Hymers College courses in the Sixth Form 2021-2023

Courses in the Sixth Form 2021 – 2023 Years 12 & 13 Entry in September 2021

THE SIXTH FORM (YEARS 12 AND 13) AT HYMERS COLLEGE For most Hymers students their time in the Sixth Form is the most satisfying and profitable part of their school career. In academic terms, you will be studying subjects that you like and which you are best at, and you will develop a knowledge and understanding that will give you a genuine interest and enjoyment in your work.

As ours is an academic Sixth Form you will: • • • •

study for A levels; have the opportunity to study for additional qualifications, such as the EPQ or the Certificate in Financial Studies; be expected to work hard and to be punctual with assignments; receive a great deal of help from teachers who, like you, have a great interest in their subjects and who are keen to see you do well.

You will find the style of work different from earlier years: • • •

there will not be a homework timetable; you will have to take full responsibility for the organisation of your time and work; part of your time will be designated as Private Study, which must be used to a highly effective standard.

However, Subject Teachers and Form Tutors will ensure that your work is done and report to your parents via Assessment Grades and Reports (or telephone/letters, if necessary).

You must be prepared to: • •

read around your subjects; work without continual supervision.

You will also have the opportunity to take part in a wide variety of co-curricular activities, from being a member of some of the most successful teams, orchestras and choirs in the country, to helping others through service to our community, or going on field trips and expeditions abroad.

You will be able to develop your powers of leadership and responsibility – these ‘soft skills’ are so important in life after school and are a significant factor in distinguishing our Sixth Form from others in the geographical area. This happens through the prefect and buddying systems, which allow you to look after younger members of the school, and through co-operation with staff in the running of many activities.

Almost all students leave Hymers to enter Higher Education. Help and guidance will be given by your Form Tutor, Subject Teachers, the Careers Information and Guidance Team, UCAS Advisors and the Director of Sixth Form so that sensible choices are made, whether for education or a career.

Sixth Form life at Hymers will be busy and challenging; It will also, we hope, be fulfilling and enjoyable.

Robert Wright – Deputy Head Management

Sixth Form Curriculum The Examinations Post-16 qualifications have now all transferred to the reformed system. This means that all examinations counting towards A Levels take place in the summer of Year 13. At Hymers, all subjects set an end-of-Year-12 exam.

You may read of AS qualifications still being available in many subjects, and this is true, but the AS examinations do not count towards the A Level qualification and at Hymers, as at many other schools, we have decided not to sit AS examinations in the new qualifications, but to focus on teaching the additional content at the end of Year 12.

Year 12 •

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Most of you will choose three subject courses. However, a very small minority will choose four and you would be expected to achieve a significantly higher set of GCSE grades to be eligible to do this.

At the end of Year 12, you will only take public examinations if you are doing Maths and Further Maths, as the Maths course is examined at the end of Year 12 and the Further Maths course is examined at the end of Year 13.

You are encouraged to consider taking subjects that support each other and that will be useful for access to Higher Education/Careers. Advice can be sought from a variety of sources, including subject teachers, careers advisers and the UCAS team.

The Sixth Form Provision at the time of printing is as per the list below: Art

English Literature

PE

Biology

French

Physics

Business

Further Mathematics

Politics

Chemistry

Geography

Product Design

Classical Civilisation

German

Psychology

Computer Science

History

Religious Studies

Drama and Theatre

Latin

Spanish

Economics

Mathematics

English Language & Literature

Music

You will also have an afternoon of Games and periods of Sixth Form Lecture/PSHE/UCAS/ Thinking Skills. The remaining periods will be given to Private Study and, for most students, the Extended Project Qualification (EPQ) or the London Institute of Banking and Finance (LIBF) Certificate in Financial Studies.

Year 13 • • •

You will continue all of the subjects you started in Year 12; A Level examinations will be taken in June of Year 13; You will also have an afternoon of Games, some Private Study periods and time for the Sixth Form Lecture and the EPQ.

FURTHER INFORMATION FOR PROSPECTIVE SIXTH FORMERS (Hymers operates a ten-day teaching cycle with thirteen 25-minute periods per day. One cycle has 130 periods)

Timetable The timetable of a Year 12 student will typically contain: Number of Periods 3 A levels

78

Lectures/UCAS/Assemblies

16

Extended Project Qualification (EPQ) or Certificate in Financial Studies Games

6 (EPQ) After-school (LIBF) 10

Private Study Total

20 or 26 (dependent on EPQ/LIBF) 130

Sixth Form Lectures These are timetabled for two quadruple periods per cycle in Years 12 and 13. They are usually given by visitors, many of whom are eminent national figures. However, some will be given by members of staff, relating to revision techniques and the UCAS process. There is some emphasis on the School’s links with local industry, commerce and professions.

Subject choices Advice will be given during Year 11 to ensure that appropriate choices of courses are made. Based upon this information, the 2021-2022 timetable will then be constructed at the start of the 2020-2021 Summer Term. It is important, therefore, that choices are as accurate as possible, although changes may be made in the light of GCSE results if the constraints of the timetable allow.

Games The main school sports are: • • • • •

Rugby Hockey Cricket Netball Tennis

There is a wide range of other sports and activities. If you are skilled in a sport or activity, you will be expected to take it on Games afternoon and to represent the school when asked.

Junior Common Room (JCR) All students in Years 12 and 13 are members of the JCR. This is for their recreational use at morning break, lunch and after school and available for study during lesson time. Care of the JCR is the responsibility of the students.

The Learning Resource Centre Our LRC, with a suite of computers, bookable meeting rooms and a range of study facilities on two floors, is open from 8.00am until 5.30pm each school day. It has a wide range of books, journals and online resources to support the Sixth Form curriculum, as well as careers, work experience and higher education information and leisure reading material. Sixth Form students are timetabled to use the LRC during their Private Study time and the LRC team is available to help students to access resources.

