change: for example, external factors such as changing consumer needs and expectations, developments in ICT. The syllabus encourages learners to develop practical and technical skills relevant to the industry, enabling them to deal with a range of complex situations and problems.

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COURSE AIMS •

To appreciate the scale and importance of the travel and tourism industry

•

To learn that the travel and tourism industry is dynamic in nature and how the industry responds to change, e.g. external factors such as changing consumer needs and expectations and developments in information technology

•

To recognise the positive and negative impacts the industry may have on people, environments and economies

ADVICE Students opting for this subject should: •

Have a passion for travel and tourism

•

Be interested in current affairs

•

Enjoy studying a subject that is relevant to their own lives and experiences

•

Want the opportunity to carry out practical work on a major event as well as classwork

•

Enjoy finding out their own answers – not just being taught

•

Want to broaden their AS or A-Level studies to cover both ‘Sciences’ and ’Humanities’

•

Enjoy travel and finding out about new people, places,

A-Level landscapes and events

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•

Combines well with business studies

•

Would like to be part of the largest and fastest growing industry in the world

•

Want to keep their options open

ENTRY CRITERIA Students beginning this course are not expected to have studied Travel and Tourism previously. There are no specific entry requirments for this course.

ASSESSMENT CRITERIA Students will study the key concepts of: •

Global and growing: The travel and tourism industry is a global industry. Changes in political and socioeconomic circumstances and technological developments contribute to the continuing growth of the travel and tourism industry and its importance to many national economies.

•

Change and development: A key feature of the industry is its dynamic nature. The only constant is change. Exciting new enterprises, products or services are often developed in response to economic, political, social or technological change.

•

Customer focus: Travel and tourism organisations provide products, services and facilities to meet customers’ needs.

In order for travel and tourism providers to be successful,

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they must adopt a strong customer focus.

This means they must really understand who their customers are and how they can best meet their needs.

•

Sustainability and responsibility: The travel and tourism industry has close links to destinations and so has a vested interest in ensuring environmental and sociocultural impacts are managed. Responsible management means that any developments must maximise the positive, and minimise the negative impacts of tourism.

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A

Individuals & Societies | Travel & Tourism

AS - Level Component

Duration

PAPER 1: The industry (100 marks)

2 hrs 30 min

PAPER 2: Planning and managing a travel and tourism event (50 Marks)

1 hr 30 min

A - Level Component

Duration

PAPER 3: Destination marketing (50 marks)

1 hr 30 min

PAPER 4: Destination management (50 Marks)

1 hr 30 min

A-LEVEL & IB PSYCHOLOGY CAREER OPPORTUNITIES Holiday Representative, Tour Manager, Tourism Officer, Tourist Information Centre Manager, Travel Agency Manager, Customer Service Manager, Event Manager, Hotel Manager, Marketing Executive, Outdoor Activities/ Education Manager.

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SCIENCES Biology (A-Level)

Physics (A-Level)

Biology (IB)

Physics (IB)

Chemistry (A-Level)

Physical Education (A-Level)

Chemistry (IB)

Product Design (A-Level)

Computer Science (A-Level)

Sport (BTEC)

Design Technology (IB)

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Levels

A

Biology

Biology is the study of the diversity of living organisms, biological systems and disease, populations and genes, and the nervous and endocrine systems.

Students will continue to enjoy and further develop a personal interest in the study of living organisms, the recognition of the responsible use of biology in society and develop further the awareness of developments in biology in the changing world into the new millennium. Practical work is a fundamental part of Biology, helping to challenge or confirm scientific theory.

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COURSE AIMS •

To develop a deep appreciation of, and enjoyment and enthusiasm for, science

•

To appreciate the breadth of the subject

•

To prepare for further study in Biology

•

To understand the tentative nature of science and understand the importance of critical thinking

• To apply scientific knowledge and understanding in novel contexts •

To develop mathematical, communication and practical skills

ADVICE Students opting for this course should: •

Have an interest in, and enjoyment of in the study of living organisms

•

Enjoy carrying out investigation or field work by the application of imaginative, logical and critical thinking

•

Interested in the development of “new” biology topics such as genetic engineering and its impact on society

•

Want to use Biology to support other qualifications or progress onto further study

A-Level •

Have good mathematical skills, enabling them to conduct multi-step magnification calculations

•

Can analyse data and graphs, subsequently

drawing conclusions

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ENTRY CRITERIA A minimum of grade 6 in GCSE Biology or two 6s in Combined Science. A minimum of grade 6 in GCSE Mathematics is also strongly recommended.

ASSESSMENT CRITERIA There are 5 units in total. Units 1 and 2 are undertaken in the summer examination session of Year 12, and the remaining three completed in Year 13. Unit 3 in the January examination session and Units 4 and 5 in the summer examination session.

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What is assessed

How it is assessed

Unit 1: The diversity of living organisms

Any content in Unit 1 including relevant practical skills.

