Sixth Form Option booklet

Sixth Form Subject Options 2025

1

Academic Life in the Sixth Form

Contents

At its heart, Haileybury is an academic community where ambitious and thoughtful young people are able to learn in an outward-looking and nurturing environment.

Within the classroom, pupils are supported not only to achieve the very best results possible, but also to become lifelong learners who are knowledgeable, inquisitive, and open-minded. We are also conscious that learning does not stop at the classroom door and academic success is as much a reflection of what goes on outside of lesson time as in it. As such, all pupils are supported throughout their Sixth Form journey by a dedicated Sixth Form Team, as well as by their house staff, including a tutor who will oversee their progress.

A Level Overview

We are really proud to be one of just a handful of UK schools to offer the two distinct academic pathways of A levels and the International Baccalaureate Diploma Programme. This has many benefits, not least that we are able to offer pupils choice and flexibility. As well as this, our dual curriculum model provides our pupils with opportunities to learn from and understand a wider variety of people with different ideas and perspectives; they are able to appreciate all that being a part of an outward-facing, globalised community can offer.

Whether they opt to follow the A level or IB pathway, pupils are encouraged to study subjects in which they have a genuine interest. For many, this is the first time where they will have complete choice regarding their academic journey. We appreciate though that, whilst this degree of choice is fundamentally exciting, it can also feel daunting. As such, this booklet aims to help to guide you through the decision-making process, starting with the question of ‘IB versus A level’ before then looking deeper into the subjects on offer.

Sarah Webb Head of Sixth Form 2

3

Academic Extension Programme 4 IB Diploma Programme Overview

6

IB Core 7 Choosing between A Level and IB: A Guide for Pupils

8

Decisions Timeline

10

Futures Education

11

FAQs 12 Subject Pages 15

Suggested GCSE Grades for Sixth Form Study 67

A Level Overview

A Level 1

A Level 2 AEP Electives

Optional A Level 4 eg. Further Maths

A Level 3

The A level curriculum provides a flexible, focused and investigative learning opportunity across a wide range of subjects where pupils can tailor their academic pathway to their individual interests and future goals. By choosing the A level pathway, pupils become subject specialists, exploring subjects they excel in and are passionate about.

We generally recommend that pupils choose three subjects to study at A level. The exception to this is for pupils who wish to take further maths, in which case we ask them to choose two additional subjects to accompany both maths and further maths. In some rare cases pupils do choose to take four entirely separate subjects but this option should generally be approached with caution given the workload that accompanies this.

Choosing three subjects allows pupils to go into real depth and invest considerable time in each of them. This means that it is crucial that pupils feel a real connection with the subjects that they choose, since self-motivation in reading around subjects and in consolidating and practising material independently is a key factor in A level success.

Just under half of the subjects that we offer at A level have a coursework element to accompany the final written exam papers. The weighting of the coursework component varies from subject to subject (specific subject details can be found later in this booklet). Final grades are awarded on a scale of A*- E. Alongside their A level subjects, pupils will also take part in the Academic Extension Programme (AEP) in the Lower Sixth. Details of how the AEP operates and examples of what is on offer can be found on the next pages.

To allow as much flexibility as possible, the subject option blocks change each year. Once the blocks are formed, there may be some subject combinations that aren’t possible.

3

Academic Extension Programme (AEP) Those taking A levels at Haileybury also sign up for elective courses that run in the Lower Sixth. These courses are designed to complement and extend pupils’ A level subject choices, to allow pupils to pursue an interest that they aren’t able to fit into their A level combination or simply to introduce them to new and exciting topic areas that don’t fit into any A level curriculum.

There are two different routes in the AEP: year-long electives (which tend to come with formal qualifications) or three 10-week electives (known as ‘termly electives’) across the year.

Pupils sign up for electives in the first week of the Lower Sixth in September, though some courses operate an application process that takes place prior to pupils starting the Sixth Form.

Please note that the AEP offer changes year to year. The information below provides a flavour of a typical year.

Yearly Electives Course Information

Qualification

Core Maths

This course is designed for those who aren’t taking maths as an A level subject but who wish to strengthen their mathematical skills, either for its own sake or to aid with A level studies in subjects such as natural sciences, economics, computer science, geography, psychology or design and technology. The qualification aims to teach pupils to use maths, not just to do maths.

Level 3 Certificate in Mathematical Studies (AQA)

DELF

This French course (created and certified by the French DELF B2 government) is for pupils who wish to build on their GCSE studies in the language. Pupils may wish to take this alongside an A level in French or else as a means of gaining an advanced French qualification without doing it for A level.

The qualification is pass/fail with speaking, writing, listening and reading all tested.

Film Studies

4

This course allows pupils to both explore and analyse the work of other filmmakers and also consider practical aspects of filmmaking as pupils will develop, pitch, shoot and edit their own short film which is entered into the Haileybury Film Festival.

N/A

Course Information

Qualification

Sports Leaders This course is aimed at those who play sport at a high level and have a passion for coaching and sharing their love of sport with others. The course involves guided, peer-to-peer learning and supervised leadership to ensure that pupils have all the skills needed to lead physical activities and then pupils have the chance to put their learning into practice by planning and delivering sessions at local schools.

Level 3 Qualification in Sports Leadership

An application process for this elective takes place in the Summer Term of the Fifth Form (Year 11).

Stan-X

The Stan-X course is aimed primarily at pupils who are studying biology. It is a pioneering study of genetics that allows pupils to work alongside scientists from Stanford University. Working on fruit flies from an on-site, purpose-built laboratory and using high-tech microscopes, pupils collect evidence which contributes to the research for cures for diseases such as pancreatic cancer and diabetes. Research findings co-authored by pupils and teachers are published in peer-reviewed science journals and may be presented at international meetings, as has been the case in past programmes.

N/A

An application process for this elective takes place in the Easter Term of the Fifth Form (Year 11).

Termly Electives The termly elective offer is deliberately broad to ensure that there is lots that will appeal to any pupil. There are courses that will introduce pupils to unfamiliar ideas relating to sustainability, sociology, criminology and psychology. In addition, there are electives which allow pupils to indulge their creative sides in terms of art, design and technology or music technology. There is also a popular Personal Finance elective that looks to equip pupils with valuable information and life skills for the future. These courses are all designed by Haileybury staff and assessed internally; as such they don’t come with an external qualification.

A level pupils also have the chance to complete an Extended Project Qualification (EPQ) through the AEP should they wish to; this option occupies two of the three 10-week cycles as pupils are supported to conduct research on a topic of their choice and then produce an extended project addressing a research question that they have chosen. Pupils also have the opportunity to present their research to an audience of both their peers and specialists. In completing their EPQ, pupils are supported by an experienced supervisor and their completed work is assessed by Edexcel. Pupils gain valuable skills and a depth of knowledge in a particular area through the process, both of which can serve to boost university applications; some universities also reduce their typical grade offers for those who have completed an EPQ and performed strongly.

5

IB Diploma Programme Overview

The International Baccalaureate Diploma Programme (IBDP) is a globally recognised qualification. The programme empowers pupils to shape their own educational pathway, developing the skills and confidence necessary for them to succeed. It aims to nurture inquiring, knowledgeable and caring young people who are prepared for today’s world. Pupils study six subjects; three at standard level and three at higher level to allow for a degree of specialism. Higher level subjects will often determine which subject pupils will go on to study at university, while the standard level subjects offer additional breadth to the diploma qualification.

By balancing six subject choices across different disciplines, pupils explore the interdisciplinary aspects of learning and understanding. The six subjects must include: 1.

2.

3.

4.

5.

6.

English Maths Additional language Science Humanities subject A sixth subject which could be a creative art or else an additional science, language or humanity subject.

The IB involves more taught hours in the classroom than the A level curriculum which in turn promotes a collaborative and immersive learning experience. While independent work remains a necessary ingredient for success, IB pupils are not expected to complete as many hours of independent study as A level pupils. Nevertheless, they can expect to actively participate in collaborative projects and engage with inquiry-based learning. This collective, structured approach in the classroom develops pupils’ critical thinking skills and global perspective, preparing them for the academic challenges of higher education.

Each of the six subjects is worth up to seven points in the final diploma score and the IB Core contributes up to a further three points to make a final score out of 45.

6

IB Core The six chosen subjects are complemented by the IB Core, comprising three strands: Theory of Knowledge

Creativity, Activity and Service

Theory of Knowledge is a fundamental part of what holds the International Baccalaureate Diploma Programme together. Its goal is to develop a pupil as a more effective and critical learner but also as a more interrogative thinker. The course helps pupils learn how to evaluate what they know, or think they know, and how they know it. It is an integral part of all of their subject areas and it will give them a wider understanding of their academic programme because of it.

CAS requires pupils to take part in a range of experiences and at least one project.

These should involve purposeful activities with specific outcomes that are significant to them. CAS activities represent an opportunity for experiential learning, and pupils are expected to reflect upon the activities they have carried out by completing a CAS journal.

Extended Essay The Extended Essay provides the opportunity for pupils to produce a university-style dissertation on a subject of their choice.

Highly valued by both universities and employers, the Extended Essay allows pupils the chance to experience true independent learning by exploring a topic that interests them, without the limitations of exams or syllabus content.

There aren’t prescribed projects or activities that pupils have to get involved with; instead they are encouraged to be involved with activities they initiate themselves. Some example activities include: Duke of Edinburgh Gold Award, running a society or club, raising money for a school charity, performing with the orchestra or choir, learning a new language, helping at a primary school and playing in a sports team.

Typical IB Option Blocks Option blocks are reviewed and refined annually in order to accommodate pupil preference where possible. The structure shown here is therefore indicative and is subject to change.

Option Block A English A: Lang & Lit: HL/SL English A: Lit HL English A: Lit & Perf SL Option Block B French B: HL/SL German A: Lit HL/SL German B: HL/SL Italian A: Lit HL/SL Italian Ab Initio SL Latin: HL/SL Spanish B: HL/SL Spanish Ab Initio SL

Option Block C Economics: HL/SL Geography: HL/SL History: HL/SL Philosophy: HL/SL Psychology: HL/SL Option Block D Biology: HL/SL Chemistry: HL/SL Environ Sys & Soc: HL/SL Physics: HL/SL Sport Science: HL/SL

*Initially we only ask pupils to choose maths at either higher level or standard level (the choice between Analysis or Applications can follow once underway with the course since both courses start with common content).

Option Block E Maths Analysis: HL/ SL* Maths Applications: HL/SL*

Option Block F Biology HL** Chemistry: HL/SL Classical Greek: HL/SL Computer Science: HL/SL Design Technology: HL/SL Economics: HL/SL French B: HL/SL Global Politics: HL/SL History: HL/SL Music: HL/SL Visual Arts: HL/SL

**Please note that this is an HL only option in this column block and subsequent requests to change level to SL are therefore unlikely to be possible.

7

Choosing between A Level and IB: A Guide for Pupils Both the A level and IB Diploma pathways are outstanding academic options and being able to offer you a choice of these two courses at Haileybury is something of which we are exceptionally proud. Nevertheless, deciding between the two routes is a significant choice; both offer unique benefits and it is important to consider your individual strengths, interests and goals throughout the decision process.

Ultimately, you should choose the path that aligns best with your academic interests, future aspirations and personal preferences. Both A levels and the IB Diploma offer excellent educational opportunities, each with its own unique advantages.

Which pathway will best suit your learning style?

Do you prefer to specialise in a few subjects (A level) or maintain a broader range of subjects (IB)? You should also consider the style in which the pathway is taught; while there are obvious similarities in the teaching and learning styles of both routes, there are also some differences. For example, studying six subjects plus the Core for the IB involves more taught time with a greater degree of discursive and collaborative learning as a result. A levels, by contrast, require more independent reading and consolidation. It is also worth noting that all subjects in the IB have a coursework element which is not the case for A level; for some learners this is a benefit while for others it might be a downside.

Which pathway will best suit your learning interests?

Are you someone who wants to study a broad range of subjects and wants to keep as many options on the table as possible at this stage?

If so, the IB could well be a good route. But if you would prefer to focus on fewer subjects and go into more depth in each of them then A levels might be preferable. There are other considerations as well in terms of subject combinations; for example, you can only take two sciences at most within the IBDP, so if you want to take all three then you would need to take A levels.

8

Equally, while the higher level IB maths courses are excellent, if you just want to do as much maths as possible then A level maths and further maths will allow you to do that.

What are your favourite subjects?