Higher Education Most students leaving Hymers Sixth Form go into Higher Education. Much advice is available to ensure that suitable courses are chosen to reflect an individual’s preferences and abilities. An outline of the university application programme is given below: Year 12 – October/November/December • Careers Convention (for parents and students) ▪ All major career areas covered ▪ Many local organisations represented • Year 12 UCAS Information Evening (for parents and students) ▪ University entry procedures explained ▪ The UCAS ‘Apply’ website ▪ Work experience, taster courses, open days, GAP years ▪ Personal statements and references • Meeting for potential Oxbridge applicants ▪ Procedures and advice ▪ Entrance tests • Universities and Careers Forum ▪ Occasional meetings that focus on particular universities and courses Year 12 – January/February/March • Centigrade questionnaire ▪ Assessment of interests, skills, personal qualities and academic abilities ▪ Matching with most suitable higher education courses • Guided tour of the UCAS ‘Apply’ website ▪ More details about the UCAS process ▪ Importance of the internal examination results for the prediction of A level grades • Open Day visits after June examinations Year 12 – April/May/June/July • Work on UCAS applications continues ▪ Advice and meetings/interviews ▪ More hints for the completion of applications Year 12 – August • Publication of results of A Level Mathematics (for A Level Further Mathematics students only) and of internal summer examinations (for all students)

Year 13 – September/October • Year 13 Practice Interviews Evening ▪ Practice interviews and individual feedback ▪ Seminar on Interview Preparation • Early UCAS applications (by 15th October) are required for ▪ Medicine, Veterinary Science and Dentistry ▪ All courses at Oxford and Cambridge • Final stages of all UCAS applications ▪ Students consult staff for advice before final completion ▪ Form Tutors collate information and write the school references ▪ Applications checked by UCAS Advisors ▪ Headmaster interviews each student before sending the application electronically to UCAS Year 13 – November/December • Universities begin interviewing and making offers Year 13 – January/February/March/April • Final deadline for UCAS applications (15th January) • Universities continue interviewing and making offers • Applicants respond to offers (firm and insurance acceptances) Year 13 – May/June/July • A Level public examinations Year 13 – August • Publication of results of A Level examinations • Final responses from universities • Clearing procedures

Co-curricular Activities A very wide range of activities is available from which students benefit both by participating and by providing leadership. Co-curricular activities, depending on staff availability, include: Army Cadet Force

Art

Athletics teams

Badminton

Basketball

CAT Zero trip

Chemistry Club

Chess

Computers

CDT Workshops

Cricket teams

Cultural trips

Debating Society

Drama

D of E Award Scheme

Environment Club

Fencing

Golf

Hockey teams

Mentoring

Music – ABRSM/Trinity exams

Music – Brass Group

Music – Chamber Ensembles

Music – Senior Choirs

Music – Senior Orchestra

Music – Senior Strings

Music – Senior Wind Band

Poetry Club

Rugby teams

Skiing trips

Squash

Stage technicians

Technology Workshop

Tennis teams

Theatre visits

Young Enterprise

Additional notes on Sixth Form life Use of a car for travel to and/or from school requires the permission of the Headmaster. Note that: • • •

Students may not drive into the school grounds, but should park on nearby streets, adhering to local regulations; A parking permit must be obtained from the Headmaster and displayed in the vehicle when used to travel to school; Unsafe driving in the local area, or parking in non-designated areas, will lead to the withdrawal of the permit.

Leaving school premises at lunchtime is allowed if a letter giving permission is sent by parents at the start of Year 12. A signing out system is in place and all Sixth Formers must follow this regulation. Students may not leave the site during morning break or during lesson time unless their absence has been authorised.

Absence is inevitable due to illness, visits and courses connected with studies, Open Days and other educational reasons. However, it is essential that absence for other reasons is avoided. To give students the best possible chance of success in Year 12 internal and Year 13 public examinations, leave of absence is not usually granted between the beginning of the summer term and the end of exams in June.

Texts are provided by the school in all subjects.

Files and file paper should be provided by the student.

Prefect duties will almost certainly be undertaken by all students in the Sixth Form. This is considered to be a valuable experience in the exercise of responsibility. Guidance will be given.

Some prefects become Form Prefects or Junior School Prefects and help to look after younger pupils. Each year, a Senior Prefect team is appointed, including a Head Boy and a Head Girl.

Sixth Formers at Hymers College are part of the whole school and are expected to set a good example to younger pupils by: • • •

a high standard of personal appearance; adherence to school rules; showing a positive attitude towards all aspects of school life.

All pupils are expected to wear the school uniform and adopt a reasonably conservative hair style.

Remember that the creation of a good impression may well influence your future prospects.

Subject Contents Art Biology Business Chemistry Classical Civilisation Computer Science Design Technology (Product Design) Drama and Theatre Economics English Language & Literature English Literature Geography History Latin Mathematics and Further Mathematics Modern Languages (French, German and Spanish) Music Physical Education Physics Politics Psychology Religious Studies Extended Project Qualification (EPQ) London Institute of Banking and Finance (LIBF) Certificate in Financial Studies

ART Requirements: It is helpful but not essential to have taken GCSE Art The course is Fine Art based and will give students the opportunity to produce artwork in both two and three dimensions. Students will be encouraged to use a range of materials, which may include oil paints, acrylic, watercolour, pastel, pencil, mixed media and ‘found objects’. Photography and digital manipulation will also be explored within project work.

In both years, the use of a sketchbook will be an ongoing method of recording ideas and information.

Awareness of artists, crafts persons and the artefacts of non-Western cultures will be encouraged in relation to the students’ art projects and this will be supported by visits to Art Galleries and other exhibition spaces.

Art in Year 12 Preparation for the Personal Investigation In the first year of the course students will be involved in a series of workshops and short projects designed to explore their interests and ability. Recording and observation are an integral part of the student’s research process. As they progress with their work, there will be an increasing emphasis on personal direction. All work will have an element of art analysis and students will be guided to looking at areas of art and design related to their individual directions of research.

The middle of the year is concerned with developing individual projects that are accompanied by preliminary and supporting research. A range of materials will be used and these may be in two and three dimensions. No previous experience of sculpture is necessary. The use of IT and digital manipulation skills will be part of this process.

The aim of these guided workshops and projects is to develop student skills and confidence so that they can then prepare themselves for the Personal Investigation. This is an independently directed art project that students begin towards the end of Year 12.

Art in Year 13 Personal Investigation – 60% of the A Level marks Working from ideas developed in Year 12 this student investigation is a coherent, in-depth study that includes supporting work, final outcomes and a written analysis of 1000 to 3000 words. The work must show a relationship to that of other artists and is completed before the end of January.