Written exam: 1 hr 30 min 65 marks: short answer questions 10 marks: comprehension question

Unit 2: Biological systems and disease

Any content from Unit 2 including relevant practical skills.

Written exam: 1 hr 30 min 65 marks: short answer questions 10 marks: comprehension question

Unit 3: Populations and genes

Any content from Unit 3 including relevant practical skills.

Written exam: 1 hr 30 min 60 marks: a mixture of short and long answer questions 15 marks: structured question requiring continuous prose

Unit 4: Control

Any content from Unit 4 including relevant practical skills.

Written exam: 1 hr 30 min 75 marks, 20% of International A-Level Questions 60 marks: a mixture of short and long answer questions 15 marks: structured question requiring critical analysis of data

Unit 5: Synoptic paper

Any content from Units 1 – 4.

Written exam: 1 hr 30 min 55 marks: short answer questions based on practical work related to this specification 20 marks: structured synoptic question requiring an answer in continuous prose

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IB

Biology

Biology is the study of the diversity of living organisms, biological systems and disease, populations and genes, and the nervous and endocrine systems. Practical work is a fundamental part of Biology, helping to challenge or confirm scientific theory.

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COURSE AIMS •

To develop a deep appreciation of, and enjoyment and enthusiasm for Biology

•

To prepare for further study in Biology

•

To understand the tentative nature of science and apply scientific knowledge and understanding in novel contexts

•

To develop mathematical, communication and practical skills

ADVICE Students opting for this course should: •

Have an interest in, and enjoyment in the study of living organisms

•

Enjoy carrying out investigation or field work by the application of imaginative, logical and critical thinking

•

Interested in the developments of “new” biology topics such as genetic engineering and its impact on society

•

Have good mathematical skills, enabling them to conduct multi-step magnification calculation and analyse data and graphs, subsequently drawing conclusions

ENTRY CRITERIA

IB

A minimum of grade 6 in GCSE Biology or two 6s in Combined Science is required for the HL course. A minimum of grade 5 in GCSE Mathematics is required for the SL course.

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ASSESSMENT CRITERIA Standard Level Component

Weighting

Duration

Format & Syllabus Coverage

Paper 1

20%

45 mins

30 multi-choice questions on the Core.

Paper 2

40%

75 mins

Short-answer and extendedresponse questions on core material.

Paper 3

20%

1 hr

This paper will have questions on core and SL option material.

Section A: one data-based question and several short-answer questions on experimental work.

Section B: short-answer and extended-response questions from one option.

Component

Weighting

Duration

Format & Syllabus Coverage

Paper 1

20%

60 mins

40 multiple-choice questions on core and AHL, about 15 of which are common with SL.

Paper 2

36%

135 mins

Short-answer and extendedresponse questions on the core and AHL material

Paper 3

24%

75 mins

This paper will have questions on core, AHL and option material. Section A: one databased question and several short-answer questions on experimental work.

Section B: short-answer and extended-response questions from one option.

Higher Level

The IA (Internal Assessment) is worth 20%.

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A-LEVEL & IB BIOLOGY CAREER OPPORTUNITIES Pharmacy, Biotechnology, Environmental Science and Land Management, Biological Technician, Biochemist, Genetic Counselor, Health Educator, Pharmaceutical / Medical Product Sales Representative, Physician, Nurse Practitioner, Medical and Health Services Manager

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Levels

A

Chemistry

Chemistry is the study of matter, its properties, how and why substances combine or separate to form other substances, and how substances interact with energy. Practical work is a fundamental part of Chemistry, helping to challenge or confirm scientific theory.

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COURSE AIMS •

Enable students to gain a knowledge and understanding of Chemistry appropriate to AS-Level and A-Level and to appreciate the inter-linking patterns which are a distinguishing feature of the subject

•

Show the inter-relationship between the development of the subject and its application (social, economic, environmental and technological) and recognise the value of Chemistry to society and how it may be used responsibly

•

Develop students’ skills in laboratory procedures and techniques

•

Develop students’ ability to acquire knowledge by means of practical work

•

Provide opportunities for students to bring together knowledge of how different areas of Chemistry relate to each other

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ADVICE Students opting for this subject should: •

Have an interest in, and enjoyment of Chemistry

•

Enjoy carrying out investigation by the application of imaginative, logical and critical thinking

•

Want to use Chemistry to support other qualifications or progress onto further study

•

Have good mathematical skills, enabling them to conduct multi-step chemical calculations

•

Be able to analyse data and graphs, subsequently drawing conclusions

•

Enjoy learning about abstract ideas that relate to the atomic and molecular scale

ENTRY CRITERIA A minimum of grade 6 in GCSE Chemistry or two 6s in Combined Science. A minimum of grade 6 in GCSE Mathematics is also strongly recommended.

ASSESSMENT CRITERIA There are 5 units in total. Two are undertaken in Year 12 and the remaining three completed in Year 13.