As a Sixth Former, you will feel an increased sense of independence and are expected to be a self-motivated learner. Choosing subjects you are interested in, enjoy and thrive in will motivate you to work harder and strive for excellence in your chosen subjects. You can’t go wrong picking subjects you enjoy! Your decision should be based on how much you enjoy the subject content, rather than on how much you like a particular teacher.

Do you already know whether you want to go to university and, if so, do you know what you want to study or where you want to study it?

Some university courses and career pathways require pupils to take specific subjects in the Sixth Form (for example medicine, economics or engineering). All degree options are available via either A levels or the IB but, if you have a clear idea of what you want to study, make sure you are aware of any subject requirements before making any decisions.

It is worth noting that some countries or individual universities might have a preference for IB over A level or vice versa (either explicitly stated or else in terms of the typical offers they make); it is important to research the requirements of any specific universities that you are especially interested in at this stage.

You are strongly advised to discuss your thinking with your parents!

What support and advice do you need in helping you to reach a decision?

How do you keep a healthy perspective on these decisions?

Prospective pupils have the opportunity to discuss their subject options with the Academic Registrar or Deputy Head (Academic) prior to submitting their subject choices.

This is obviously a big decision, worthy of considerable thought. But don’t panic about it. It isn’t true that the rest of your life will be dictated by the subjects that you do or don’t take now. In one sense it simply isn’t possible to cover every degree and career option with your choice of subjects now; but, equally, no routes are entirely shut off forever. Remember that not many people know exactly what they want to do, or how life might play out, at the age of 16.

All current pupils are encouraged to speak to their tutors, as a matter of course, about their plans for the Sixth Form. They also have other avenues of advice and support in the form of their subject teachers, the Sixth Form Team and their Housemaster / Housemistress. Each of these conversations will have a different focus which can be very useful for gathering important information: •

•

•

•

Keep in mind that this is ultimately your decision; too many voices can sometimes be overwhelming so take the time to talk and listen and then invest some time in your own quiet reflection.

Teachers are best placed to comment on your suitability to study their subject in the Sixth Form (and can also advise about differences between the IB and A level courses in their subject).

The Sixth Form Team is well placed to advise on the likely requirements for studying various subjects at different universities in the UK and overseas.

Your Housemaster / Housemistress (like your tutor) has a good understanding of you as a person and your strengths and interests. They are well placed to act as a sounding board during your decision making process.

You may also want to consider speaking to older pupils in your boarding house about their experiences.

9

Decision Timeline Month

Current Fifths (Year 11) Pupils

October

Parents are invited to attend a short webinar with the Academic Team to understand more about the Sixth Form options process.

A separate options event is held for current pupils with the chance for them to meet with Heads of Department to find out more about subjects that they are interested in. Following this, the options form for choosing their subjects is shared with pupils.

New Pupils (16+)

November

Pupils have the opportunity to attend taster lessons in subjects they do not already study - economics, psychology, politics and environmental systems and societies.

16+ Entrance Exams take place.

December

Pupils can attend a pupil-led options fair to get the thoughts of Sixth Formers about subjects they are contemplating.

Offers to study at Haileybury are made.

Pupils and parents attend the Fifths Parents’ Conference. As well as reviewing current progress this is an opportunity to talk to teachers to get their thoughts about a pupil’s suitability for Sixth Form study in their subject.

Deadline for the options form to be submitted.

January

The subject options form is shared with parents of pupils who have confirmed their intention to come to Haileybury in the Sixth Form, along with this booklet.

Pupils are offered the opportunity to arrange an online meeting with the Academic Registrar to discuss their options and to obtain further guidance.

The deadline for the options form to be submitted is at the end of the month (or early in February).

10

The minimum entry requirement to join the Sixth Form at Haileybury is six GCSE Level 6s or equivalent. New pupils are expected to share their GCSE results with the Admissions Team on GCSE results day in August. Should a pupil not meet this requirement, their application will be reviewed by the Academic Team to assess whether entry into the Sixth Form remains appropriate.

Futures Education The two years of Sixth Form can really fly by, so we are conscious of the need for a thorough programme of Futures education throughout the Sixth Form years. This is delivered through a large number of avenues including the wellbeing curriculum, Haileybury Connect webinars, the Futures Fair, the Unifrog platform and the tutorial programme.

Pupils are encouraged to learn about a variety of different routes available to them - whilst most of our pupils do go on to study at university, it is important that they are also aware of employment, gap year and apprenticeship opportunities. Furthermore, we spend time ensuring that pupils have opportunities to perfect CVs, practise writing cover letters and gain experience of interviews.

When it comes to university, we support pupils to make competitive applications all over the world. Supported by their tutor and the Sixth Form Team, pupils receive comprehensive support and guidance for their university applications across the two-year programme. During the Lower Sixth year, pupils are introduced to the options available to them through the various mechanisms mentioned above. Preparation for applications also begins in earnest, with a particular focus on SAT or subject-specific university admission test preparation sessions and on subject based groups such as the ‘Law at University’ group and the ‘Medical, Dentistry and Veterinary’ group.

There are also three significant events in the Lower Sixth; the UCAS launch in the Easter Term, and then Apply Day and the Futures Fair in the Summer Term. These events provide opportunities for pupils to receive tailored advice for their aspirations.

As pupils enter the Upper Sixth, they are supported to complete their applications, including personal statements and other work as requested by universities. As appropriate, pupils also continue to receive entrance test practice as well as interview preparation sessions.

The Head of Futures takes the lead in advising pupils wishing to apply overseas, as well as those wishing to apply for apprenticeships or other employment based routes, whilst the Deputy Head of Sixth Form (Higher Education) and Head of UCAS oversee applications to UK-based universities. Those pupils who wish to apply to the Universities of Oxford or Cambridge are further assisted in their applications by the Oxbridge Coordinator.

University destinations can be found on our website.

Kari Wright Head of Futures

11

Frequenty Asked Questions Are there any minimum requirements that I need at GCSE in order to study particular subjects in the Sixth Form at Haileybury?

Pupils are expected to achieve a minimum of six 6s at GCSE (or equivalent) in order to join the Sixth Form at Haileybury. In order to help your subject option decisions, we have provided some suggested minimum grade guidance at the back of this booklet.

Our guidance isn’t there to stop pupils from choosing subjects that they feel passionate about; it aims to offer pupils a better understanding about the decisions they are making and encourages conversations around support and expectations.

Once I’ve submitted my subject options, am I able to change my mind?

Subject to course numbers and option blocks, it is usually possible for pupils to make changes to their choices, including over the summer when GCSE results have been received, and the Academic Team are on hand to support and offer advice ahead of pupils entering the Sixth Form.

There is also some flexibility in the first three weeks of the Lower Sixth, during which time pupils will work closely with their tutors to ensure that they have chosen the correct and most appropriate subjects.

Applications for the Sport Leaders course take place in the Summer Term. Current pupils will be invited to complete a written application online, outlining their reasons for wanting to take the course and explaining why they feel they are well qualified to embark on the programme. Pupils joining Haileybury, who are taking A levels and have expressed a strong interest in sport (usually by means of the scholarship programme) will be invited to apply in the same way.

Can I do Stan-X if I am planning to take the IB Diploma?

Yes; the Stan-X course looks a bit different for IB pupils in that it doesn’t form part of their timetables but provision is made through the co-curricular programme for IB pupils to also be able to be involved in the programme.

How do I apply for the Stan-X or Sports Leaders programmes?

I’m German and am considering going to a German university; should I study German A at IB?

For current Fifths (Year 11) pupils, applications for Stan-X take place in the Easter Term.

Pupils are required to write a short essay on a topical question and those who come through that stage of the process will attend a short interview.

We recommend that all German pupils considering going to a German university or a German-speaking university should take German A. While German A is no longer mandatory for studying in Germany, pupils may be required to prove their German proficiency if they haven’t studied German.

The interview will be based around questions that allow pupils to demonstrate their GCSE biology understanding and critical/analytical thinking skills.

12

For pupils new to Haileybury, those who have performed strongly in the 16+ biology entrance paper will be invited to attend a short interview. It is important that pupils who wish to be considered for Stan-X choose to take biology as their free choice paper as part of the admissions process.

The interview will follow the same format as the one for current pupils. Successful applicants will be notified before the end of the Summer Term.

Are there any other specific country/ university/course requirements that I need to be aware of?

It is really important that pupils who wish to keep specific higher education options open (whether that is specific countries they might want to study in, specific universities they want to go to or courses they want to take) do their research as part of choosing their subjects. Tutors and the Academic Team will obviously offer advice but there is no substitute for pupils taking their own research seriously.

In terms of country requirements, while several countries do have national requirements, Germany’s restrictions are the ones that most frequently limit choices for Haileyburians; for example, pupils who want the option of applying to Germany via the IB Diploma must take a natural science (biology, chemistry or physics) and pupils wanting to study computer science, design and technology, English literature and performance, environmental systems and societies, Latin or sports, exercise and health science, are advised to check with us that their overall combination meets the requirements.

As an IB pupil, when do I need to decide which maths course I want to take?

We do not ask pupils to choose their IB maths course before they arrive at Haileybury. We simply need to know whether you wish to study maths at higher level or standard level. Once the level is established, the content for both the Analysis and Approaches and the Applications and Interpretation courses is the same for the first half term, at which point the Maths Department will support pupils in choosing the best and most appropriate route, considering each individual’s progress to date and future course plans.

All pupils choosing IB Maths Higher Level are asked to start the Lower Sixth with four higher level subjects (and two standard level subjects). This allows pupils flexibility as they get accustomed to the rigorous nature of the IB Maths HL courses.

13

14

Subjects Art 16 Biology 18 Chemistry 20 Classical Civilisation 22 Computer Science 24

Design and Technology 26 Drama 28 Economics 30 English 32 Environmental Systems and Societies 34 French 36

Geography 38 German 40 History 42 Italian 44 Latin and Greek 46 Mathematics and Further Mathematics 48

Music 52 Physics 54 Politics 56 Psychology 58 Spanish 60 Sports Science 62

Theology and Philosophy 64

We aim to offer all of these courses each year, maximising the number of subject combinations available to pupils. We are, however, not able to guarantee every possible combination, particularly for courses with low enrolment or where a subject requires a certain number of pupils to opt for it, in order for it to be viable as an educational experience.

15

Art A Level Fine Art (OCR) IB Visual Arts (Higher or Standard Level)

Brief Summary Studying art in the Sixth Form offers the opportunity to explore creativity and to develop a range of creative and technical skills, gain an advanced understanding of historic and contemporary visual art practice and build up a personal and continually evolving body of practical work.

Both the IB and A level courses focus not only on practical skills but also on theoretical understanding, as pupils learn about art history, contemporary practices and critical analysis. This holistic approach encourages self-expression and helps pupils cultivate a personal artistic voice, while also fostering an appreciation for the broader context of art within society.

Beyond the classroom

16

Lower Sixth pupils attend weekly Fundamental Skills sessions and are encouraged to join Haileybury’s art society, The Wynter Society, to enjoy film nights, practical workshops, lectures and competitions.

The Art School is a welcoming space for all.

It is open daily and pupils are encouraged to come and use the art studios around their sporting commitments and in prep sessions.

Sixth Form art pupils attend trips each year, visiting London art galleries to view a range of contemporary and historical artworks.

Where could this subject take me?

Regardless of your path, universities will value the diversity of perspective, critical and analytical thinking, communication skills, adaptability and resilience, innovation and interdisciplinary thinking skills which are all developed through studying art in the Sixth Form.

Art graduates can pursue diverse careers, such as becoming a fine artist, illustrator, photographer or curator. Opportunities in design (fashion, interior, architectural) or concept art for films and video games will also be open to those who have studied art.

A Level

IB

Areas of Study

Areas of Study

The course is split into two strands:

The course is split into three tasks:

• •

1. Art-Making Portfolio A digital portfolio of work which demonstrates the pupil’s artistic process throughout the course. This should be a collection of selected work showcasing exploration and experimentation across the two year course.

Contextual Studies Practical Art-Making

The Lower Sixth work focuses on developing pupils’ skill sets, working in a sketchbook and exploring a range of traditional and new media. They will complete three mini projects applying the skills they have learned. Pupils also start their Personal Portfolio on a theme of their choosing.

In the Upper Sixth, pupils consolidate their ideas and skills in the form of a final piece and begin a project based on a theme provided by the exam board.

A level pupils have one lesson a week of contextual studies and six practical lessons.

2. Connections Study (Standard Level) A comparative and analytical 2500 word investigation exploring at least two artists who have informed the pupil’s artwork.