There are no restrictions on the scale of work. Successful work is reliant upon students developing the focus of their work and refining their skills in Year 12, so that they have the ability to develop their own theme and use of media.

Externally Set Assignment (15 hours) – 40% of the A Level marks The examination board will set a theme. From the February of Year 13, students will produce research and preliminary studies. During April there will be a fifteen-hour exam, over a series of supervised sessions, and a more resolved piece of work will be produced. This piece of work should resolve ideas explored in the development of the project.

BIOLOGY Requirements: Grade 7 to 9 in GCSE Biology or GCSE Science – Double Award; GCSE Chemistry is useful.

Biology goes particularly well with all the other Science subjects and with Geography and helps with some of the physiological aspects of the PE course. If studied as the only science, extra work will be needed to practise scientific methodology. Care should be taken to ensure that the combination of subjects is suitable for a proposed career choice – Biology is strongly recommended for prospective students of medicine and other medically related subjects.

The course covers much of the GCSE Biology material and this is reviewed to ensure that everyone begins from the same point. All areas are covered in more detail and require greater understanding of the principles and concepts. There is a large amount of detailed factual material, which must be learned thoroughly. Homework time will be allowed for this, but will also include regular essays, note making, writing accounts of experiments and problem-solving exercises.

There is a weekend residential field course at the beginning of the summer term of Year 12 (costing approximately £290).

Form of Examination and Course Content Details of the course content and examinations are available at the examination board’s website – www.aqa.org.uk – from which the following outline is an extract:

Subject Content 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 environments 7.

Genetics, populations, evolution and ecosystems

8. The control of gene expression

Assessment Assessment is wholly by written examination taken at the end of the course, usually the end of Year 13. There is no coursework component. Practical skills will be assessed during normal practical lessons and this assessment will used to decide the award of a practical skills endorsement to the A Level.

Paper 1 Any content from topics 1–4, including relevant practical skills Written exam: 2 hours 91 marks 35% of A-level 76 marks: a mixture of short and long answer questions 15 marks: extended response questions

Paper 2 Any content from topics 5–8, including relevant practical skills Written exam: 2 hours 91 marks 35% of A-level 76 marks: a mixture of short and long answer questions 15 marks: comprehension question

Paper 3 Any content from topics 1–8, including relevant practical skills Written exam: 2 hours 78 marks 30% of A-level Questions 38 marks: structured questions, including practical techniques 15 marks: critical analysis of given experimental data 25 marks: one essay from a choice of two titles

BUSINESS Requirements: No prior knowledge of Business is required Students of this course will study business in a variety of contexts (e.g. large/small, UK-focused/ global, service/manufacturing) and consider: • • • • • • • • •

the importance of the context of business in relation to decision making the interrelated nature of business activities and how they affect competitiveness the competitive environment and the markets in which businesses operate the influences on functional decisions and plans including ethical and environmental issues the factors that might determine whether a decision is successful e.g. the quality of data and the degree of uncertainty how technology is changing the way decisions are made and how businesses operate and compete the impact on stakeholders of functional decisions and their response to such decisions use of non-quantitative and quantitative data in decision making (including the interpretation of index numbers and calculations such as ratios and percentages).

The use of real world businesses and products will be used in how students learn about how businesses operate. This new course has more focus on issues such as e-commerce to reflect the changing nature of how businesses operate and evolve.

Subject content •

What is business?

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Managers, leadership and decision making

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Decision making to improve marketing performance

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Decision making to improve operational performance

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Decision making to improve financial performance

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Decision making to improve human resource performance

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Analysing the strategic position of a business

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Choosing strategic direction

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Strategic methods: how to pursue strategies

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Managing strategic change

Assessment There are 3 papers of equal weighting where the skills of Knowledge and Understanding, Application and Analysis and Evaluation will be tested through multiple choice and short response questions, essays and responses to case studies and data response questions. Each paper is 2 hours long. The examinations are at the end of the two-year course.

Careers Students will be able to apply for a variety of degrees in Business Management, Banking and Finance, combined honours courses e.g. Business with a language and Business with ICT. Degrees in Law and Planning (amongst others) will be possible with Business A Level. Some Business degree courses require A Level Mathematics whilst others do not. Students will be expected to have strong numeracy and written communication skills. A genuine interest in current aairs is always a benefit to any business student.

CHEMISTRY Although it is useful and interesting in itself, the study of Chemistry in the Sixth Form contains a compulsory vocational element for aspiring science, veterinary and medical students, and is also a potential springboard for almost any degree.

Chemistry is a challenging but rewarding A Level. It suits those with an interest in the subject who work hard and take advice. Students need a willingness to think as well as to learn, and to be ready to ask as well as answer questions. The work should stimulate and sustain interest in the subject, enabling students to gain knowledge and appreciate the inter-linking patterns that are a distinguishing feature of Chemistry.

All of the topics from GCSE are revisited, and studied in more detail and with more sophistication.

A few new topics are introduced. This qualification is linear – this means that students will sit all the A Level exams at the end of their A Level course.

Routine class practicals will both supplement the introduction and explanation of topics and ideas, and prepare for the assessment of practical skills, which is entirely by end-of-course examination (see below). Practical skills will be also be assessed during normal practical lessons and this assessment will used to decide the award of a practical skills endorsement of the A Level.

In Year 12, students are given a solid grounding in foundation Chemistry. The specification introduces the chemical reactivity of atoms and molecules and provides an understanding of their structures. The development and use of the Periodic Table is explained.

During Year 13, the specification builds on and develops the chemical concepts of Chemistry introduced during the previous year.