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What is covered Unit 1: Inorganic 1 and Physical 1

This unit develops basic chemical skills including formulae writing; equation writing and calculating chemical quantities. It develops the ideas of chemical bonding and atomic structure, as well as kinetics, equilibria and redox chemistry. Students will also look at periodicity across the periodic table and take a closer look at the chemistry of the alkaline earth metals and halogens.

Unit 2: Organic 1 and Physical 1

This unit also assesses the physical chemistry aspects addressed above, but also allows students to explore organic chemistry in detail. Students will learn about the alkanes, alkenes, alcohols, halogenoalkanes and organic analysis.

Unit 3: Inorganic 2 and Physical 2

This unit builds upon the work of the first year and fosters a deeper understanding of the subject. Physical topics studied include: thermodynamics, rate equations, equilibrium constants for homogeneous systems, electrode potentials and acid/base equilibria.

On the inorganic side of the course, students will cover the following subject areas; properties of period 3 elements and their oxides and chlorides, transition metal chemistry and the reactions of ions in solution.

Unit 4: Organic 2 and Physical 2

Once again, the physical chemistry covered in Unit 4 will be addressed, alongside the following organic topics; optical isomerism, aldehydes and ketones, carboxylic acids and their derivatives, aromatic chemistry, amines, amino acids and proteins, polymers and organic synthesis.

Unit 5: Practical and synoptic

This unit will cover all material from the two-year course, with a particular focus on the practical aspects which will be covered, in part, by a series of required practical activities.

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IB

Chemistry

Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is often called the central science, as chemical principles underpin both the physical environment in which we live and all biological systems.

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COURSE AIMS •

Create critical thinkers and problem solvers, who are knowledgeable and open minded with a well balanced and reflective approach to Chemistry and other scientific and medical based disciplines

•

Provide a pathway for future scientific studies and careers by promoting inquisitive questioning, based on scientific experimentation

•

Develop practical skills and investigative methods

•

Promote effective scientific communication, in line with the IB learner profile

ADVICE Students opting for this course should: •

Have an interest in, and enjoyment of Chemistry

•

Enjoy carrying out investigation by the application of imaginative, logical and critical thinking

•

Want to use Chemistry to support other qualifications or progress onto further studies or employment

ENTRY CRITERIA A minimum of grade 6 in GCSE Chemistry or two 6s in

IB

Combined Science. A minimum of grade 6 in GCSE Mathematics is also strongly recommended.

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ASSESSMENT CRITERIA HL and SL IB Chemistry are very demanding courses and they require that you dedicate time and effort in order to achieve your full potential.

Internal assessment (SL / HL) Duration: 10 hours Weighting: 20% The internal assessment requirements are the same for biology, chemistry and physics. Internal assessment contributes 20% to the final assessment in the SL and the HL courses.

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External assessment Standard Level

External assessment Higher Level

Paper 1 Duration: 3/4 hr Weighting: 20% Marks: 30 (multiple choice)

Paper 1 Duration: 1 hr Weighting: 20% Marks: 40 (multiple choice)

Paper 2 Duration: 1¼ hr Weighting: 40% Marks: 50

Paper 2 Duration: 2¼ hr Weighting: 36% Marks: 95

Paper 3 Duration: 1 hr Weighting: 20% Marks: 35

Paper 3 Duration: 1¼ hr Weighting: 24% Marks: 45

Sciences | Chemistry

A-LEVEL & IB CHEMISTRY CAREER OPPORTUNITIES

IB

Chemistry, Chemical Engineering, Law, Pharmacy, Pharmacology, Environmental Sciences, Dentistry and Medicine.

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Levels

A

Computer Science

Computer Science is the study of the foundational principles and practices of computation and computational thinking and their application in the design and development of computer systems.

Students will study topics including information representation, communication and Internet technologies, hardware, software development, and relational database modelling. As they progress, students will develop their computational thinking and use problem solving to develop computer-based solutions using algorithms and programming languages.

Studying A-Level Computer Science will help students develop a range of skills such as thinking creatively, analytically, logically and critically. They will also be able to appreciate the ethical issues that arise with current and emerging computing technologies.

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COURSE AIMS •

To develop computational thinking

•

To develop an understanding that every computer system is made up of subsystems, which in turn consist of further subsystems

•

To develop an understanding of the main principles of solving problems with computers

•

To develop an understanding of the component parts of computer systems and how they interrelate, including software, data, hardware, communications and people

•

To acquire the skills necessary to apply this understanding to develop computer-based solutions to problems

ADVICE A passion for technology and, toying with, and developing software and hardware solutions is desirable.

ENTRY CRITERIA This course builds on the concepts, ideas and knowledge introduced in the IGCSE Computer Science course. As such students will be expected to have attained a minimum of level 7 (ideally higher) in order to be successful on this course. In

A-Level addition, as the course is biased towards students with an aptitude for mathematics (Level 7+).