OR Artist Project (Higher Level) Pupils conceptualise, create and contextualise an artwork as part of a self-chosen project. They must demonstrate how their work has been informed by artworks of at least two artists. Pupils curate their findings and artwork showing how their project was realised; this includes a three minute video explaining their process.

3. Resolved Artworks Pupils produce a coherent body of work with five fully resolved pieces of artwork. Based on a theme, pupils demonstrate technical skill and their understanding of techniques, materials and processes as well as discussing the rationale behind the selection of pieces.

How will I be assessed?

How will I be assessed?

Component 1 Personal investigation (60%) Pupils produce a portfolio of work which is supported by written work.

Component 2 Externally set task (40%) Both components are internally marked and externally moderated.

Standard Level Art-Making Portfolio (40%) Connections Study (20%) Resolved Artworks (40%) Higher Level Art-Making Portfolio (30%) Artist Project (30%) Resolved Artworks (40%) 17

Biology A Level Biology (AQA) IB Biology (Higher or Standard Level)

Brief Summary Biology is the study of life. The vast diversity of species makes biology both an endless source of fascination and a considerable challenge. Biologists attempt to understand the living world at all levels from the micro to the macro using many different approaches and techniques. Biology is a young science and great progress is expected in the 21st century. This progress is important at a time of growing pressure on the human population and the environment.

Both IB and A level courses allow pupils to learn about the unifying patterns and themes of biology. Knowledge and understanding of biological facts, concepts and principles are acquired, with the skills needed to use them in new and changing situations. Enjoyment of, and interest in, the study of living organisms is developed.

Pupils evaluate, in terms of their biological knowledge and understanding, the benefits and drawbacks of real-life applications of science, including their everyday life, industrial and environmental aspects.

18

Beyond the classroom The Biology Society is pupil-led; these sessions include conducting experiments not covered in class, quiz competitions, guest lectures, holding environmental campaigns, creative projects and much more.

For pupils wanting to study medicine, dentistry or veterinary medicine (MDV), we offer a pupil-led Medical Society where activities are designed to be informative for MDV applications whilst also enhancing skills that will facilitate becoming a health professional. We run mock MMI (Multiple Mini Interviews) sessions to prepare pupils for the UCAT (University Clinical Aptitude Test), individually tailored interview practice and one-to-one application meetings before the early UCAS deadline to give pupils the best chance of success.

Where could this subject take me?

Studying biology can lead to roles in medicine, healthcare and beyond. Protect our planet as an ecologist or marine biologist or push scientific boundaries as a geneticist or microbiologist.

Aspiring medical students are strongly advised to combine biology with chemistry (and IB pupils should take these subjects at higher level).

A Level

IB

Areas of Study

Areas of Study

The course consists of eight topics taught over two years:

Both the higher level and standard level classes study the following content. Higher level pupils will go into greater depth:

1. Biological molecules 2. Cells 3. Organisms exchange substances with their environment 4. Genetic information, variation and relationships between organisms 5. Energy transfers in and between organisms 6. Organisms respond to changes in their internal and external environment 7. Genetics, populations, evolution, and ecosystems 8. The control of gene expression How will I be assessed?

Pupils sit 3 exam papers: Paper 1 covers topics 1-4 (35%) Paper 2 covers topics 5-8 (35%) Paper 3 covers all topics (30%)

1.

2.

3.

4.

Unity and diversity Form and function Interaction and interdependence Continuity and change

How will I be assessed?

Pupils sit two exam papers and complete a piece of coursework (Internal Assessment).

Paper 1 (36%) 1A Multiple-choice questions 1B Data-based questions Paper 2 (44%) Data-based, short-answer and extendedresponse questions Internal Assessment (IA) (20%) A scientific investigation in which pupils gather and analyse data in order to answer their own formulated research question.

There are 12 required practical assessments that take place across the two year course.

19

Chemistry A Level Chemistry (OCR) IB Chemistry (Higher or Standard Level)

Brief Summary Chemistry is at the heart of everything around us—from the air we breathe to the food we eat. Studying chemistry in the Sixth Form provides pupils with a deeper understanding of a diverse range of topics, connecting scientific principles to realworld applications. From the synthesis of pharmaceuticals like aspirin to the role of transition metals in oxygen transport within haemoglobin, pupils will develop a broader appreciation of the world through the lens of chemistry.

Both IB and A level chemistry courses cover fundamental ideas of chemistry and venture into more complex detail uncovering the nature of the atom and forging a deeper understanding of how and why chemical reactions take place.

Both courses have a compulsory practical component. For IB, this includes a piece of coursework while the A level practical component must be completed successfully to pass the A level (but no numerical mark is assigned to this practical work).

Beyond the classroom

20

The active Chemistry Society provides a platform for pupils to enrich their experience beyond the curriculum, discussing topics of interest with their peers and exploring areas of chemistry beyond the scope of the exam specification.

Pupils can participate in the prestigious UK Chemistry Olympiad run by the Royal Society of Chemistry (RSC) for Sixth Form pupils.

For pupils wanting to study medicine, dentistry or veterinary medicine (MDV), we offer a pupil-led Medical Society where activities are designed to be informative for MDV applications whilst also enhancing skills that will facilitate becoming a health professional. We run mock MMI (Multiple Mini Interviews) sessions to prepare pupils for the UCAT (University Clinical Aptitude Test), individually tailored interview practice and one-to-one application meetings before the early UCAS deadline to give pupils the best chance of success.

Where could this subject take me?

Pupils who undertake A level or IB chemistry have a wide range of career paths available to them due to the robust analytical, practical and theoretical skills they develop during their studies.

Being a Sixth Form chemist will prepare you for careers such as medicine and healthcare, scientific research and development, engineering, pharmaceuticals and biotechnology, forensic science as well as business, finance or law.

Aspiring medical students are strongly advised to combine biology with chemistry (and IB pupils should take these subjects at higher level).

A Level

IB

Areas of Study

Areas of Study

The course is divided into six modules:

Both the higher level and standard level classes study the following six modules content. Higher level pupils will go into greater depth:

1.

2.

3.

4.

5.

Development of practical skills Foundations in chemistry Periodic table and energy Core organic chemistry Physical chemistry and transition elements 6. Further organic chemistry and analysis

1.

2.

3.

4.

5.

6.

Models of the particulate nature of matter Models of bonding and structure Classification of matter What drives chemical reactions?

How much, how fast and how far?

What are the mechanisms of chemical change?

How will I be assessed?

Pupils sit three papers at the end of the course and must also receive a Practical Endorsement, which is internally assessed throughout the two year course.

How will I be assessed?

Paper 1 Periodic table, elements and physical chemistry (37%)

Paper 1 (36%) 1A Multiple-choice questions 1B Data analysis questions and questions on experimental work. These papers provide an opportunity to assess some of the experimental skills and techniques

Paper 2 Synthesis and analytical techniques (37%) Paper 3 Unified chemistry (26%) Practical Endorsement in Chemistry To earn this endorsement, pupils must complete a series of tasks designed to assess their practical knowledge, such as experiments, investigations and other activities. Their practical skills are assessed separately from their theoretical knowledge and successful pupils receive a practical endorsement pass alongside their A level grade.

Pupils sit two papers and complete a piece of coursework (Internal Assessment).

Paper 2 (44%) Short-answer and extended-response questions of intertwining skills, concepts and understandings placed into a suitable chemistry context.

Internal Assessment (IA) (20%) A scientific investigation in which pupils gather and analyse data in order to answer their own formulated research question.

21

Classical Civilisation A Level Classical Civilisation (OCR)

Brief Summary

Where could this subject take me?

Studying classical civilisation in the Sixth Form encourages pupils to acquire advanced knowledge of classical literature and culture by studying diverse ancient materials, drawing connections between them and understanding their contextual significance.

They will develop critical analysis skills to evaluate sources, formulate evidencebased arguments and gain insights into the classical world. This comprehensive approach provides a solid foundation for further classical studies.

Classical civilisation can be an extremely useful subject when applying to university.

Pupils not only acquire specific knowledge of the classical world, but also important transferable skills such as analysing sources and developing independent, critical and evaluative approaches.

The study of Ancient History or Classical Civilisation is not required at GCSE to study Classical Civilisation at A Level.

Beyond the classroom Each year pupils who study any of the classical subjects will get an opportunity to visit either Florence and Rome or Greece, visiting Athens, Delphi, Olympia, Mycenae, and Tiryns and Epidaurus.

22

In addition to these international trips, pupils also attend Greek theatrical performances in the UK, as well as visits to the British Museum.

Pupils learn to formulate and support an argument and develop a valuable understanding of cultures very different to their own. Classical civilisation is not only valued by classics departments in universities but also by other departments too; the study of the subject can lead to the degree-level study of classics, drama, English, history, history of art, philosophy or politics.

Studying classical civilisation doesn’t only benefit those looking to attend university; from the proven ability to write a well-structured extended response, to the acknowledgement of the views of others and a culturally sensitive approach to these, this subject puts pupils in an excellent position to seek employment and opportunities.

A Level Areas of Study Pupils will study the following units across two years: The World of the Hero Pupils study Homer’s Iliad in the Lower Sixth and Virgil’s Aeneid in the Upper Sixth. Pupils will develop a sophisticated level of knowledge and understanding of the epics themselves, the way in which they were composed and the religious, cultural and social values and beliefs of their societies.

Greek Theatre The drama produced in the ancient Greek theatre forms some of the most powerful literature of the ancient world and has profoundly influenced modern culture. Pupils study three plays in detail, exploring the context in which their form and production developed, the physical theatre spaces and also depictions of this staging in the visual/material record.

Greek Religion Religion was a fundamental aspect of ancient Greek society, deeply integrated into every facet of daily life, from personal households to city-state politics. The study of religious rituals, temple complexes and the nature of the gods provides insight into the central importance of religion for everyday people.

How will I be assessed?

Pupils will sit three papers at the end of the Upper Sixth.

Unit 1 World of the Hero (40%) Unit 2 Greek Theatre (30%) Unit 3 Greek Religion (30%) 23

Computer Science A Level Computer Science (OCR) IB Computer Science (Higher or Standard Level)

Brief Summary The computer science courses offered at Haileybury are similar in style. The A level course offers a detailed understanding of the principles of computing, programming and the implications of computer use in society. It emphasises logical reasoning, algorithmic thinking and practical problemsolving.

Meanwhile, the IB course focuses on computational thinking, problem-solving, and the application of programming skills in real-world contexts. It emphasises collaboration, innovation, and ethical considerations of technology.

Beyond the classroom The pupil-led Computer Science Society offers the opportunity to develop exciting projects outside the scope of the course.

24

Pupils are given the opportunity to participate in external competitions such as Bebra, Astropi and the Advent of Code.

These challenge pupils to use algorithmic thinking to tackle a range of problems.

The lecture series offered at Haileybury provides the opportunity to hear from a wide range of fascinating speakers, many of whom speak on subject areas that will be relevant to computer scientists.

Where could this subject take me?

Studying computer science opens the door to many university courses and career paths.

You could study computer science and go on to work as a software engineer, but it would also form a strong part of an application for a range of courses in the sciences, maths, engineering and finance. An understanding of how computers work and an ability to program are valuable skills in an increasingly technological world.

A Level

IB

Areas of Study

Areas of Study

The following areas are covered in the course:

Standard and Higher Level Core Content • Computer fundamentals (e.g. hardware, software, data representation) • Networks • Databases • Machine learning • Computational thinking • Computational thinking, problemsolving and algorithms • Programming using a high-level language (Python is the language used primarily)

• • • • • • • • •

Fundamentals of programming (e.g. procedural, OOP) Data structures and algorithms Computer systems (e.g. CPU architecture, memory) Data representation and networking Software development and testing Databases and big data Computational thinking and problemsolving Theoretical foundations (e.g. Turing machines, finite state machines) Ethical, social and environmental impacts of computing

Higher Level only: • Abstract data structures (e.g. stacks, queues, linked lists, trees and graphs)

How will I be assessed?

Pupils will sit two exam papers as well as completing an internal assessment (IA).

Standard Level Paper 1 Case study and concepts of computer science (35%) Paper 2 Computational thinking and problem-solving (35%) Internal Assessment (IA) (30%) A project-based solution to a real problem How will I be assessed?

Pupils will sit two exam papers as well as completing a non-exam assessment (NEA) programming project.

Paper 1 Computer systems (40%) Paper 2 Algorithms and programming (40%)

Higher Level Paper 1 Case study and concepts of computer science (40%) Paper 2 Computational thinking and problem-solving (40%) Internal Assessment (IA) (20%) A project-based solution to a real problem

NEA Project (20%) This takes the form of a programming project that sets out to solve a real-world problem; the focus of the project is on design, development and testing.