Content Physical chemistry: •

Atomic structure

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Amount of substance

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Bonding

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Energetics

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Kinetics

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Chemical equilibria and Le Chatelier’s principle

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Oxidation, reduction and redox equations

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Thermodynamics

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Rate equations

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Equilibrium constant Kc for homogeneous systems

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Electrode potentials and electrochemical cells

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Acids and bases

Inorganic chemistry: •

Periodicity

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Group 2, the alkaline earth metals

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Group 7(17), the halogens

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Properties of Period 3 elements and their oxides

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Transition metals

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Reactions of ions in aqueous solution

Organic chemistry: •

Introduction to organic chemistry

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Alkanes

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Halogenoalkanes

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Alkenes

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Alcohols

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Organic analysis

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Optical isomerism

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Aldehydes and ketones

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Carboxylic acids and derivatives

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Aromatic chemistry

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Amines

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Polymers

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Amino acids, proteins and DNA

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Organic synthesis

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Nuclear magnetic resonance spectroscopy

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Chromatography

Assessments Paper 1 What's assessed: Inorganic Chemistry and the related Physical Chemistry topics, alongside relevant practical skills • Written exam: 2 hours • 105 marks • 35% of A Level Questions 105 marks of short and long answer questions

Paper 2 What's assessed: Organic Chemistry and the related Physical Chemistry topics, alongside relevant practical skills • Written exam: 2 hours • 105 marks • 35% of A Level Questions 105 marks of short and long answer questions Paper 3 What's assessed: any content and any practical skills Assessed • Written exam: 2 hours • 90 marks • 30% of A Level Questions 40 marks of questions on practical techniques and data analysis 20 marks of questions testing across the specification 30 marks of multiple choice questions

CLASSICAL CIVILISATION Why study Classical Civilisation?

Classical Civilisa)on allows you to study the literature, history, culture and society of the Classical World, both Roman and Greek. It is ideal for any student interested in poli)cs, military history, society and literature. The course provides the opportunity to think laterally about a range of topics through a range of mediums. The beauty of classics is the diversity of skills you are exposed to: from literary analysis to the study of symbolism, from exploring the historical context of some of the most defining moments in the western history to the use of propaganda as a tool to influence or manipulate and the origins of some of our most valuable poli)cal ins)tu)ons. Classical Civilisa)on tells a story of our past and can shape the way we think about, and understand, our present and our future.

No study of La)n at GCSE is required to take this op)on but a strong interest and enthusiasm for the classical world and secure skills in humani)es based subjects (English, History, Religious Educa)on) at GCSE are vital.

Content The course follows the OCR syllabus and consists of three examina)ons all to be taken in Year 13: Paper 1: World of the Hero The study of Homer’s Odyssey and Virgil’s Aeneid in Transla=on Literature (in transla)on) (100 Marks) 2 hrs 20 minute paper; 40% of total A Level This paper develops the skills and techniques students will be familiar with from English Literature GCSE. You will be looking at the way in which the ancient authors develop characters, create tension and drama and explore ideas and themes in their poetry. How is a Homeric hero different from a Roman one? What can these poems tell us about the values and the experiences of the classical world? Find out why these two poems have been so cri)cal to the development of all Western literature and con)nue to have such an enduring power to inspire and enthral. This paper is taught across Y12 and Y13 by Mrs Dickinson.

Paper 2: Culture and the Arts Augustus’ imperial image Literature and visual/material culture (75 marks) 1 hr 45 minute paper; 30% of the total A Level This paper looks at one of the most exci)ng periods in Roman history, the emergence of the Roman Empire a`er the turmoil of the civil wars. Students will analyse the meaning behind various forms of expression - coins, statues, poetry, architecture - and look at how Augustus used these to influence his poli)cal agenda and successfully establish his power base. This paper is taught in Y12 by Dr Main.

Paper 3: Beliefs and Ideas Democracy and the Athenians Classical thought, literature and visual/material culture (75 marks) 1 hr 45 minute paper; 30% of the total A Level

How and why did democracy emerge as the predominant poli)cal system in Athens in the 5th century BC? Students will look at the establishment of Athenian democracy and explore the culture, society, climate and individuals which created this form of poli)cal governance, and the ins)tu)ons that supported it. This paper is taught in Y12 (summer term) and in Y13 by Dr Main.

COMPUTER SCIENCE Advances in Computing and Digital Technologies has changed the way we work and study; Computer Science looks at how to program solutions to problems, how computers work and uses of computers in modern society.

Over the A Level course, the topics below are covered – the study of these is through practical work and theoretical learning: 1.

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Fundamentals of programming Fundamentals of data structures Systematic approach to problem solving Theory of computation Fundamentals of data representation Fundamentals of computer systems Fundamentals of computer organisation and architecture Consequences of uses of computing Fundamentals of communication and networking Fundamentals of programming Fundamentals of data structures Fundamentals of algorithms Theory of computation Fundamentals of data representation Fundamentals of computer systems Fundamentals of computer organisation and architecture Consequences of uses of computing Fundamentals of communication and networking Fundamentals of databases Big Data Fundamentals of functional programming Systematic approach to problem solving Non-exam assessment - the computing practical project

The project element of the A Level course allows students to develop their practical skills in the context of solving a realistic problem or carrying out an investigation. The project is intended to be as much a learning experience as a method of assessment; students have the opportunity to work independently on a problem of interest over an extended period, during which they can extend their programming skills and deepen their understanding of computer science.

The most important skill that should be assessed through the project is a student's ability to create a programmed solution to a problem or investigation. This is recognised by allocating 42 of the 75 available marks to the technical solution and a lower proportion of marks for supporting documentation to reflect the expectation that reporting of the problem, its analysis, the design of a solution or plan of an investigation and testing and evaluation will be concise.

Types of problem/investigation Students are encouraged to choose a problem to solve or investigate that will interest them and that relates to a field that they have some knowledge of. There are no restrictions on the types of problem/investigation that can be submitted, or the development tools (for example programming language) that can be used.

Some examples of the types of problem to solve or investigate are: • A simulation for example, of a business or scientific nature, or an investigation of a wellknown problem; • A solution to a data processing problem for an organisation, such as membership systems; • The solution of an optimisation problem, such as production of a rota, shortest-path problems or route finding; • A computer game.

DRAMA and THEATRE Requirements: An interest in theatre and participation in Drama at GCSE or in extra-curricular activities such as Youth Theatre or LAMDA examinations.

A Level Drama & Theatre Studies is a challenging and rewarding course, which develops a range of academic and creative skills. The course provides a context for personal development through serious study of drama and theatre. Students get to study various styles of theatre and practitioner influences (e.g. Brecht’s Epic theatre), as well as develop their range of dramatic techniques. The course also provides the basis for an informed and lasting appreciation and enjoyment of drama and theatre, either as participants or informed members of an audience.

Students will have the opportunity to see a range of performances to inform their practical work, and to analyse plays and their historical context. Students also study the influences and importance of particular performers, directors, designers, theatre companies (e.g. Frantic Assembly), as well as learn theatre history and historical performance conditions (e.g. Restoration theatre).