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ASSESSMENT CRITERIA AS-Level Component PAPER 1 Theory Fundamentals PAPER 2 Fundamental Problem Solving and Programming Skills

Duration

Assessment Details

1 hr 30 min

This written paper consists of short answer and structured questions

2 hrs

This written paper consists of short answer and structured questions

Duration

Assessment Details

1 hr 30 min

This written paper consists of short answer and structured questions

2 hrs 30 min

Practical exam taken in a computer lab.

Candidates will submit complete program code and evidence of testing

A-Level Component PAPER 3 Advanced Theory PAPER 4 Fundamental Problem Solving and Programming Skills

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IB

Design Technology

The central core of the Design Technology course is the design process with the emphasis on problem solving. The course provides students with a broad understanding of issues relating to designing and manufacturing using modern materials and processes. Students also have to learn about the increasing role of the designer’s responsibility in terms of ethics and the environment.

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Sciences | Design Technology

COURSE AIMS IB Design Technology aims to develop internationally-minded people whose enhanced understanding of design and the technological world can facilitate our shared guardianship of the planet and create a better world. Throughout the course, you will undertake a range of investigations and teacher directed activities aimed at developing your knowledge of the theoretical aspects of the course as well as your problem solving capability. Additionally, in Year 13 you will undertake a major project of your own choice which incorporates the full design process. You will design a product (agreed with your teacher) and after having this made you will carry out testing, evaluation and market research on the product.

ADVICE The Design Technology course encourages you to use this subject to gain knowledge and skills of design principles used ‘to conceive a plan’ for solving problems. Design consists of gaining information about the world around us, processing that information and using it to form a strategy to alter or improve a situation. IB Design Technology also encourages you to study social issues, cultures, values, emphasising good

IB

design judgement and responsibility in producing the best

solution. These are essential analytical, problem-solving skills in all walks of life. You will also study scientific principles in the

laws, properties and development of new products, production

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techniques and systems, in order to understand scientific and technological advances in society and its interaction with the environment. The design cycle is at the core of this programme and your ability to design will be developed throughout the course.

ENTRY CRITERIA This course is ideally suited to students who have studied GCSE Design Technology. However, students who do not meet these criteria will be considered on their individual suitability for the course.

ASSESSMENT CRITERIA The course is assessed through three examination papers, a range of internally set practical investigations and a major project: All Standard and Higher level students complete a design project as an internal assessment task. This design project allows them to demonstrate their investigative, analytical, design thinking, design development, prototyping, testing and evaluation skills and mirrors the design processes used across the various industries that integrate design practice. Internal assessment accounts for 40% of the final assessment.

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Higher Level Assessment Component

Weighting

Duration

INTERNAL ASSESSMENT Design Project

40%

40 hrs

PAPER 1 40 Multiple-choice questions

20%

1 hr

PAPER 2

20%

1 hr 30 min

PAPER 3

20%

1 hr 30 min

Weighting

Duration

INTERNAL ASSESSMENT Design Project

30%

40 hrs

PAPER 1 30 Multiple-choice questions on the core material

30%

45 min

PAPER 2

40%

1 hr 30 min

Standard Level Assessment Component

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Levels

A

Physical Education

Physical Education is the study of how the human body and mind work during sport and exercise, and how sport and physical activity promotes health – physically, mentally and socially. The study of Physical Education calls upon and uses many other academic areas, such as biology, psychology, maths, engineering, chemistry, physiology and anatomy.

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COURSE AIMS •

To develop theoretical knowledge and understanding of the factors that underpin physical activity and sport and use this knowledge to improve performance

•

To understand how physiological and psychological states affect performance

•

To understand the key socio-cultural factors that influence people’s involvement in physical activity and sport

•

To understand the role of technology in physical activity and sport

•

To refine their ability to perform effectively in physical activity and sport

•

To develop their ability to analyse and evaluate to improve performance

•

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

ADVICE Students opting for this course should have: •

A keen interest and some ability in sport and/or exercise

•

A keen interest and good level of understanding of

A-Level human biology

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•

A desire to understand how the body and mind respond to training and exercise

•

An ability to write clearly and evaluate topics and ideas

•

An ability to work hard, both independently and in small groups

ENTRY CRITERIA A good grade in GCSE PE will be a significant advantage. Good grades in GCSE Science and English will also be beneficial.

ASSESSMENT CRITERIA The syllabus stipulates that ALL examinations must be undertaken at the end of the final year of the course for those candidates seeking the full A-Level.

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Component 1: Scientific Principles of Physical Education (40%) Written examination Topic 1: Applied anatomy and physiology. Students will learn about the anatomical/structural and physiological/functional roles performed in the identified systems of the body. Topic 2: Exercise physiology and applied movement analysis. Students will learn about the importance of diet and nutrition pre-, during and post-physical activity. Students will also understand how to prevent and rehabilitate from injury.