25

Design and Technology A Level Design and Technology (OCR) IB Design Technology (Higher or Standard Level)

Brief Summary By studying design and technology, pupils build up creativity, problem solving, planning and evaluation skills. Design and technology in the Sixth Form explores the importance of sustainability, user-centered design and the impact of technology on society. Pupils learn to consider environmental factors, ergonomics and ethical implications in their design process.

Industry-standard software for computeraided design (CAD) enables pupils to gain experience with various manufacturing techniques, from traditional craftsmanship to cutting-edge technologies like 3D printing.

This practical approach is complemented by theoretical studies in materials science, manufacturing processes and design history, providing a comprehensive understanding of the field.

The A level course focuses on the indepth study of design principles, materials, manufacturing processes, and technology. It provides pupils with a deep understanding of design and technology concepts through a structured curriculum.

The IB course takes a more holistic approach, integrating design principles with other disciplines such as science and mathematics.

26

The nature of the IB diploma means there is less emphasis on final prototype production and project work while the A level course requires pupils to spend more time in the workshop.

Pupils considering A Level Design and Technology or IB Design Technology Higher Level should have prior experience of the subject.

Beyond the classroom Greenpower racing is an afternoon activity for Sixth Form pupils. Pupils build, maintain and race an electric racecar against other schools in the UK. The Engineering Society is run by Sixth Form pupils, supporting aspiring engineers in Middles and Fifths on a variety of group tasks; recent projects include working with the engineers from the Haileybury Youth Trust charity in Uganda to develop more efficient brick manufacturing techniques.

We also offer workshops in the Autumn Term for woodturning and forging.

Where could this subject take me?

Potential careers that follow on from design technology include but are not restricted to design, architecture, engineering, robotics and manufacturing.

A Level

IB

Areas of Study

Areas of Study

The following areas are studied:

Pupils explore design theory, practice, and context through four core areas: People, Process, Product, Production.

• • • • • • • • •

Identifying requirements Learning from existing products and practice Implications of wider issues Design thinking and communication Material and component considerations Technical understanding Manufacturing processes and techniques Viability of design solutions Health and safety

How will I be assessed?

Paper 1 ‘The principles of…’ (26.7%) Pupils analyse existing products while applying mathematical skills and technical knowledge of materials, functionality and manufacturing processes.

Paper 2 ‘Problem solving in…’ (23.3%) Pupils apply their knowledge and understanding of designing and manufacturing prototypes and products to given situations and problems.

Iterative design project - Non Exam Assessment (NEA) (50%) A major pupil-led design and manufacturing project. Pupils create a design portfolio and a real-world product that is tested and evaluated.

Core Content (Standard & Higher Level) •

•

•

Design Theory: Ergonomics, user-centred research, prototyping, material classification and properties Design in Practice: User-centred design, IBDP design process, modelling/prototyping, material selection Design in Context: Designer responsibility, inclusive design, sustainability, circular economy, product analysis

Higher Level Only • Design Theory: Structural, mechanical, electronic systems; manufacturing techniques • Design in Practice: Structural, mechanical, electronic applications; production systems • Design in Context: Beyond usability, life cycle analysis, design-for-manufacture strategies How will I be assessed?

Standard Level Paper 1 Multiple choice questions on core topics (20%) Paper 2 Data-based, short answer and extended-response questions (40%) Internal Assessment (IA) Design Project (40%) Higher Level Paper 1 Multiple choice questions on core topics (25%) Paper 2 Data-based, short answer and extended-response questions (45%) Internal Assessment (IA) Design Project (30%) 27

Drama A Level Drama and Theatre (OCR) We also offer the IB English Literature and Performance course which includes a strong drama and performance element. Please see page 32-33 for further details.

Brief Summary Drama at Haileybury provides an exceptional opportunity for self-expression, communication and reflection. Our Sixth Form courses offer a dynamic and immersive experience in the world of theatre and performance.

The A level course nurtures an understanding of theatre arts, preparing pupils to study a broad range of potential subjects at university.

Beyond the classroom Each year there are three spectacular co-curricular drama performances, a House drama competition and annual Arts Week, as well as a range of clubs and technical workshops to enhance pupils’ passion for being on (or behind) the stage.

Pupils studying A level drama attend various live theatre performances over the duration of the course.

28

Our recent major school productions include works by Shakespeare and Dickens as well as a mixture of comedies and musicals.

Pupils also have the opportunity to pursue LAMDA lessons, working with an excellent team of tutors, who provide first-class tuition on a solo, paired or group basis. Pupils can participate in Acting, Improvisation, Public Speaking and Shakespeare examinations.

Where could this subject take me?

Studying drama in the Sixth Form can open a multitude of pathways for pupils, both within and beyond the performing arts. The skills gained through studying the subject are transferable and in the past our pupils have applied them to the study of humanities subjects, literature, law, sociology, psychology and education.

For those aspiring to pursue a career in theatre, film or television, a strong foundation in drama provides essential skills for acting, directing and production.

A Level Areas of Study The course is a challenging and fulfilling mix of academic and practical study. During the course pupils will cover five set texts, a range of theatre practitioners, theatre history, theory of staging and semiotics and essay-writing technique.

Studying the IB? Have a look on page 32-33 for details on the IB English A: Literature and Performance course.

How will I be assessed?

The four components listed below are assessed; each is designed to develop and inspire pupils as the theatre-makers, designers, directors and producers of the future.

Practitioners in Practice (40%) Devised drama; a 2000 word research report and a 3000 word portfolio.

Exploring and Performing Texts (20%) Interpreting and performing a set text, with a 1500 word essay.

Analysing Performance Exam (20%) This involves analysing two set texts and a live performance via three essays.

Deconstructing Texts Exam (20%) This involves analysing directorial technique and vision via two essays.

29

Economics A Level Economics (Edexcel) IB Economics (Higher or Standard Level)

Brief Summary

Beyond the classroom

Studying economics gives pupils a comprehensive introduction to the principles and theories that govern economic systems, both on a micro and macro level.

Haileybury pupils are encouraged to participate in pupil-led societies (e.g.

Investment Club) and essay competitions.

We are privileged to regularly host on-site lectures from expert guest speakers.

The A level course focuses on UK-specific economic issues and policies with an emphasis on theoretical understanding and application to real-world situations.

Where could this subject take me?

Meanwhile the IB course encourages pupils to relate economic theories to global contexts and current events with an emphasis on understanding and analysing issues from multiple viewpoints.

This subject is not taught at Haileybury prior to the Sixth Form. It is possible for pupils to take this subject without any prior economics experience.

30

The study of economics opens many rewarding career paths such as in investment or commercial banking, government policy, actuarial science, consultancy, analytics, wealth management, audit and compliance to name a few.

A Level

IB

Areas of Study

Areas of Study

Within the two broad areas of microeconomics and macroeconomics the following topics are covered:

The areas covered are:

• • • • • •

Market failure Government intervention Economic indicators Fiscal and monetary policy Labour markets Currency systems

• • •

Microeconomics Macroeconomics The Global Economy

Pupils utilise analytical and evaluative skills through essay writing and data response.

They will learn to construct logical arguments and analyse economic data in context.

How will I be assessed?

How will I be assessed?

Pupils will take three written papers at the end of the two year course. Each paper includes multiple-choice questions, data response questions and essays.

Paper 1 Microeconomics (35%) Paper 2 Macroeconomics (35%) Paper 3 Synoptic paper covering both micro and macroeconomics (30%)

Standard Level Paper 1 - Extended response paper (30%) Paper 2 - Data response paper (40%) Internal Assessment (IA) (30%) Pupils create a portfolio of three commentaries analysing current economic events using economic theory.

Higher Level Paper 1 - Extended response paper (20%) Paper 2 - Data response paper (30%) Paper 3 - Policy paper (30%) Internal Assessment (IA) (20%) Pupils create a portfolio of three commentaries analysing current economic events using economic theory.

31

English A Level English Literature (OCR) IB English A: Language and Literature (Higher or Standard Level) IB English A: Literature (Higher Level only) IB English A: Literature and Performance (Standard Level only)

Brief Summary Studying English at Haileybury offers an exceptional educational experience. The programme goes beyond mere textual analysis, allowing pupils to explore the rich tapestry of human experience through literature. Literature allows you to live many lives in the time span of only one.

The A level literature course considers the history, psychology and philosophy of the worlds the texts describe and so studying English is an incredibly efficient way to cover those topics in one qualification.

We offer several English IB courses at Haileybury to suit different interests and aspirations. English Literature focuses on fiction from around the world, offering deep analysis of global literary works and is ideal for pupils considering studying literature at university or with a strong interest in literature.

English Language and Literature provides a broader lens, covering everything from novels to news articles to cater for those interested in both fiction and non-fiction who want to examine how language shapes meaning across various media.

32

The English Literature and Performance course combines literary analysis with practical performance, allowing pupils to bring texts to life in new ways and is aimed at those with a passion for drama and creativity.

Beyond the classroom Sixth Formers enjoy theatre trips, often to experience live performances of the texts being studied. A weekly English Society and Poetry Club offers the opportunity to encounter new works beyond their chosen syllabus. Entering internal and external essay competition are also encouraged.

Where could this subject take me?

English is one of the ‘facilitating subjects’ most favoured by the UK’s Russell Group universities. English develops written, spoken and analytical skills that are useful in almost any future career, but most obviously in law, journalism, consultancy, and the Civil Service. Film directors Christopher Nolan (OH) and Martin Scorsese, actors Emma Watson and Matt Damon, and writers J.K. Rowling and Hilary Mantel all studied for English Literature degrees.

A Level

IB

Areas of Study

Areas of Study

Pre-1900 Pupils study one Shakespeare play and write a comparative essay on a play and poetry.

Comparative Pupils study genre-based literature. The paper takes the form of unseen analysis and a comparative essay on two of the texts that have been studied.

All IB English A courses explore the following key themes: • • •

Readers, writers, and texts Time and space Intertextuality: connecting texts

However, they look at these themes in different ways depending on the course.

Coursework Pupils complete one essay comparing a 20th/21st century play and novel and one essay of close analysis on 20th/21st century poetry.

English A: Language & Literature This course examines both literary and non-literary texts. Pupils study four texts at standard level and six texts at higher level covering poetry, prose, non-fiction, and drama and non-literary texts.

How will I be assessed?

English A: Literature This course focuses on an in-depth study of literary works across different genres. Pupils study 13 texts, including poetry, prose, nonfiction and drama.

Paper 1 Pre-1900 (40%) Paper 2 Comparative (40%) Coursework (20%)

How will I be assessed?

English A: Language & Literature Standard Level Paper 1 Analysis of unseen texts (35%) Paper 2 Comparative essay (35%) Oral examination (IO) (30%) Higher Level Paper 1 Analysis of unseen texts (35%) Paper 2 Comparative essay (25%) Oral examination (IO) (20%) Extended Coursework Essay (20%)

English A: Literature and Performance This course combines literary analysis with performance-based exploration. Pupils study five texts including poetry, fiction and a play.

English A: Literature Paper 1 Analysis of unseen text (35%) Paper 2 Comparative essay (25%) Oral examination (IO) (20%) Extended Coursework Essay (20%) English A: Literature and Performance Written Exam (30%) Comparative essay.

Written Assignment (30%) 2000-word essay, analysing a classroom performanace of a dramatic extract.

Transformative Performance and Oral Exam (40%) A theatrical adaptation of a literary work. Pupils will discuss their process as part of an oral exam.

33

Environmental Systems and Societies IB Environmental Systems and Societies (Higher or Standard Level)

Brief Summary Environmental Systems and Societies (ESS) is an interdisciplinary course combining natural and social sciences to explore the relationship between people and the environment. Pupils study key issues such as climate change, resource management, pollution, sustainability, and conservation, while considering the social, economic and political factors that influence solutions at different scales.

Beyond the classroom The recently launched EcoMap Project engages pupils in surveying local habitats and species using standard ecological methods. The project’s goal is to create a dynamic, interactive map that charts the diverse habitats across the Haileybury campus and surrounding areas.

34

Data on birds, mammals, invertebrates, reptiles and amphibians is compiled into the EcoMap, enabling updates as the seasons shift. This ongoing project tracks biodiversity trends, with particular attention to endangered species.

Where could this subject take me?

The course prepares pupils for further study in fields such as environmental science, law, engineering and international relations, and has inspired careers in research, conservation, renewable energy, urban planning, policy and sustainability.