The subject content details the knowledge, understanding and skills that students are expected to develop throughout the course of study. For the practical components students choose to work as performers, designers (design students may choose lighting, sound, set, costume or puppets) or directors.

Component 1: Drama and theatre What’s assessed: • Knowledge and understanding of drama and theatre • Study of two set plays, one chosen from List A. One chosen from List B. Analysis and evaluation of the work of live theatre makers

Component 2: Creating original drama (practical)

Component 3: Making theatre (practical)

What’s assessed: • Process of creating devised drama.

• Performance of devised drama (students may contribute as performer, designer or director).

Devised piece must be influenced by the work and methodologies of one prescribed practitioner.

What’s assessed: • Practical exploration and interpretation of three extracts (Extract 1, 2 and 3) each taken from a different play.

• Methodology of a prescribed practitioner must be applied to Extract 3.

Extract 3 is to be performed as a final assessed piece (students may contribute as performer, designer or director).

Reflective report analysing and evaluating theatrical interpretation of all three extracts.

How it’s assessed: • Written exam: 3 hours • Open book • 80 marks 40% of A-level

How it’s assessed: • Working notebook (40 marks) • Devised performance (20 marks) • 60 marks in total • 30% of A Level

Questions This component is marked by • Section A: one teachers and moderated by question (from a AQA. choice) on one of the set plays from List A (25 marks) • Section B: one three part question on a given extract from one of the set plays from List B (30 marks) • Section C: one question (from a choice) on the work of theatre makers in a single live theatre production (25 marks).

How it’s assessed: • Performance of Extract 3 (40 marks) • Reflective report (20 marks) • 60 marks in total • 30 % of A Level This component is marked by AQA.

ECONOMICS How do we control inflation? Why do we tax cigarettes? Should we join the Euro? Should we charge for using the motorway? What is a monopoly, oligopoly? Who is John Maynard Keynes?

How can exchange rates affect our economy? Just some of the questions we can ask in Economics.

The approach to Economics is to apply economic theory to support analysis of current economic problems and issues, and encourage students to appreciate the interrelationships between microeconomics and macroeconomics.

We use engaging and up-to-date content so that students can relate what they are learning to the world around them – locally, nationally and globally. Students develop the knowledge and skills needed to understand and analyse data, think critically about issues and make informed decisions.

They will also build upon their quantitative skills and appreciate that, when evaluating arguments, both qualitative and quantitative evidence are important.

The question papers use a variety of assessment styles including real-life case studies and data exercises to better prepare students for further study and employment.

Subject content Individuals, firms, markets and market failure 1.

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The economic problem and economic methodology Individual economic decision making Price determination in a competitive market Production, costs and revenue Perfect competition, imperfectly competitive markets and monopoly The labour market The distribution of income and wealth: poverty and inequality The market mechanism, market failure and government intervention in markets

The national and international economy 9. The measurement of macroeconomic performance 10. How the macroeconomy works: the circular flow of income, AD/AS analysis, and related concepts 11. Economic performance 12. Financial markets and monetary policy 13. Fiscal policy and supply-side policies 14. The international economy Students will be expected to have strong numeracy and written communication skills. A genuine interest in current affairs is always a benefit to any Economics student.

Assessment 3 written exam papers, each 2 hours long and of equal weighting.

Paper 1 - Individuals, firms, markets and market failure, Paper 2 - The national and international economy, Paper 3 – Economic principles and issues (all content is examined here).

Data response questions, essays and multiple choice questions are used in the assessment of Knowledge and Understanding, Application, Analysis and Evaluation skills.

Careers Students will be able to apply for a variety of degrees in Economics, Banking and Finance and other subjects such as Law, PPE. Many Economics degree courses will require A Level Mathematics.

ENGLISH LANGUAGE & LITERATURE Requirements We prefer students undertaking English Language and Literature at A Level to have achieved Grade 7 or above in both English Language and English Literature at GCSE, especially if they hope to achieve Grade B or above at A Level. However, we do also accept students with Grade 6s at GCSE, which can translate into pass grades at A Level.

The main requirement is that the student loves to read has a desire to explore a wide variety of fiction and non-fiction, and will read both the set texts and explore their own interests with appropriate wider reading and research. Students also need to enjoy responding to their reading, which will take the form of discussion and written work.

Aims The department has the following stated aims for A Level students: • That they learn to enjoy and appreciate good writing, both fiction and non-fiction, at an advanced level; • That they learn to produce critical writing in response to fiction and non-fiction texts which is appropriate to advanced level study; • That they enjoy creative writing in a variety of forms, and seek to develop their own voice • That they understand how to develop their knowledge, understanding and skills through independent study.

Course There are three components to the course; two exam components each worth 40% of the grade, and one coursework component worth 20%.

Component One is exam-assessed and involves study of 20th and 21st Century texts with a focus on ‘voice’. Students study a variety of set non-fiction pieces which are compared to an unseen text in the exam, followed by a modern drama which is currently ‘A Streetcar Named Desire’ by Tennessee Williams. Component Two is exam-assessed involves the study of two core literary texts, currently ‘Great Expectations’ by Charles Dickens, and Shakespeare’s ‘Othello’. Pupils write an essay response to a non-fiction text on the theme of ‘Society and the Individual’ and then a comparative essay on the studied literary texts. Both exams are “open book” (i.e. clean copies of the texts are provided for pupils in the exam room).

Component Three is the coursework component, and pupils to have read widely on a chosen theme and then used their reading as a springboard to create one non-fiction and a fiction text of their choosing alongside an analytical commentary.

Assessment Objectives Students are assessed on five skills: •

AO1 Apply concepts and methods from integrated linguistic and literary study as appropriate, using associated terminology and coherent written expression

•

AO2 Analyse ways in which meanings are shaped in texts

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AO3 Demonstrate understanding of the significance and influence of the contexts in which texts are produced and received

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AO4 Explore connections across texts, informed by linguistic and literary concepts and methods

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AO5 Demonstrate expertise and creativity in the use of English to communicate in different ways

Careers An A Level in English Language and Literature is always a desirable qualification when applying for degree courses. English Language and Literature graduates, and graduates in related subjects, are able to progress into all careers except those with other specific requirements, and the skills learned are readily transferable to a range of future careers including law, marketing, journalism, publishing, teaching and education, performing arts, travel and tourism, graphic design, health and social care, and many more.