Component 2: Psychological and Social Principles of Physical Education (30%) Written examination Topic 3: Skill acquisition. Students will gain an understanding of the nature and development of skills in sport. Topic 4: Sport psychology. Students will gain an understanding of the role that sports psychology has in facilitating optimal sporting performance of an individual athlete, sports teams and individuals in the teams. Topic 5: Sport and society. Students will gain an understanding of the dynamic relationship between sport and society.

They will understand the parallels between societal changes and sport and will utilise this knowledge and understanding to consider historical and contemporary events and trends and potential future developments.

Component 3: Practical performance (30%) Written examination 15% Non-examined assessment: internally assessed, externally moderated.

Students will be required to perform in one physical activity, in the role of either player/performer or coach. They will be required to demonstrate their skills while under pressure, in conditioned practice and a formal/competitive situation.

Component 4: Performance Analysis and Performance Development Programme (15%)

A-Level Students must complete a Performance Analysis and then, based on the results of the analysis, produce a Performance Development Programme.

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Levels

A

Physics

Physics is the most basic and fundamental Science. It focuses on improving our detailed understanding of nature’s most fundamental laws and on using basic principles to explain the remarkable complexity observed in natural phenomena.

The A-Level Physics qualification provides a seamless progression from GCSE and enables students to sustain and develop an interest in Physics and its applications.

Practical work is a fundamental part of the course with students having to study core practicals.

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COURSE AIMS •

Sustain and develop their enjoyment of, and interest in Physics

•

Develop essential knowledge and understanding in Physics by developing the skills needed for the use of this knowledge and understanding in new and changing situation

•

Appreciate the importance of Physical laws in everyday life

•

Develop an understanding of the link between theory and experiment

•

Appreciate how Physics has developed and is used in present day society

•

Show how Physics links with social, philosophical, economic, industrial and environmental matters

•

Understand how mathematical expressions relate to physical principles

•

Bring together knowledge of ways in which different areas of Physics relate to each other

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ADVICE Students opting for this course should: •

Have an interest in, and enjoyment in Physics

•

Have good mathematical skills, enabling them to conduct multi-step calculations

•

Want to find out how things in the physical world work

•

Enjoy applying their mind to solving problems

•

Enjoy carrying out investigations using imaginative, logical thinking

•

Want to use Physics to support other qualifications or progress onto further studies or employment

ENTRY CRITERIA A minimum of grade 6 in GCSE Physics or two grade 6s in GCSE Combined Science. A minimum of a grade 6 in GCSE Mathematics is highly recommended as the students have to be very numerate.

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ASSESSMENT CRITERIA There are five units in total,

each having a two hour

examination that consists of both short answer and multichoice questions. Two examinations are sat in May of Year 12; one in January of Year 13 and two in the summer. Each paper has equal weighting.

UNIT 1: Mechanics, materials and atoms UNIT 2: Electricity, waves and particles UNIT 3: Fields and their consequences UNIT 4: Energy and energy resources UNIT 5: Physics in practice

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IB

Physics

Everything begins with Physics. Physics encompasses the study of the universe from the largest galaxies to the smallest subatomic particles. Moreover, it is the basis of many other sciences, including chemistry, oceanography, seismology, and astronomy (and can be applied to biology or medical science).

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COURSE AIMS •

To extend your interest and enjoyment of Physics

•

To improve your knowledge of how things in the physical world work

•

To apply your mind to solving problems

•

To carry out investigations by the application of imaginative, logical thinking

•

To use Physics to support other qualifications or progress on to further studies or employment

ADVICE •

Have an interest in, and enjoyment in Physics

•

Have good mathematical skills, enabling them to conduct multi-step calculations

•

Want to find out how things in the physical world work.

•

Enjoy applying their mind to solving problems.

•

Enjoy carrying out investigations using imaginative, logical thinking

•

Want to use Physics to support other qualifications or progress onto further studies or employment

ENTRY CRITERIA

IB

Students will be expected to have a grade 6 in GCSE Physics or Combined Science (or equivalent) in order to take HL Physics.

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ASSESSMENT CRITERIA The internally-assessed component in this course is an exploration into Physics. This is a short report written by the student based on a topic chosen by him or her and is worth 20%.

Syllabus Component Core 1. Measurements and uncertainties 2. Mechanics 3. Thermal physics 4. Waves 5. Electricity and magnetism 6. Circular motion and gravitation 7. Atomic, nuclear and particle physics 8. Energy production

Additional higher level (AHL) 9. Wave phenomena 10. Fields 11. Electromagnetic induction 12. Quantum and nuclear physics

Option (One topic from below) A. Relativity B. Engineering physics C. Imaging D. Astrophysics Standard Level

Higher Level

Paper 1 (45 misn), Weighting 20% Paper 2 (75 mins), Weighting 40% Paper 3 (60 mins), Weighting 20%

Paper 1 (60 mins), Weighting 20% Paper 2 (135 mins), Weighting 36% Paper 3 (75 mins), Weighting 24%

The IA (Internal Assessment) is worth 20%.