IB Areas of Study All pupils will cover the following eight topics across the two year course: • • • • • • • •

Perspectives, systems and sustainability (the foundation) Ecology Biodiversity and conservation Water Land Atmosphere and climate change Natural resources Human populations and urban systems

Higher level pupils also study: • • •

Environmental law Environmental and ecological economics Environmental ethics

All pupils undertake practical work and scientific investigation throughout the course.

How will I be assessed?

Paper 1 (Standard Level 25%; Higher Level 30%): Unseen case study with data evaluation and analysis questions Paper 2 (50%) Short-answer and essay questions Individual Investigation (Standard Level 25%; Higher Level 20%): 3000-word report based on pupil’s own research

35

French A Level French (AQA) IB French B (Standard Level and Higher Level)

36

Brief Summary

Beyond the classroom

At Sixth Form level, pupils’ French is elevated to a more academic standard, such that they will be able to communicate on a wide range of issues and concepts.

They will learn much more about France and francophone culture, as well as how to construct ideas and arguments in French in a clear and coherent fashion. The quality of pupils’ French will be approaching degree standard by the end of the course and pupils will feel at ease discussing any number of real-world phenomena. It is excellent preparation for communicating in French on a professional level.

Pupils enjoy trips to Paris as well as participating in translation, debating and music competitions. There are many social events throughout the year, such as film nights and food-tasting evenings.

The A level has prescribed themes and subtopics, meaning it is more structured in terms of content and assessment. The IB course puts the language first, which is seen as the vehicle through which pupils learn about culture and current affairs, preferring to keep its themes broad. Also, the IB pupils will learn to produce different text types that one might use in the real world (e.g. formal letters, proposals, articles, guides etc.), as well as how to adapt their language to suit different audiences and contexts.

Any qualification in a modern foreign language is useful in a country where more and more of the population is monolingual.

Learning a language should be seen as complementary to the study of other subjects, as well as a worthy discipline in its own right. Passionate linguists might choose to study multiple languages, but a modern foreign language certainly complements the study of arts, humanities, and social sciences. Many universities offer joint honours courses that include a language, likely to involve a year abroad.

There is no coursework for either course, although A level pupils must undertake an Independent Research Project, which is assessed as part of their speaking exam.

Where could this subject take me?

Whilst languages are a prerequisite for careers in translation and interpreting, they are becoming more sought after in other career pathways, particularly in the fields of business and finance, as employers recognise their value in forming and retaining business relationships with overseas counterparts.

A Level

IB

Areas of Study

Areas of Study

Areas covered include:

Pupils study francophone cultures, customs and accents, allowing them access to a wide range of vocabulary (formal and informal) and authentic text types. They compare differing cultures, including their own, and reflect on global issues and their potential resolution.

• • •

Aspects of French-speaking society Artistic culture in the French-speaking world Aspects of political life in the Frenchspeaking world

During the two year course, pupils also study a novel and a film of cultural significance.

How will I be assessed?

Paper 1 Listening, reading and writing (50%) Paper 2 Essay paper (20%) Pupils answer two essay questions based on a literary work and a film studied in the classroom.

Paper 3 Speaking (30%) Pupils are presented with an unseen photocard based on topics that have been covered. This is discussed and then pupils will orally present on their Individual Research Project followed by a discussion on this.

Core Themes The French B course will explore the following key themes: • • • • •

Identities Experiences Human ingenuity Social organisations Sharing the planet

Higher level pupils also study two works of literature.

How will I be assessed?

Standard and Higher Level Paper 1 Writing (25%) One written piece; pupils to choose the appropriate text type for the given situation.

Paper 2 Listening and reading (50%) Multiple choice or short answer questions on a variety of authentic written resources and audio recordings.

Individual Oral (IO) (25%) Standard level pupils are required to offer a description and analysis of an unseen photo, while higher level pupils analyse an unseen literary extract from one of the works studied during the course. A general discussion follows for all pupils relating to the unseen item, and on at least one of the core themes.

37

Geography A Level Geography (AQA) IB Geography (Higher or Standard Level)

Brief Summary

Beyond the classroom

There has never been a more exciting or important time to study geography. From the prospect of the anthropocene to global trade and complex migrant flows, geography helps us make sense of a rapidly changing world. It’s a hands-on, dynamic subject that bridges the arts and sciences, developing knowledge, curiosity and a real sense of global awareness. Geography is therefore highly flexible in terms of what you can combine it with, both at IB and A level.

Sixth Form geographers take their learning beyond the classroom, from a residential trip to Cornwall to investigate human and physical processes, to fieldwork in Epping Forest for the IB Internal Assessment. We explore the local area, with recent visits to Hertford, Hoddesdon and the Olympic Park, London. Pupils can also join our new Global Futures Fund, a micro-finance investment group that lends to real people, giving pupils hands-on experience as investors, fundraisers and communicators driving real global impact. These experiences provide the foundation for the NEA at A level and IA within the IB, whilst also bringing classroom teaching to life.

Geographers are problem solvers and critical thinkers. Through studying concepts and places, engaging in debate and research, you’ll explore real world challenges and understand how people and environments not only interact but are intertwined.

The spatial and temporal elements of the contemporary issues we examine will also be at the centre of our thinking. Throughout the course you will develop analytical and critical thinking skills, essential attributes for individuals who engage in the modern world.

38

Where could this subject take me?

Geography is highly regarded by universities and employers alike for its balance of academic rigour, analytical thinking and practical skills. Its combination of skills and perspectives opens up opportunities in a range of fields, preparing pupils for degrees and careers in law, business, environmental sciences, urban planning, politics, economics and more. Geographers are valued for their ability to connect ideas, solve problems and understand people and places, skills that remain immensely relevant and sought after.

A Level

IB

Areas of Study

Areas of Study

The course is assessed across three components:

Standard and Higher Level Paper 1 Options paper • Freshwater • Leisure, tourism and sport • Oceans and coastal margins higher level only

Component 1: Physical geography • Water and carbon cycles • Hot desert systems and landscapes • Hazards Component 2: Human geography • Global systems and global governance • Changing places • Population and the environment Component 3: Geography fieldwork investigation - Non Exam Assessment (NEA) Pupils complete an independent piece of coursework based on data that they have collected.

Paper 2 Core paper • Changing population • Global climate - vulnerability and resilience • Global resource consumption and security Higher Level only Paper 3 Essay paper • Power, places and networks • Human development and diversity • Global risks and resilience All pupils are also required to complete the Internal Assessment (IA), the data for which is collected at Epping Forest in the November of Upper Sixth.

How will I be assessed?

Standard Level Paper 1 (35%) One structured question and an extendedanswer question on each of the two options topics they have studied Paper 2 (40%) A mix of structured questions and extended-answer questions on the three core topics.

Internal Assessment (IA) (25%)

How will I be assessed?

As well as completing their NEA during the course, pupils will sit two written papers at the end of the course, corresponding to each of the first three components above: Paper 1 (40%) Paper 2 (40%) NEA Project (20%)

Higher Level Paper 1 (35%) One structured question and an extendedanswer question on each of the three options topics they have studied Paper 2 (25%) A mix of structured questions and extended-answer questions on the three core topics.

Paper 3 (20%) An extended-answer question on each of the three topics in this module.

Internal Assessment (IA) (20%)

39

German A Level German (AQA) IB German A: Literature (Higher or Standard Level) IB German B (Higher or Standard Level)

Brief Summary Mastering a language to a high level, such as IB or A Level, is invaluable. It’s personally rewarding, builds confidence and offers a deeper understanding of other cultures and perspectives, ultimately enriching our view of the world.

Haileybury offers both A level and IB German.

At IB we offer two courses catering to pupils with varying degrees of German language experience. German A: Literature is best suited to native speakers while German B is designed for pupils with a strong foundation level of German (e.g. 2 years prior knowledge).

The A level course builds on the I/GCSE content covering topics relating more closely to the German-speaking world. The skills of reading, writing, listening and speaking are assessed along with new skills such as translation into and out of German, film and literature analysis, and essay writing and research.

In the IB German A literature course, pupils will learn about the various manifestations of literature as a powerful mode of writing across cultures and throughout history. They will explore and develop an understanding of factors that contribute to the production and reception of literature.

40

The IB German B course hones the skills of reading, writing, listening and speaking as well as developing analytical and evaluative skills through film and literary analysis, exploring different ‘text types’ and evaluating audience and purpose.

Beyond the classroom The German Department offers a variety of events to bring the language to life. These include German debating competitions, German clubs, essay competitions and the very popular Haileybury German Café.

Pupils also enjoy annual trips abroad and theatre visits to see German plays.

Where could this subject take me?

Continuing with a language at university or even as a ‘joint honours’ degree with another subject could enable pupils to take a ‘year abroad’ in their third year; a wonderful experience which would enable them to become fully fluent in the language and to travel the world. In the job market, linguists are always desirable, not only for the opportunity to bring in business from different countries, but also for the communication skills and analytical expertise that mastery of a language

A Level

IB

Areas of Study

Areas of Study

12 topics are covered across the two year course:

German A: Literature The German A course explores the following key themes:

• • • • • • • • • • • •

The changing role of the family The digital world Youth culture: fashion, music and TV Festivals and traditions Art and architecture The culture of Berlin: then and now Migration Integration Racism Germany and the EU Politics and the youth The reunification and its consequences

Pupils will also study a novel and a film of cultural significance.

• • •

Readers, writers, and texts Time and space Intertextuality: connecting texts

Through close analysis of literary texts of different styles and periods, pupils will consider their own interpretations as well as the critical perspectives of others. Ten texts are studied at higher level and seven at standard level.

German B The German B course explores the following key themes: • • • • •

Identities Experiences Human ingenuity Social organisations Sharing the planet

How will I be assessed?

Higher level pupils will also study two works of literature.

Paper 1 Listening, reading and writing (50%)

How will I be assessed?

Paper 2 Essay paper (20%) Pupils answer two essay questions based on a literary work and a film studied in the classroom.

German A: Literature Standard Level Paper 1 Analysis of unseen texts (35%) Paper 2 Comparative essay (35%) Oral examination (IO) (30%)

Paper 3 Speaking (30%) Pupils are presented with an unseen photocard based on topics that have been covered. This is discussed and then pupils will orally present on their Individual Research Project followed by a discussion on this.

Higher Level Paper 1 Analysis of unseen texts (35%) Paper 2 Comparative essay (25%) Oral examination (IO) (20%) Extended Coursework Essay (20%) German B Standard Level Paper 1 Writing (25%) Paper 2 Listening and reading (50%) Individual Oral (IO) (25%) Pupils offer a description and analysis of an unseen photo, followed by a conversation on the related theme and at least one other theme.

Higher Level Paper 1 Writing (25%) Paper 2 Listening and reading (50%) Individual Oral (IO) (25%) Pupils give an analysis of an unseen literary extract from one of the works studied, followed by a conversation on that book and a discussion of one of the core themes.

41

History A Level History: Early Modern C.16th - C.17th (Edexcel) A Level History: Modern C.19th- C.20th (Edexcel) IB History (Higher or Standard Level)

Brief Summary

Beyond the classroom

Studying history in the Sixth Form allows pupils to delve deeply into the complexities of past events, societies, and cultures, fostering a nuanced understanding of how history shapes the present and influences the future.

Haileybury runs the vibrant Attlee Society, where pupils, teachers and external speakers engage in stimulating discussions and debates on topics beyond the curriculum.

At A level, Haileybury offers two subject pathways; early modern (covering content from the 16th and 17th centuries) and modern (covering content from the 19th and 20th centuries). A level history allows for greater depth of skills in source analysis, historians’ interpretations, coursework and knowledge. The IB course is broader and has a more global overview. It offers a good foundation of skills in different areas of history. The IB course is more accessible to pupils with all levels of experience.

Some may find A level more challenging due to the assessment criteria, as it is a big step up from GCSE. However, the IB course is more comparable to GCSE in that the skill set required is very similar.

42

Additionally, pupils can broaden their historical perspectives through exciting trips. The Sixth Form trip to Berlin provides fantastic first-hand insight into historical experiences and allows pupils to deepen their understanding of key topics.

Where could this subject take me?

History is valuable because of the skills that it provides, meaning that it is highly regarded and widely adaptable for many different degree courses and careers. It is known as a ‘facilitating’ subject for this reason; the analysis, evaluation and research skills learned are crucial to a broad variety of careers, ranging from law and business to media and government. History is highly regarded by both universities and employers; it will open the doors to many careers - you definitely don’t have to be an historian (or a history teacher) if you study history!