ENGLISH LITERATURE Requirements We prefer students undertaking English Literature at A Level to have achieved Grade 7 or above in both English Language and English Literature at GCSE, especially if they hope to achieve Grade B or above at A Level. However, we do also accept students with Grade 6s at GCSE, which can translate into pass grades at A Level.

The main requirement is that the student loves to read and will read both the set texts and appropriate critical reviews of these texts quickly and with intelligent understanding. Students also need to enjoy expressing their responses to their reading, both in discussion and in writing.

Aims The department has the following stated aims for A Level students: • That they learn to enjoy and appreciate good literature at an advanced level; • That they learn to produce critical writing in response to studied texts which is appropriate to advanced level study; • That they understand how to develop their knowledge, understanding and skills through independent study.

Course There are three components to the course; two exam components each worth 40% of the grade, and one coursework component worth 20%.

Component One is exam-assessed and involves study of a Shakespeare play, another pre-1900 play and selection of poetry by a pre-1900 poet. Component Two is exam-assessed and involves study of two novels linked by the genre of Dystopian Fiction, and a question requiring analysis of a passage from another novel from this genre which is “unseen” (i.e. not studied in advance of the exam). Both exam components are “closed book” (i.e. you do not take copies of the texts into the exam room).

Component Three is the coursework component, and requires the completion of two essays, one analysing a post-1900 poem and one comparing a post-1900 novel and post-1900 play with a linking theme.

Assessment Objectives Students are assessed on five skills: • • • • •

Written articulation of personal responses to literary texts, developing coherent arguments which use language accurately and critical terminology appropriately Analysis of ways in which meaning is communicated in written texts Understanding of the significance and influence of the contexts in which written texts are produced and received Exploration of connections between texts Exploration of different possible interpretation of texts

Careers An A Level in English Literature is always an acceptable qualification when applying for degree courses. English Literature graduates, and graduates in related subjects, are able to progress into all careers except those with other specific requirements, and the skills learned are readily transferable to a range of future careers.

GEOGRAPHY A Level Geography covers both the physical and human environments and the complex interaction of processes that shape our world. It investigates how human interaction affects the environment and how people adapt and mitigate the effects of such processes. This is complex and dynamic and gives students opportunities to debate the contemporary challenges facing the world today.

Geography is highly valued by universities as an A Level choice, being named as one of the facilitating subjects in the Russell Group Report. It combines well with both arts and science subjects, giving a broad base that keeps options open for future progression at university or career choices.

Specification: OCR Geography A Level This specification consists of three externally assessed examinations and one piece of independent fieldwork enquiry.

Paper 1 – Physical Systems – 1 hour 30 mins examination, worth 22% •

•

Landscape Systems – Involves the study of processes, landforms and resultant landscapes created by rivers and glaciers and the inter-relationship of these landscapes with human activities.

Earth’s Life Support Systems – Studies the inter-relationship between the land, oceans and atmosphere and how they have been threatened and managed by human activities.

Paper 2 – Human Interactions – 1 hour 30 mins examination, worth 22% •

•

Changing Spaces; Making Places – Investigates the actions, interactions and spatial patterns of people and studies how humans have shaped the world around them with a focus on global migration and human rights.

Global Connections – Explores a variety of contrasting places and how, despite connections, there is inequality. We will explore global migration and human rights and gain an understanding that global systems and governance have local impacts.

Paper 3 – Geographical Debates – 2 hours 30 mins examination, worth 36% These are the most dynamic issues the planet faces and students will think critically about the interactions between people and the environment. Students will study two of: • • •

Climate Change Disease Dilemmas Hazardous World

Independent Investigation – Internally assessed, worth 20% An individual research topic, with a guidance of 3000-4000 words.

HISTORY History remains a traditional academic subject highly valued by universities. It is often the basis of a career in Law, but is also highly flexible and the analytical skills that you will gain are valued in a diverse range of careers from politics to accountancy.

We offer a broad ranging History course which gives students the opportunity to experience both the late medieval world of kings, queens and civil war and a more modern one of revolution, economics and Ideology. The course is composed of 2 key modules outlined below and one piece of coursework: The Wars of the Roses 1450-1499 The inspiration behind the best-selling novels ‘A song of fire and Ice’ (Game of Thrones), the Wars of the Roses was one of the most intriguing and blood stained periods in English history. This is a world of mad and murderous monarchs as the last of the Plantagenet’s led England into anarchy and civil war, leaving the Tudors to pick up the pieces and mould a whole new world. This is a very human history, which focuses on individuals, family and friendship along with the jealousies, betrayals and other emotions that go with them. We analyse great battles, such as Towton (1461) and Bosworth (1485) and explore mysteries such as the accession of Richard III and disappearance of the princes in the tower.

The Making of a superpower: USA 1865-1975 This course focuses on the rise of America as a World Power and covers many of the key themes of modern history including economics, international relations and racial integration. The first part charts how the USA recovered from civil war in the 1860s to become a global economic power by 1920. The second part looks at the search for a national identity the country experienced the Jazz ages, prohibition, racial and geographical division and eventually the great depression and Second World War. The final part explores international relations in the Cold War era of 1945-75, as well the Civil Rights movement of the 1950 and 60s.

Assessment Examination Board: AQA Component 1: Breath Study • written exam: 2 hours 30 minutes • three questions (one compulsory) • 80 marks • 40% of A-level Component 2: Depth Study • written exam: 2 hours 30 minutes • three questions (one compulsory) • 80 marks • 40% of A-level Component 3: Historical Investigation • 3000-3500 words essay • 40 marks • 20% of A-level • marked by teachers • moderated by AQA

Course Requirements: There are no specific course requirements to study History at A level. History is not a cumulative subject, so you can come in and be successful without having a GCSE. However, it is essential that you have an enthusiasm for the course, good communication skills and an enjoyment of reading, since all of these will help you to achieve a good final grade.

What History can offer you: • A traditional qualification that is widely respected by universities and employers, History can underpin your studies in Politics, Economics and Business Studies, Languages, RS and English.