A-LEVEL & IB PHYSICS CAREER OPPORTUNITIES Pure Physics, Engineering, Communications, Space Physics, Nuclear Physics, Cosmology, Astrophysics, Radiography, Biotechnology, Nuclear Medicine, Sports Medicine, Medicine, Environmental Sciences, Education, Dentistry

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Levels

A

Product Design

Product Design is an inspiring, rigorous and practical subject. Students will gain a real understanding of what it means to be a designer, alongside the knowledge and skills sought by higher education and employers.

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COURSE AIMS This qualification gives students the practical skills, theoretical knowledge and confidence to succeed in a number of careers.

Learning about Design and Technology at A-Level strengthens learners’ critical thinking and problem solving skills within a creative environment, enabling them to develop and make prototypes/products that solve real world problems. This course will enable you to: •

Develop innovation, creativity and Design and Technology capability in the production of high quality products

•

Develop a critical understanding of the influences of design and technological activity in the past and in current practice

•

Apply essential knowledge, skills and design production processes to a range of technological activities and develop an understanding of industrial practices

•

Use Computer Aided Design and Manufacture

•

Develop critical evaluation skills in technical, aesthetic, environmental, social and cultural contexts

•

Develop discerning consumer awareness

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ADVICE Students should have a strong interest in designing, modelling, making and evaluating products and an interest in the processes of design and technological activity. The best foundation for success at A-Level is to have achieved a good grade at GCSE in a Design and Technology subject. However, students who have never studied Design and Technology at GCSE have gone on to be very successful in the subject at A-Level. This course will appeal to students who: •

Have an interest in designing and making products

•

Have an interest in the work of designers and the influence they have on individuals and cultures

•

Enjoy expressing their opinions on design issues

•

Enjoy studying a subject that is central to the man-made world in which we all live

•

Have an interest in entering a career or higher education course in any field of design or engineering

•

Are well organised and self-motivated with a willingness to experiment, research and inquire

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ENTRY CRITERIA A good grade in GCSE Design and Technology will be an excellent foundation for pursuing this course at A-Level.

Previous experience is desirable, although students new to the subject will still be considered.

ASSESSMENT CRITERIA Product Design consists of two externally-examined papers and one non-examined assessment component.

A-Level Component

Duration

Weighting

PAPER 1 Technical Principals

2 hrs 30 min

30%

PAPER 2 Designing and Making Principals

1 hr 30 min

20%

-

50%

NON-EXAMINED ASSESSMENT Students will produce an independent Design and Make Project

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BT EC

Sport

The BTEC Level 3 Subsidiary Diploma in Sport covers the key knowledge and practical skills required in the appropriate vocational sector. It is equivalent to one A-Level.

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Sciences | Sport

COURSE AIMS The BTEC International

Level 3 Subsidiary Diploma in

Sport will give learners a solid foundation in the sector, enabling them to develop essential skills required for gaining employment, securing career progression, or progressing to further qualifications and training required to achieve their goals.

ADVICE BTEC Sport will give learners the opportunity to develop a range of techniques, personal skills and attributes essential in sport for successful performance within working life.

It offers greater flexibility and a choice of emphasis through optional units and provide an introduction to the sector for learners looking to build a career in sport, within one of its occupational areas. These areas include careers in sport science, exercise and fitness, coaching and leadership, sports development and the outdoors.

ENTRY CRITERIA A keen interest in sport. Although not a requirement, previous

BTEC

study of sport or PE at GCSE would be an advantage.

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Sciences | Sport

ASSESSMENT CRITERIA •

Unit 1: Health, Well-being and Sport

•

Unit 24: Applied Sports Anatomy and Physiology

•

Unit 26: Nutrition for Physical Performance

•

Unit 32: Sports Performance Analysis

•

Unit 33: Rules, Regulations and Officiating in Sport

•

Unit 35: Practical Sports Performance

Learners will be required to produce evidence in a variety of different forms, including written reports, graphs and posters, along with projects, performance observation and time-constrained assessments. There will be an emphasis on the practical application of the assessment and grading criteria through realistic sporting scenarios for learners to adopt, and making maximum use of practical activities and work experience. Assessment will reflect the most recent developments and issues and be flexible enough to reflect learner needs, i.e. at a time and in a way that matches the learner’s requirements so that they can demonstrate achievement.

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MATHEMATICS Mathematics (A-Level) Mathematics (IB) Further Mathematics (A-Level)

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Mathematics

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Levels

A

Mathematics

Mathematics is a course worth studying not only as a supporting subject for the physical and social sciences, but in its own right. It is both challenging and interesting. It builds on work you will have met at IGCSE, but also involves new ideas that some of the greatest minds in history have produced. It serves as a very useful support for many other qualifications as well as being a sought-after qualification for the workplace and higher education courses.