A Level Areas of Study Early Modern • The rule of the Tudor dynasty 1509 - 1603 • Luther and the Reformation • The witch craze Modern • Germany and West Germany 1918 - 1989 • The rise and fall of fascism in Italy • Britain: Losing and gaining an empire

IB Areas of Study Standard level and higher level pupils both study the content from Paper 1 and Paper 2: Paper 1 The 1930s This covers how Japan, Germany and Italy move towards global conflict in the context of World War II. Pupils explore the domestic policy of each country and their international aims.

Paper 2 The Cold War & Authoritarian States A thorough investigation into the development of the conflict between capitalism and communism over the course of 60 years. Pupils also study two authoritarian states, which could include Castro in Cuba, Hitler in Germany, Mao in China, or Mussolini in Italy.

In addition, higher level pupils also study the unifications of both Italy and Germany, considering the reasons behind the rise of both nations into global powers. They also look at Imperial Russia, studying the transition from rule by Tsars to a communist civil war.

How will I be assessed?

How will I be assessed?

Pupils sit three written papers at the end of the course, each of which contains a mixture of essay and source analysis questions covering the topics that have been studied.

Standard Level Paper 1 (30%) Paper 2 (45%) Internal Assessment (IA) (25%) The IA takes the form of a written historical investigation.

Paper 1 (30%) Paper 2 (20%) Paper 3 (30%) In addition, pupils must complete a 4000 word piece of coursework (20%).

Higher Level Paper 1 (20%) Paper 2 (25%) Paper 3 (35%) Internal Assessment (IA) (20%) The IA takes the form of a written historical investigation.

43

Italian IB Italian A: Literature (Higher or Standard Level) IB Italian: Ab Initio (Standard Level only)

Brief Summary

Beyond the classroom

The Italian Department offers two different Italian courses catering to pupils at various proficiency levels; Italian A: Literature (appropriate for native speakers) and Italian: Ab Initio (tailored to beginners).

The Italian Department extends learning beyond the classroom through various cocurricular activities. Pupils engage in cultural activities, film screenings and conversational practice as part of the Italian Society.

Both courses are designed to immerse pupils in the rich linguistic, cultural and literary heritage of Italy.

Additionally, we host events and welcome guest speakers, offering deeper insights into Italian culture and contemporary issues.

We have an established lecture series with contemporary poets and writers that has become an excellent source of inspiration for our pupils.

In the literature course, pupils explore an array of literary works, analysing texts from different periods and genres, fostering a deep appreciation of literary texts and textual analysis.

Ab initio is for pupils who are new to the language, and focuses on developing fundamental language skills (speaking, listening, reading and writing), while introducing pupils to Italian culture and daily life.

44

The IB Italian programme, with its broad, holistic approach, incorporates internationalmindedness and intercultural understanding.

IB pupils are required to engage with texts critically and reflect on global issues through the lens of Italian culture.

Where could this subject take me?

Studying Italian opens doors to numerous career paths. Proficiency in Italian is highly valued in fields such as international business, diplomacy, tourism, translation, and the arts. Furthermore, the analytical and cultural skills developed through studying language courses equip pupils for further studies in languages, literature, history and international relations, fostering global citizenship and diverse career opportunities.

IB Areas of Study Italian A: Literature Areas covered include: • Readers, writers and texts • Time and space • Intertextuality: connecting texts Pupils study ten texts at higher level and seven texts at standard level.

The course is designed for pupils who have experience of using the language in an academic context. Pupils gain an understanding of how language creates meaning within cultures and specific contexts, through the study of literary and non-literary texts. Pupils consider form, content, purpose, audience and the social, historical and cultural contexts that shape the texts.

Italian: Ab Initio (standard level only) The follow themes are covered: • Identities • Experiences • Human ingenuity • Social organisations • Sharing the planet

How will I be assessed?

Italian A: Literature Standard Level Paper 1 Guided textual analysis of unseen texts (35%) Paper 2 Comparative essay (35%) Idividual Oral (IO) (30%) Higher Level Paper 1 Guided literary analysis of unseen literary passage (35%) Paper 2 Comparative essay based on two literary works (25%) Idividual Oral (IO) (20%) Extended coursework essay (20%) Italian: Ab Initio Paper 1 Writing (25%) Pupils complete two written tasks of up to 150 words.

Paper 2 Listening and reading (50%) Pupils complete multiple-choice or short-answer questions on a variety of authentic written resources and audio recordings.

Individual Oral (IO) (25%) Pupils are required to offer description and analysis of an unseen photo, followed by a conversation on the related theme for five minutes and at least one other theme.

45

Latin and Greek A Level Latin (OCR) A Level Classical Greek (OCR) IB Latin (Higher or Standard Level) IB Classical Greek (Higher or Standard Level)

Brief Summary

Beyond the classroom

Classical subjects are fascinating and studying them enriches our knowledge of the world around us. They are the study of people both similar and strangely different from us. Anything that we might find interesting can be found in the Classical World, from sport to stories and from myth to magic. The great strength of Latin and Greek is that they train us for nothing, but prepare us for anything we could possibly want to do with our lives: it is not a ‘subject’ but a world waiting to be discovered.

Studying Latin and/or Greek opens up a range of enriching experiences beyond the classroom. Each year pupils who study any of the classical subjects will get an opportunity to visit either Florence and Rome, or Greece, visiting Athens, Delphi, Olympia, Mycenae, and Tiryns and Epidaurus. In addition to these international trips, pupils also attend Greek theatrical performances in the UK, as well as visiting the British Museum.

The IB course includes the chance to complete research on an area of interest from the ancient world. Recent IAs have included a study of the empresses Livia and Agrippina, an analysis of the portrayal of Aeneas and an evaluation of Nero’s role in the Great Fire of Rome.

46

Additionally, the pupil-led Sixth Form Classics Society offers talks on different aspects of the ancient world.

Where could this subject take me?

Classical subjects provide the rigour and intellectual flexibility that universities and employers are looking for in this increasingly fast-paced and unpredictable world.

Graduates often pursue exciting careers in the areas of academia and education, law and government, journalism and media, and business and finance.

A Level

IB

Areas of Study

Areas of Study

The A level courses in Latin and Greek offer an in-depth exploration of classical literature and language. Pupils will read and analyse texts from some of the great authors of the Western canon such as Virgil, Ovid, Cicero, Homer and Sophocles.

The IB Latin and Greek courses provide pupils with a broad understanding of the Classical World. They study texts from a wide range of authors spanning several hundred years and analyse texts from some of the great authors of the Western canon such as Virgil, Ovid, Cicero, Homer and Sophocles.

Pupils develop the ability to read authentic unseen texts as they were written.

Alongside this, knowledge of the history and culture of the ancient world is developed.

Literature: two authors (one verse; one prose) are studied during the course.

Language: pupils develop the skill of unseen translation of two authors.

How will I be assessed?

Paper 1 Unseen translation (33%) Ovid and Livy (Latin) Xenophon and Sophocles (Greek) Paper 2 Prose Composition or Comprehension (17%) Pupils answer comprehension questions based on a passage of prose or complete translation of a passage into Latin/Greek.

Paper 3 Prose Literature (25%) Pupils are required to show understanding of the prescribed prose set text through comprehension questions, translation, analysis and a summative essay on the text as a whole.

Paper 4 Verse literature (25%) Pupils are required to show understanding of the prescribed verse set text through comprehension questions, translation, analysis and a summative essay on the text as a whole.

Pupils develop the ability to read authentic unseen texts as they were written and will research their own interests in the ancient world through the Internal Assessment (IA).

How will I be assessed?

Standard Level Paper 1 (35%) Reading comprehension and translation of an unseen text using a dictionary.

Paper 2 (35%) Short-answer questions based on the core set text (either prose or verse), and an essay exploring wider themes.

Internal Assessment (IA) (30%) Pupils research an area of the ancient world that appeals to them personally, including archaeology and history.

Higher Level Paper 1 (30%) Reading comprehension, translation and analytical comparison of two unseen texts (verse and prose) using a dictionary.

Paper 2 (30%) Short-answer questions based on the core set texts (verse and prose) and an essay exploring wider themes.

HL Composition (20%) Coursework of around 100 words in Latin or Greek on a topic of their choice and an accompanying commentary.

Internal Assessment (IA) (20%) See Standard Level above.

47

Mathematics and Further Mathematics A Level Mathematics (Edexcel) A Level Further Mathematics (Edexcel) IB Mathematics Analysis and Approaches (Higher or Standard Level) IB Mathematics Applications and Interpretation (Higher or Standard Level)

Brief Summary

Beyond the classroom

Maths can be studied as a standalone discipline or as a valuable complement to subjects like economics, design and technology, music and the sciences. The ability to think logically and to analyse mathematical data and statistics to draw informed conclusions is a highly sought-after skill in any professional environment.

The Maths Society is led by pupils and explores interesting maths and problemsolving. The Oxbridge Maths Group discusses challenging mathematical problems and content with the aim of helping pupils prepare for university entrance tests and applications.

There is significant overlap between the content in the various A level and IB qualifications, with each of the different courses covering a wide range of core mathematical concepts. There are however differences in the way the courses are assessed, as well as in the level of depth that is required.

In the IB, the Applications and Interpretation course focuses on technology and interpreting results gained using that technology with a large amount of statistical content. The Analysis and Approaches course focuses more on the theoretical and algebraic side of maths.

48

Pupils can also sit the UK Maths Trust Senior Mathematical Challenge.

Where could this subject take me?

Maths is considered a strong subject to accompany an application to any university course or future career pathway. Maths will support applications for degree apprenticeships in a wide range of subjects, in particular those in technology or finance.

Specifically, it will support applications for maths and maths-related subjects such as sciences, engineering, computer science, economics, medicine and many more.

For those considering maths or strongly maths-based courses such as those listed above, further maths or IB higher level maths will be important and may be a requirement or strong recommendation from top universities.

A Level Areas of Study Maths Pupils are required to cover the following content in three different areas of maths: Pure maths Algebra, Functions, Sequences, Trigonometry, Exponentials, Logarithms, Proofs, Calculus, Vectors.

Mechanics Kinematics, Forces, Motion, Moments.

Statistics Sampling, Data representation and interpretation, Probability, Statistical distributions, Hypothesis testing.

Further maths In addition to the maths course topics listed above, the following are covered as part of the core (pure) content of the further maths course: • • • • • •

Further study of proof, algebra, functions and calculus Complex numbers Matrices Polar coordinates Hyperbolic functions Differential equations

In addition to this, pupils will study three options modules comprising further content from pure maths, mechanics and/or statistics.

How will I be assessed?

Maths Paper 1 (33.3%) This paper tests pure maths content.

Paper 2 (33.3%) This paper also tests pure maths content.

Paper 3 (33.3%) This paper is split into two halves and tests both statistics and mechanics content.

All papers are two hours and pupils are allowed to use a graphics calculator.

Further Maths In addition to the maths papers above, pupils will sit five 90 minute papers. Graphics calculators are allowed in all papers. The first two papers cover core pure content. There are then three further options papers.

49

IB Areas of Study We offer two courses (Analysis and Approaches or Applications and Interpretations), both offered at either higher or standard level.

Pupils choose whether to study at higher level or standard level before starting the Lower Sixth but don’t need to choose which of the two courses to take prior to starting.

During the first half term, pupils cover content that is common to the two courses and teachers can then help advise pupils which maths course is most appropriate for them at the end of the first half term.

Analysis and Approaches (AA) This course emphasises theoretical maths and problem-solving with a high degree of algebraic content.

The following topics are studied at both standard level and higher level: Algebra, Functions, Probability, Statistics, Trigonometry, Proof, Exponentials, Logarithms, 3D shapes, Calculus, Kinematics.

The following additional content is also required for the higher level course: Radians, Complex numbers, Transformations, Systems of equations, Modulus functions, Inequalities, Vectors, Further calculus (including differential equations), Maclaurin series.

Applications and Interpretation (AI) This course focuses on practical applications of mathematics and the use of technology.

The following topics are studied at both standard level and higher level: Algebra, Functions, Probability, Statistics, Trigonometry, Sequences, Voronoi diagrams, Hypothesis testing, Financial maths, Calculus.

The following additional content is also required for the higher level course: Radians, Transformations, Matrices, Complex numbers, 3D shapes, Vectors, Graph theory, Kinematics, Further hypothesis testing, Further calculus (including differential equations)

50

How will I be assessed?

Analysis and Approaches Standard Level Paper 1 (40%) A 90 minute paper without the use of a calculator.