• The key skills of the Historian – analytical thinking and communication – are widely transferable and History graduates go on to a very wide range of career. However, if you are thinking of a career in Law or the Civil Service then History is a particularly suitable subject for you.

• You will learn how to analyse, evaluate and form arguments from an informed position.

• You will be able to organise your views and communicate them in a clear, logical and precise way.

• You will be able to form judgements from an informed perspective.

• You will assess interpretations of historical events critically, and will reach conclusions on the controversies surrounding the past.

• An interest that can stay with you for the rest of your life!

LATIN Why study Latin?

Latin at A Level is a challenging but rewarding option. The class sizes tend to be small and there is much greater scope than at GCSE to explore both the language, literature, society and culture of the Roman world. The examination is split 50:50 between language work and literature which means you need to be strong in both disciplines. The grammar and syntax are a significant step up from the GCSE and the expectation for vocabulary learning is high. At A Level we study Latin authors, many of whom are still widely read today. Reading a 2000 year old text, unchanged in all that time, and getting to know the mind of its author is an engaging experience. Students may find themselves discussing politics or poetic technique one day, then history or law the next. Students will become highly tuned to the nuances of the Latin language and develop skills in critical thinking and analysis. Many of the skills needed to do well in science-based subjects are practised in the study of Latin. A Level Latin can also help in a career in business or law. Latin is highly regarded amongst employers and seen as good training for many careers in the commercial world. In fact, Latin is useful for a wide range of university courses and career choices.

A grade 8 or 9 at GCSE is strongly recommended for Latin A Level.

Content The course follows the OCR syllabus and consists of four examinations all to be taken in Year 13: Students build their knowledge of vocabulary and linguistic structures through reading and studying prose and verse texts in Latin, and by translating short passages of English into Latin.

Students study texts written by one prose unseen author (Livy) and one verse unseen author (Ovid) to develop linguistic competence. Two examinations test these skills: •

•

H443/01 – Unseen Translation (01) 100 mark exam lasting 1 hour 45 minutes 33% of the total A Level H443/02 – Prose Composition or Comprehension (02) 50 mark exam lasting 1 hour 15 minutes 17% of the total A Level

Students study Prose and Verse literature set texts in depth. Texts chosen in recent years include Tacitus’ Histories chronicling the year of the four emperors (69 AD) and Virgil's Aeneid XI, a key book in this most famous epic poem, exploring the key themes of glory, suffering, revenge and heroism.

Students also read additional literature in translation in order to understand the context from which the set texts have been taken. Two further examinations test these skills: •

•

H443/03 – Prose Literature (03) 75 mark exam lasting 2 hours 25% of the total A Level H443/04 – Verse Literature (04) 75 mark exam lasting 2 hours 25% of the total A Level

MATHEMATICS AND FURTHER MATHEMATICS Mathematics A Level Mathematics is a demanding course and requires a good grasp of the ideas, concepts and skills developed at IGCSE/GCSE level. It is envisaged that only those students with high IGCSE/ GCSE grades would normally benefit from the course. A high level of algebraic dexterity is an essential prerequisite for A Level Mathematics.

During the course students will study both Core and Applied Mathematics and the content will be assessed with 3 two-hour examinations at the end of Year 13.

The syllabus aims to: • • • • • • • •

Enable students to acquire knowledge and skills with confidence, satisfaction and enjoyment Give students experience of mathematical activity and develop resourcefulness in solving problems for which a ready method is not available Enable students to apply mathematics and recognise its significance to other disciplines Develop students’ understanding of mathematical reasoning Provide students with a foundation for the further study of mathematics Develop an understanding of the statistics widely used in other disciplines and professions Be able to extract and analyse data from a large data set Use an advanced calculator to calculate parameters from data.

Further Mathematics A course of Further Mathematics is also available and this will lead to the acquisition of two A Levels. This should be chosen only by the mathematically very able and it is usual that some study beyond IGCSE/GCSE higher level has been done.

MODERN LANGUAGES FRENCH, GERMAN AND SPANISH Requirements In order to succeed at A Level, students will be expected to have achieved a minimum of a Grade 6 at GCSE in the respective language(s).

It is vital that students have a secure knowledge in all four skills areas: listening, speaking, reading and writing. In addition, an understanding of the culture and the way of life in the target-language country would be most advantageous. An interest in gaining an extensive understanding of the countries where the language is spoken and a willingness to develop an in-depth knowledge of the topics previously covered at GCSE are main requirements.

The Course The course will allow students to develop their general study skills, but most of all students will learn to communicate naturally at a higher level in the language of choice. Students will also expand their appreciation for the society or societies in which the language is spoken.

Paper 1: Listening, reading and translation 40% of the qualification This first paper focuses on assessing the ability to respond appropriately to written and spoken texts from a variety of sources. In addition, students will be required to translate an unseen passage into English.

Paper 2: Written response to written works and translation 30% of the qualification This second paper aims to assess the ability to communicate eectively in the target language by producing an extended written response to the two cultural topics studied throughout the two years. This paper also comprises a translation section from English into the target language.

Paper 3: Speaking 30% of the qualification The speaking paper of this qualification will be based on a fifteen-minute conversation between teacher and student in which the student will be able to demonstrate their ability to convey their views on one of the themes studied, as well as presenting and discussing their independent research project.

Content The content of these three papers will revolve around the following themes: 1.

2.

3.

4.

The evolution of society in the target-language country; The political and artistic culture of the countries where the language is spoken; Immigration and the multicultural society; A historical period of the target-language country.

In addition, students will also conduct an in-depth study of a film and literary book set in or associated with the target-language country so that they can respond critically to essay questions.

This qualification will also allow students to develop as independent learners by oering them the opportunity to independently research a topic of their interest to be discussed at length in their speaking examination.

MUSIC Requirements: It is useful to have taken GCSE Music, but this is not essential as long as the student can play a musical instrument to a Grade 7/8 standard by the end of Year 13, reads music fluently and has passed or is studying for Grade 5 theory.

This course offers students the opportunity to develop further their performing, composing and listening/appraising skills. Students will encounter a wide range of music but, in their own performing and composing, there is a considerable amount of freedom in choosing the style, genre or repertoire. Many subjects combine well with music, from a wide range of humanities and languages as well as mathematics and science. A qualification in music could lead to higher education and employment possibilities including the music industry, teaching and other related careers and is well-respected by high-ranking universities. In addition to developing musical skills to a high level of ability, the course offers the opportunity to gain valuable experience of communication, leadership, negotiation, team building and decision-making.