236

Mathematics | Mathematics A-Level

COURSE AIMS •

To use mathematical skills and knowledge to solve more difficult problems

•

To reason logically and recognise incorrect reasoning

•

To construct proofs for important formulae and results

•

To model real-life situations using Mathematics to show what is happening and what might happen in different circumstances

•

To analyse data using statistical techniques to obtain an overview

•

To use calculator technology effectively and appropriately

•

To develop an understanding of how different areas of Mathematics can be connected

ADVICE This course is suitable for students who: •

Are fascinated by Mathematics

•

Enjoy how complex Mathematics can be

•

Have excellent skills in algebraic manipulation, logic and reasoning

•

Want to use Mathematics to support other qualifications or progress onto further study

A-Level ENTRY CRITERIA

At least a grade 6 at Higher Tier IGCSE Mathematics, or equivalent.

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ASSESSMENT CRITERIA There are three areas of Mathematics that may be studied: Pure Mathematics (Units P1, P2, P3 and P4) These units concentrate on abstract mathematical skills. They extend knowledge of such topics as Algebra and Trigonometry as well as introducing some brand new ideas such as Calculus.

Mechanics This shows how Mathematics can describe the motion of objects and how they respond to forces acting upon them, from cars in the street to satellites revolving around a planet.

It develops the technique of Mechanical modelling; that is, of turning a complicated physical problem into a simpler one that can be more easily analysed.

Statistics This shows how Mathematics can be used to analyse and summarise numerical data in order to arrive at conclusions.

Statistical modelling is developed and probability is used to make quantitative predictions about the future.

This qualification comprises of 6 units in total. Three are undertaken in Year 12 and the remaining three completed in Year 13. The examination papers for all units have a duration of 1 hour 30 minutes and allow the use of a calculator. There is no coursework component.

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Mathematics | Mathematics A-Level

All students must study the four Pure Mathematics units (P1, P2, P3 and P4). The remaining two units may include Statistics only (S1 and S2), or a mixture of Mechanics and Statistics (M1 and S1):

A-Level Option A or B is dependent on students offer subject choices, but students opting to take Physics will automatically follow option A.

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The Sixth Form Handbook

Levels

A

Further Mathematics

Studying Further Mathematics and Mathematics together provides students with an opportunity to both extend and deepen their knowledge and understanding beyond the standard Mathematics course.

Students intending to study for a ‘mathematically rich’ degree at university will find the transition to university much easier, having studied Further Mathematics.

They will also have demonstrated their commitment to master the subject, as well as distinguishing themselves as very able mathematicians, in their university applications.

240

Mathematics | Further Mathematics

COURSE AIMS •

To use mathematical skills and knowledge to solve more difficult problems

•

To reason logically and recognise incorrect reasoning

•

To construct proofs for important formulae and results

•

To model real-life situations using Mathematics to show what is happening and what might happen in different circumstances

•

To analyse data using statistical techniques to obtain an overview

•

To use calculator technology effectively and appropriately

•

To develop an understanding of how different areas of Mathematics can be connected

ADVICE This course is suitable for students who: •

Are fascinated by Mathematics

•

Enjoy how complex Mathematics can be

•

Have excellent skills in algebraic manipulation, logic and reasoning

•

Want to use Mathematics to support other qualifications or progress onto further study

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The Sixth Form Handbook

ENTRY CRITERIA A grade 8 or 9 at IGCSE Mathematics or equivalent.

It is an advantage to have followed the IGCSE Further Pure Mathematics course or similar.

ASSESSMENT CRITERIA There are three areas of Mathematics that may be studied: Pure Mathematics These units concentrate on

abstract

mathematical

skills. They extend knowledge of such topics as Algebra and Trigonometry as well as introducing some brand new ideas such as Calculus, Complex Numbers and Matrices.

242

Mathematics | Further Mathematics

Mechanics This shows how Mathematics can describe the motion of objects and how they respond to forces acting upon them, from cars in the street to satellites revolving around a planet.

It develops the technique of Mechanical modelling; that is, of turning a complicated physical problem into a simpler one that can be more easily analysed.

Statistics This shows how Mathematics can be used to analyse and summarise numerical data in order to arrive at conclusions.

Statistical modelling is developed and probability is used to make quantitative predictions about the future.

This qualification comprises of 12 units in total. Six are undertaken in Year 12 and the remaining six completed in Year 13. The examination papers for all units have a duration of 1 hour 30 minutes and allow the use of a calculator. There is no coursework component.

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The Sixth Form Handbook

IB

Mathematics

Mathematics has been described as the study of structure, order and relation that has continually evolved. Mathematics provides a unique language to describe, explore and communicate the nature of the world we live in as well as being a constantly building body of knowledge and truth in itself that is distinctive in its certainty.