Paper 2 (40%) A 90 minute paper with the use of a calculator.

Internal Assessment (IA) (20%) Pupils complete a written investigation in an area of their choice, making use of maths of the level of the course that they are taking.

Higher Level Paper 1 (30%) A two hour paper without the use of a calculator.

Paper 2 (30%) A two hour paper with the use of a calculator.

Paper 3 (20%) A 75 minute paper with the use of a calculator; the paper consists of two extended-response problems to solve.

Internal Assessment (IA) (20%) Pupils complete a written investigation in an area of their choice, making use of maths of the level of the course that they are taking.

Applications and Interpretation Standard Level Paper 1 (40%) A 90 minute paper with the use of a calculator.

Paper 2 (40%) A 90 minute paper with the use of a calculator.

Internal Assessment (IA) (20%) Pupils complete a written investigation in an area of their choice, making use of maths of the level of the course that they are taking.

Higher Level Paper 1 (30%) A two hour paper with the use of a calculator.

Paper 2 (30%) A two hour paper with the use of a calculator.

Paper 3 (20%)

51

Music

A Level Music (AQA) IB Music (Higher or Standard Level)

Brief Summary Exploring music – its essence, creation and impact – unlocks one of the most profound and enriching art forms, expanding our minds and deepening our appreciation for its power. Studying music in the Sixth Form will strengthen valuable skills in creativity, critical thinking and self-expression that can benefit you in many aspects of life.

The study of music integrates well with nearly all other subjects in the curriculum.

It compliments the study of mathematics and science, as well as the other creative art subjects.

Beyond the classroom Music is at the forefront of our co-curricular programme and our musicians have access to a vast array of musical opportunities outside the classroom. Pupils can participate in numerous ensembles, choirs, and chamber music groups, all of which foster collaboration and creativity. The School also runs an annual music tour; in recent years the Chapel Choir have travelled to Italy, Malaysia and Australia.

52

There are frequent performance opportunities within the Music Department too, including the regular Soundbites Lunchtime Recital and as part of the weekly Compline service in Chapel.

Where could this subject take me?

Studying music in the Sixth Form opens up a range of exciting further education opportunities. Being able to think critically, and analytically, to collaborate with others, to create and communicate your ideas are all skills developed through studying music; these are all readily transferable, and highly valuable, to a wide range of degree courses and careers, not just in the arts.

That said, if you aspire to pursue a musical pathway beyond Haileybury, whether by obtaining an academic music degree, by honing your performance skills at a music college or conservatoire at undergraduate or postgraduate level, or by securing an organ or choral scholarship at one of the many world-renowned Oxford and Cambridge University chapel choirs, studying music in the Sixth Form will provide you with a strong foundation.

A Level

IB

Areas of Study

Areas of Study

Pupils will study the following units across two years: • History of Western classical music (1650-1910) • Music for media • Music for theatre

Pupils will explore music from a personal, local and global context while their own musical identity and musicianship will be strengthened through performance and composition elements.

Performance and composition skills will also be developed throughout the course and assessed.

How will I be assessed?

Component 1 Appraising Music (40%) Pupils will sit a written exam in three sections; listening, analysis of set works and an essay.

Component 2 Performance (35%) Pupils complete a solo performance of 10-12 mins, the level of which should be approximately Grade 7-8. The recording is submitted to the exam board and externally assessed.

Component 3 Composition (25%) Pupils complete two compositions as coursework. The first is in response to one of seven briefs supplied by the exam board e.g. Bach Chorale harmonisation (Brief 1).

The second is a free composition. Scores and recordings of both are submitted and externally assessed.

How will I be assessed?

There is no final written exam element to this course. Each component below is assessed through performance, composition and a piece of analytical written coursework.

Standard Level Exploring Music In Context (30%) Experimenting with Music (30%) Presenting Music (40%) Higher Level Exploring Music In Context (20%) Experimenting with Music (20%) Presenting Music (30%) The Contemporary Music Maker (30%) 53

Physics A Level Physics (AQA) IB Physics (Higher or Standard Level)

Brief Summary Studying physics in the Sixth Form offers pupils a deep dive into the fundamental principles that govern the universe, from the smallest subatomic particles to the vast expanses of space. Pupils engage in both theoretical learning and practical laboratory work, developing their ability to apply mathematical models to real-world investigations. This hands-on approach not only reinforces their understanding of complex concepts but also hones their experimental skills, data analysis and scientific reasoning.

Both A level and IB physics courses have a compulsory practical component. For IB, this includes a piece of coursework while the A level practical component must be completed successfully to pass the A level (but no numerical mark is assigned to this practical work).

Beyond the classroom Sixth Form physicists are found on the leadership team of our SciTech research project Haileybury CubeSat where pupils are working to build a miniature satellite to be launched into space in collaboration with BAE Systems.

We also encourage our Sixth Formers to enter a range of Physics Olympiad competitions.

The Physics Society is run by Sixth Form pupils and meets weekly.

Where could this subject take me?

Physics is an essential subject for many science and engineering-related subjects. It also develops a range of transferable skills (including mathematical, practical, analytical and problem-solving skills) that can be applied to any number of different university subjects or careers.

Physics is often taken with maths and these two subjects are strongly recommended in order to facilitate studying physics or engineering at university. For those interested in architecture, pairing physics with art or design and technology would be recommended.

54

A Level

IB

Areas of Study

Areas of Study

The following areas are covered in the course: • Measurements and their errors • Particles and radiation • Waves • Mechanics and materials • Electricity • Further mechanics and thermal physics • Fields and their consequences • Nuclear physics

Both the higher level and standard level classes study the following five modules content (higher level pupils will go into greater depth): • • • • •

Space, time and motion The particulate nature of matter Wave behaviour Fields Nuclear and quantum physics

In addition, pupils cover an optional module entitled ‘Turning points in physics’.

How will I be assessed?

How will I be assessed?

Pupils sit two papers and complete a piece of coursework (Internal Assessment).

Pupils sit three two-hour papers at the end of the course and must also receive a Practical Endorsement, which is internally assessed throughout the two year course.

Paper 1 (34%) and Paper 2 (34%) Pupils complete a mixture of short answer, long answer and multiple choice questions on a selection of the topics above.

Paper 3 (32%) Pupils complete a mixture of short and long answer questions covering practical experiments, data analysis and the optional module.

Practical Endorsement in Physics To earn this endorsement, pupils must complete 12 compulsory practical experiments. Their practical skills are assessed separately from their theoretical knowledge and successful pupils receive a practical endorsement pass alongside their A level grade.

Paper 1 (36%) 1A Multiple-choice questions 1B Data analysis questions and questions on experimental work. These papers provide an opportunity to assess some of the experimental skills and techniques Paper 2 (44%) Short-answer and extended-response questions of intertwining skills, concepts and understandings placed into a suitable physics context.

Internal Assessment (IA) (20%) A scientific investigation in which pupils gather and analyse data in order to answer their own formulated research question.

55

Politics A Level Politics (Edexcel) IB Global Politics (Higher or Standard Level)

Brief Summary Studying politics at Haileybury offers an immersive exploration of the complexities of political concepts, institutions and processes. Whether diving into the intricacies of the UK’s political system or analysing global political dynamics, pupils develop critical thinking skills, political literacy and a nuanced understanding of contemporary political debates and challenges. With a multifaceted approach, encompassing local, national and global perspectives, politics at Haileybury fosters engagement, dialogue and a deeper appreciation of the dynamic world of politics.

Beyond the classroom Beyond the classroom, Haileybury provides a vibrant array of extracurricular activities to enhance pupils’ political engagement. Pupils can join the Attlee Society for stimulating political debates and discussions.

56

They are also encouraged to participate in Model United Nations (MUN) conferences, where they simulate realworld diplomatic negotiations. Haileybury’s yearly MUN conference is the largest of its type in the country and has gained an excellent reputation, both nationally and internationally.

Politics pupils also enjoy a trip to the Houses of Parliament, enriching their understanding of real-world political issues and dynamics and providing valuable insights beyond the textbook.

Where could this subject take me?

Politics is a well-regarded subject for university entry and both A level and IB courses provide an excellent springboard for studying politics or international relations in higher education.

Politics links well with subjects such as economics, history, human geography and philosophy, and is a great stepping stone to careers in law, diplomacy, journalism, business and government.

A Level Areas of Study In the Lower Sixth, pupils study the UK’s political system, including its constitution, Parliament, political parties and electoral processes.

In the Upper Sixth pupils analyse political ideologies such as conservatism, liberalism and socialism, as well as exploring global political dynamics through the Global Politics module.

IB Areas of Study IB Global Politics offers pupils a holistic exploration of political activity across local, national, international and global spheres, enabling them to analyse political issues relevant to their lives. Drawing from various social science and humanities disciplines, the course grounds abstract political concepts in real-world examples and case studies, fostering a transnational perspective through comparison.

Emphasising international mindedness and the consideration of multiple perspectives, the course encourages dialogue and debate to interpret competing claims effectively.

All pupils cover four main units: • Understanding power and global politics • Human rights and justice • Development and sustainability • Peace and conflict In addition to this, higher level pupils will cover content relating to global political challenges.

How will I be assessed?

How will I be assessed?

The A level is assessed entirely by means of three written papers taken at the end of the course. Each paper includes a mixture of short and long answer questions.

Paper 1 UK politics and core political ideas (33.3%) Paper 2 UK government and non-core political ideas (33.3%)

Standard Level Paper 1 Source-based questions (30%) Paper 2 Extended response questions (40%) Internal Assessment (IA) (30%) The IA takes the form of an ‘engagement project’ where pupils must get involved in some kind of political activity and submit a written report on that political issue.

Higher Level Paper 1 Source-based questions (20%) Paper 2 Extended response questions (30%) Paper 3 Stimulus-based questions relating to the higher level-specific content (30%) Internal Assessment (IA) (20%) See Standard Level above.

Paper 3 Global politics (33.3%)

57

Psychology A Level Psychology (AQA) IB Psychology (Higher or Standard Level)

Brief Summary Psychology is the scientific study of human behaviour and cognition. It is essentially about asking questions. Given we are all human, why are our individual behaviours so different? Why do we behave differently in groups compared to alone? Is our behaviour a consequence of our environment and the situation we find ourselves in, or is it due to our biology and innate predispositions?

Psychology carefully and effectively bridges the gap between the sciences and humanities.

This subject is not taught at Haileybury for GCSE. It is possible for pupils to take this subject without any prior psychology experience.

Beyond the classroom

58

Guest speakers and experts in the field are regularly invited into the department; previous speakers have included professors of criminology, clinical psychologists, police detectives and ex-bank robbers.

Sixth Form pupils lead Psychology Society, bringing the study of psychology to pupils in younger year groups.

The department has its own library and pupils are encouraged to read in their free time with targeted recommendations from their teachers.

Where could this subject take me?

Psychology is a gateway subject. Reading psychology at university opens many doors and closes relatively few, if any. Pupils at Haileybury have read psychology at a variety of world-class universities and gone on to have careers in business, education, marketing, clinical psychology, medicine and sport.

A Level

IB

Areas of Study

Areas of Study

The A level course is split into three modules which align with the papers that pupils sit at the end of the course.

The curriculum has three pillars: concepts, content and contexts.

Paper 1: Introductory Topics in Psychology • Social Influence • Memory • Attachment • Clinical psychology and mental health These topics provide pupils with an overview of the major psychological fields that dominated the 20th century, including classic studies conducted by Milgram and Zimbardo.

Paper 2: Psychology in Content • Approaches in psychology • Biopsychology • Research methods Pupils gain first-hand experience of conducting psychological research, including collecting and interpreting data.

Paper 3: Issues & Options in Psychology • Schizophrenia • Aggression • Cognition and development There are many perspectives to take into account in psychology, and as proof is difficult to provide, agreement is difficult to establish.

Pupils consider the following debates in detail: • Free will and determinism • Nature versus nurture • Holism and reductionism • Idiographic and nomothetic approaches Psychological issues linked to gender, ethics and culture are also explored.

How will I be assessed?

Pupils are assessed via three papers at the end of the course. These papers include multiple choice, short and long answer questions and are equally weighted.

All pupils are required to study the four contexts of psychology: • Health and wellbeing • Human development • Human relationships • Learning and cognition In each of these, there is required content which is linked to three main approaches to explaining behaviour: the biological, cognitive and sociocultural approach.

Higher level pupils have additional content to cover relating to the role of culture, motivation and technology in shaping human behaviour and data analysis and interpretation.

How will I be assessed?