These two aspects of mathematics, a discipline that is studied for its intrinsic pleasure and a means to explore and understand the world we live in, are both separate yet closely linked.

244

Mathematics | Mathematics IB

COURSE AIMS This course is suitable for students who: •

Enjoy mathematics, and develop an appreciation of the elegance and power of mathematics

•

Develop an understanding of the principles and nature of mathematics

•

Communicate clearly and confidently in a variety of contexts

•

Develop logical, critical and creative thinking and patience and persistence in problem-solving

•

Employ and refine their powers of abstraction and generalization

•

Apply and transfer skills to alternative situations, to other areas of knowledge and to future developments

•

Appreciate how developments in technology and mathematics have influenced each other

•

Appreciate the contribution of mathematics to other disciplines

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Mathematics | Mathematics IB

ADVICE Mathematics: Analysis and Approaches (MAA) at SL and HL is appropriate for students who enjoy developing their mathematics to become fluent in the construction of mathematical arguments and develop strong skills in mathematical thinking. They will also be fascinated by exploring real and abstract applications of these ideas, with and without the use of technology. Students who take Mathematics: Analysis and Approaches will be those who enjoy the thrill of mathematical problem solving and generalization.

Mathematics: Applications and Interpretation (MAI) SL is appropriate for students who are interested in developing their mathematics for describing our world and solving practical problems. They will also be interested in harnessing the power of technology alongside exploring mathematical models. Students who take Mathematics: Applications and Interpretation will be those who enjoy mathematics best when seen in a practical context.

ENTRY CRITERIA

IB

A minimum of a grade 5 in IGCSE Mathematics is required to study at SL.

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ASSESSMENT CRITERIA The internally-assessed component in this course is a mathematical exploration. This is a short report written by the student based on a topic chosen by him or her and is worth 20%.

MAI Standard Level Component

Weighting

Duration

PAPER 1 Technology required (80marks)

40%

1 hr 30 min

PAPER 2 Technology required (80marks)

40%

1 hr 30 min

MAA Standard Level Component

Weighting

Duration

PAPER 1 No technology allowed (80marks)

40%

1 hr 30 min

PAPER 2 Technology required (80marks)

40%

1 hr 30 min

Weighting

Duration

PAPER 1 No technology allowed (110marks)

30%

1 hr 20 min

PAPER 2 Technology required (110marks)

30%

1 hr 20 min

PAPER 3 Technology required (55marks)

20%

1 hr

MAA Higher Level Component

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Mathematics | Mathematics IB

IB 249

The Sixth Form Handbook

Levels

A

Extended Project

All students following the A-Level pathway have the opportunity to complete an Extended Project. This is an in depth piece of research which involves producing a 5000 word report on a topic of their choice.

They will also complete a production log, outlining their project decisions and progress, as well as delivering a 15 minute presentation.

Students are given advice by a teacher, who acts as the Project Supervisor. Some tuition is also provided, for example on research methods or referencing.

However, students are expected to take significant responsibility for their own learning and the overall progress of their project. Some students may be permitted to undertake a video project instead of submitting a full written report.

250

Individuals & Societies | Extended Project

COURSE AIMS The aims of the Extended Project are to develop students’ skills in essential areas such as research, planning, analysis and evaluation. Development of these skills will help students with both their A-Levels and future studies at university. Students can produce a project on any topic but are strongly advised to do one which links to their future university course.

The EPQ is very flexible, allowing students to follow a theme that is of significant interest to them. Students formulate a question, allowing them to focus and complete a high quality piece of analytical written work. The title should be a clear extension of their other A-Level courses. Example titles include: •

Should fluoride be added into the water supply?

•

Can tissue engineering replace organ donation?

•

Are charities really making a difference as they claim and are they the most efficient way to fight poverty in developing countries?

•

To what extent can artificial intelligence enhance medical diagnosis?

•

How feasible is bitcoin as a future currency?

•

How has photography developed and influenced the

A-Level course of warfare?

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The Sixth Form Handbook

WHAT DO UK UNIVERSITIES THINK ABOUT THE EXTENDED PROJECT QUALIFICATION (EPQ)?

The EPQ is widely recognised and supported by universities.

Not only can it be used to reduce the grades required for an offer, but it also allows students to demonstrate knowledge and commitment to a course, particularly when writing their personal statement.

University of Warwick Applicants presenting the Extended Project are encouraged to discuss their research in their personal statement and reflect on how undertaking the project will help prepare them for studying their chosen degree at Warwick.

University of Southampton Eligible applicants to subjects across Humanities, Business, Law, Social Sciences and related programmes may receive two offers, one usual offer plus an offer of an A in the EPQ and one grade lower in their A-Level subjects. This additional offer reflects our confidence in the EPQ as excellent preparation for the kinds of independent study necessary for students to succeed at a research intensive university such as Southampton.

252

Individuals & Societies | Extended Project

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