Standard Level Paper 1 (35%) Short and long answer questions on the contexts, content and concepts.

Paper 2 (35%) Short and long answer questions on the in-class practicals and an evaluation of an unseen study.

Internal Assessment (IA) (30%) Pupils develop a research proposal using one of the four research methods they have utilised in the class practicals.

Higher Level Paper 1 (25%) See Standard Level above.

Paper 2 (25%) See Standard Level above.

Paper 3 (30%) This paper consists of short and long mark questions on the analysis and interpretation of the higher level-specific topics.

Internal Assessment (IA) (20%) See Standard Level above.

59

Spanish A Level Spanish (AQA) IB Spanish B (Higher or Standard Level) IB Spanish Ab Initio (Standard Level only)

Brief Summary

Beyond the classroom

Spanish is the second most spoken language in the world, with over 500 million native speakers and official language status in 21 countries. Learning Spanish in the Sixth Form provides valuable transferable skills that are highly prized in today’s competitive workplace, offering a gateway to international career opportunities.

The Spanish Department runs an annual trip to Spain. The Spanish Society meets regularly, hosting themed events, film screenings and cooking masterclasses. Our pupils excel in debating competitions, with pupils recently winning the East Regional Debating Competition. Pupils enjoy theatre trips to the Cervantes Theatre, London and participate in Cinema Study Days at the British Film Institute in London. Keen writers can showcase their skills in essay competitions and our pupils engage in outreach activities with local prep schools, sharing their enthusiasm for language learning with younger pupils.

We offer two IB Spanish courses, catering to pupils with varying levels of Spanish experience: Spanish Ab Initio and Spanish B. Spanish Ab Initio is a course designed for beginners.

Spanish B encourages language acquisition so that pupils develop a global perspective, fostering an understanding of different cultures in relation to one another. As well as the necessary skills of reading, writing, speaking and listening, pupils will also learn how to write in different ‘text types’ as they focus on honing their skills of audience and register. HL pupils will also enjoy reading two culturally significant novels.

60

A level Spanish builds on from the I/GCSE content as new, more relevant topics to the Spanish-speaking world are introduced.

Pupils will also be able to hone their translation skills into and out of Spanish.

Pupils will enjoy the study of a culturally significant book, and or film, as well as producing an individual research project on a topic they are interested in, relating to Spanish.

Where could this subject take me?

By mastering Spanish, you gain not just communication skills, but a strategic advantage that can open doors in diverse sectors, from translation and interpreting to international business and organisational roles.

Recognised by prestigious universities, Spanish proficiency can enhance your university application prospects across a range of subjects. Moreover, international companies increasingly seek multilingual talent, making Spanish a valuable asset that can differentiate you in the global job market and provide a competitive edge in an interconnected world.

A Level

IB

Areas of Study

Areas of Study

Pupils will study the following topics: • Aspects of Hispanic society • Artistic culture in the Hispanic world • Multiculturalism in Hispanic society • Aspects of political life • Grammar

Spanish B The Spanish B course explores the following key themes: • Identities • Experiences • Human ingenuity • Social organisations • Sharing the planet

A selected novel and a film of cultural significance is studied in preparation for Paper 2 and an independent research project is completed in preparation for Paper 3.

How will I be assessed?

In addition, higher level pupils will study two works of literature.

Spanish Ab Initio The same five key themes are covered, see above.

Paper 1: Listening, reading and writing (50%)

How will I be assessed?

Paper 2: Essay paper (20%) Pupils answer two essay questions based on a literary work and a film studied in the classroom.

Spanish B Standard Level Paper 1 Writing (25%) Paper 2 Listening and reading (50%) Individual Oral (IO) (25%) Pupils offer a description and analysis of an unseen photo, followed by a conversation on the related theme and at least one other theme.

Paper 3: Speaking (30%) Pupils are presented with an unseen photocard based on topics that have been covered. This is discussed and then pupils will orally present on their Individual Research Project followed by a discussion on this.

Higher Level Paper 1 Writing (25%) Paper 2 Listening and reading (50%) Individual Oral (IO) (25%) Pupils give an analysis of an unseen literary extract from one of the works studied during the course, followed by a general conversation on that book and then a discussion of one of the core themes.

Spanish Ab Initio Paper 1 Writing (25%) Paper 2 Listening and reading (50%) Individual Oral (IO) (25%) Pupils offer a description and analysis of an unseen photo, followed by a conversation on the related theme for five minutes and at least one other theme for another five minutes.

61

Sports Science A Level Physical Education (OCR) IB Sports, Exercise and Health Science (Higher or Standard Level)

Brief Summary

Beyond the classroom

Have you ever considered why some people run faster than others? Why someone’s personality might affect their performance?

Are you fascinated by the human body?

As well as the outstanding sports facilities and opportunities on offer, our Lower Sixth pupils enjoy visiting Hertfordshire University’s renowned Sports Village allowing them to gain insights into sports science courses, and participate in practical workshops in the campus’ official laboratories.

Combining physical performance and academic challenge, the A level course offers an exciting opportunity for pupils, where 15% of the overall grade is examined through a pupil’s practical ability and performance in one sport.

The IB course places an emphasis on science in sport and exercise, namely the scientific study of human physiology, biomechanics and psychology. There is no assessment of a pupil’s practical sporting ability. Pupils explore the concepts, theories, models and techniques that underpin each subject area and, through these, develop their understanding of the scientific method.

62

Where could this subject take me?

Taking this subject at A level or IB serves as an excellent starting point for degrees in sports science, sports management, healthcare or exercise. The subject can also complement further studies in biology, human biology, physics, psychology, nutrition, sociology and more. Additionally, pupils develop transferable skills including decision-making, psychological understanding, independent thinking, problem-solving, analytical skills and the ability to think and act under pressure.

A Level Areas of Study

IB

The course is divided into three papers.

Pupils will study the physiological and psychological effects of exercise alongside the key sociocultural factors that influence involvement in physical activity and sport.

Areas of Study

Pupils are also required to demonstrate their own sporting ability through showcasing a sport of their choice.

•

The IB course considers three general themes which are studied within the context of sport, exercise and health:

• •

Exercise, physiology and nutrition in the human body Biomechanics and anatomy Sports psychology and skill acquisition

The course explores these themes through the dual lenses of health and performance.

Standard level and higher level pupils study all three areas although higher level pupils go into greater depth in some modules.

How will I be assessed?

Pupils will take three exam papers at the end of their Upper Sixth: Paper 1 Physical factors affecting performance (30%)

How will I be assessed?

Paper 2 Physiological factors affecting performance (20%)

Pupils sit two exam papers and complete a piece of coursework (Internal Assessment).

Paper 3 Social-cultural factors in physical activity and sport (20%)

Paper 1 (36%) 1A Multiple-choice questions 1B Data-based questions

Non Exam Assessment (NEA) (30%) There are two distinct aspects to the NEA (each worth 15%): • Pupils are assessed in their practical performance of one sport • Pupils are required to deliver an oral presentation analysing and evaluating someone else’s sporting performance

Paper 2 (40%) Pupils complete a mix of short-answer and extended-response questions.

Internal Assessment (IA) (24%) Pupils complete a research project (of no more than 3200 words) on a topic of their choice.

63

Theology and Philosophy A Level Religious Studies (OCR) IB Philosophy (Higher or Standard Level)

Brief Summary Theology and Philosophy allows you to explore the most fundamental and fascinating questions of human existence.

Why are we here? What is my purpose? How can I be a good person? What do we mean by “good”?

The A level course focuses on religion, specifically Christianity, as well as philosophy and ethics while the IB course has a greater emphasis on philosophical thought.

Beyond the classroom The Theology and Philosophy Department run popular trips to Florence and Rome where pupils engage in the rich cultural history, theology and philosophy of these beautiful cities. A joint-department trip to Athens looks at the philosophy of the ancient world as well as the beginnings of Christianity through the work of St Paul.

64

The Woozley Society (the philosophy debating society) meets weekly and is run by Sixth Form pupils. Expect lively discussions around both contemporary and transcendent questions to do with theology and philosophy.

Where could this subject take me?

The A level course gives pupils a deeper understanding of the religion and philosophical thought that has shaped much of western history and culture. Similarly, the IB course provide pupils with the tools and knowledge to explore some of the most fundamental questions of human existence.

This is valuable for any path in life after school.

Overall, analysis and evaluation skills will develop extensively, providing transferable skills for any humanities courses at university. Theology and philosophy also complement the sciences very well given the common historical roots between these fields.

A Level

IB

Areas of Study

Areas of Study

The A level course covers the following three areas (with topic examples listed below each): Philosophy of Religion • Existence of God • The relationship between mind, body and soul

There are five distinct areas to the IB course: Core theme: being human This explores six concepts: Identity, The self and others, Consciousness, Personhood, Human nature, Freedom

Religion and Ethics • Utilitarianism • Kantian ethics • Applied ethics on issues such as abortion, euthanasia and business ethics.

Development in Christian Thought • Gender roles • Women in Christianity • Secularism • Core tenets of Christian doctrine

Optional theme(s): ethics and philosophy of religion (higher level pupils will study both of these while standard level pupils will just study one of them).

Prescribed Text: ‘The Ethics of Authenticity’

by Charles Taylor Higher Level only Philosophy and Contemporary Issues: • philosophy and technology • philosophy and the environment • the nature, function, meaning and methodology of philosophy All pupils are also required to complete the Internal Assessment (IA).

How will I be assessed?

The A level is assessed through three exams at the end of the Upper Sixth, all equally weighted towards the final grade.

In each exam, pupils are presented with four essay questions and they must answer three.

How will I be assessed?

Standard Level Paper 1 (50%) One stimulus-based question on the core theme and one thematic essay question on their optional theme.

Paper 2 (25%) An extended response assessing the prescribed text.

Internal Assessment (IA) (25%) A philosophical analysis of a non-philosophical stimulus.

Higher Level Paper 1 (40%) See Standard Level above Paper 2 (20%) See Standard Level above Paper 3 (20%) An 800 word unseen philosophical text discussing a contemporary issue.

Internal Assessment (IA) (20%) Pupils are required to write a philosophical analysis of a non-philosophical stimulus.

65

66

Suggested GCSE Grades for Sixth Form Study In order to help pupils make informed decisions about which subjects might suit them in the Sixth Form, the Heads of Departments (HoDs) have put together the table overleaf which shows the sorts of grades that they would expect pupils to have prior to starting the Sixth Form, in order for them to feel that a pupil would have a reasonable chance of securing at least a B at A level or at least a 5 at higher level for IB. These criteria are given in the form of grades because they are objective and quantifiable; however, grades are just one factor in what makes for a successful Sixth Form pupil and there are lots of other, more intangible, qualities (some of which are mentioned overleaf) to consider as well.

The grades given here are GCSE grades because those are the courses that the vast majority of pupils in the Haileybury Sixth Form have studied. We are aware that some who join Haileybury in the Sixth Form do so without having studied GCSEs beforehand; that is not a barrier and it is hoped that the information given below will still prove helpful in indicating the sorts of levels and attributes that are required for success in Sixth Form study.

It is important to note that: 1.

The expectation of hard work in the Sixth Form is taken as a given and so already accounted for in the formulation of these grades.

2.

Achieving these grades at GCSE is obviously no guarantee of success in the Sixth Form.

3.

Those who fail to achieve these grades will be encouraged to have a conversation with the relevant HoD to discuss:

a) Why it is that you are keen to do the subject and whether the subject is a

suitable choice for you.

b) What support is available within departments for you to access from day one

in the Sixth Form (and what other things you can be doing) to help you hit the ground running.

c) What likely outcomes might look like in your specific case so that you go into

courses informed and with your eyes open.

The expectation is that pupils will be proactive and take the initiative in contacting the relevant HoDs to arrange conversations.

4.

For those who are already at Haileybury, in cases where target grades fall short of what is suggested below, it would be sensible to start those conversations with HoDs while in Year 11, rather than waiting until after GCSE results day.

The hope is that this information will support pupils to achieve their very best in the Sixth Form by helping them to have more information about the decisions that they are making and by encouraging more conversations around support and expectations to take place earlier, where they can be most effective.

67

68

69

70

71

For further information about Haileybury’s Sixth Form curriculum, please contact: Mr Miles Tomkins Deputy Head (Academic) m.tomkins@haileybury.com

The information contained in this booklet is correct at the time of publication, September 2025; however, please note that updates may be made as needed. For the most current version, please refer to the website.

72

SFOB/1/17.12.25

Mrs Rachael Craven Academic Registrar r.craven@haileybury.com