A Level Music – Edexcel There are three units at A Level: Component 1 (9MU0/01): Performing – 30 % of the total mark This consists of a recital (minimum 8 minutes), either solo and/or ensemble, recorded as a live, unedited, uninterrupted performance in front of an audience of at least two people, between March 1st and May 15th of Year 13. The holistic recital mark is scaled according to the difficulty of the pieces – ‘Standard Difficulty’ is Grade 7, ‘More Difficult’ is Grade 8+. (60 marks) Component 2 (9MU0/02): Composing – 30% of the total mark Students are required to submit two compositions, with a combined duration of at least 6 minutes: Composition 1: a free choice composition lasting a minimum of 4 minutes, either chosen from six briefs relating to the areas of study (briefs released 1st September of Year 13) or an entirely free composition. (40 marks) Composition 2: a composition lasting a minimum of 1 minute created from a brief assessing a chosen technique – 1) Bach chorale, 2) Two-part counterpoint, 3) Arrangement, 4) Remix (briefs released 1st April of Year 13). Guided maximum allowed time of 6 hours includes development of composition, final write-up and recording of composition. (20 marks) Component 3 (9MU0/03): Appraising – 40% of the total mark This consists of an examination at the end of Year 13, based on 6 Areas of Study with 3 set works in each: Vocal Music J. S. Bach - Cantata, Ein feste Burg, BWV 80: Movements 1, 2, 8 Mozart - The Magic Flute (Die Zauberflöte): Excerpts from Act 1 no.4 (Queen of the Night), 5 (Quintet) Vaughan Williams - On Wenlock Edge: Nos. 1, 3 and 5 (‘On Wenlock Edge’, ‘Is my team ploughing?’ and ‘Bredon Hill’)

Instrumental Music Vivaldi - Concerto in D minor, Op. 3 No. 11 Clara Wieck-Schumann - Piano Trio in G minor, Op. 17: Movement 1 Berlioz - Symphonie Fantastique: Movement 1 Music for Film Danny Elfman - Batman Returns: ‘Main theme (Birth of a Penguin Part II)’, ‘Birth of a Penguin Part I’, ‘Rise and fall from grace’, ‘Batman vs the Circus’ Rachel Portman - The Duchess: ‘The Duchess and End titles’, ‘Mistake of your life’, ‘Six years later’, and ‘Never see your children again’ Bernard Herrmann - Psycho: ‘Prelude’, ‘The City’, ‘Marion’, ‘The Murder (Shower Scene)’, ‘The Toys’, ‘The Cellar’, ‘Discovery’, ‘Finale’ Popular Music and Jazz Courtney Pine - Back in the Day: ‘Inner state (of mind)’, ‘Lady Day (John Coltrane)’, ‘Love and affection’ Kate Bush - Hounds of love: ‘Cloudbusting’, ‘And dream of sheep’, ‘Under Ice’ Beatles - Revolver: ‘Eleanor Rigby’, ‘I’m only sleeping’, ‘Here, there and everywhere’, ‘I want to tell you’ and ‘Tomorrow never knows’ Fusions Debussy - Estampes: Nos. 1 and 2 (‘Pagodes’ and ‘La soirée dans Grenade’) Familia Valera Miranda - Caña Querna: ‘Allà va candela’ and ‘Se querna la chumbambà’ Anoushka Shankar - Breathing Under Water: ‘Burn’, ‘Breathing Under Water’ and ‘Easy’ New Directions Cage - Three Dances for two prepared pianos: No. 1 Kaija Saariaho - Petals for Violoncello and Live Electronics Stravinsky - The Rite of Spring: ‘Introduction’, ‘The Augurs of Spring’, and ‘Ritual of Abduction’ Students will also be required to study a range of ‘Wider Listening’ pieces beyond these set works.

The examination lasts for 2 hours and carries a total of 100 marks. It includes multiple-choice, short, open and extended writing questions and is divided into two sections: •

Section A: 50 marks, four questions – three questions based on extracts from the set works and one question on dictation from an unfamiliar work (related to set work, hence the importance of undertaking ‘Wider Listening’ throughout the two years of the course)

•

Section B: one essay question on an unfamiliar piece of music and one essay chosen from three optional questions on a set work.

PHYSICAL EDUCATION Stimulating content is at the heart of the A Level in Physical Education qualification, which will give students a fantastic insight into the amazing world of sports performance.

Open up the world of sport – Students will immerse themselves in the world of sports and PE with the chance to perform or coach a sport (through the non-exam assessment component), and delve into the how and why of physical activity and sport.

An excellent platform – Students will receive a well-rounded and full introduction to the world of PE, sport and sports science. This complete grounding in the subject provides a fantastic base from which to build when they move on to higher education, employment or further training.

Skills for a modern world – Students can develop a range of practical skills, including communication using appropriate language, dealing with pressure, split second decision-making, analysing and evaluating performance, and more.

Studying A Level Physical Education will give students a fantastic insight into the amazing world of sports performance. Not only will students have the chance to perform or coach a sport through the non-exam assessment component, they will also develop a wide-ranging knowledge into the how and why of physical activity and sport.

The A Level in Physical Education is studied though a range of different contexts and the impact it has on both ours and others’ everyday lives becomes clear. Students will learn the reasons why we do things and why some people outperform others – mentally and physically.

Students will also delve into the ethical considerations behind the use of drugs and also the influence that modern technology is having on physical activity and sport.

Students will have the opportunity to develop a wide-ranging set of key skills, including communication using appropriate language, dealing with pressure, split-second decision-making, interpreting and analysing data, as well as analysing and evaluating performance so improvements can be made.

Component 1: Physiological Factors Affecting Performance This group of topics focuses on key systems of the human body involved in movement and physical activity.

Candidates will develop their knowledge and understanding of the changes within these body systems prior to exercise, during exercise of differing intensities, and during recovery.

Application of this theoretical knowledge will enable candidates to understand how changes in physiological states can influence performance in physical activities and sport.

Candidates will be expected to be able to interpret data and graphs relating to changes in these body systems during exercise of differing intensities and during recovery.

Component 2: Psychological Factors Affecting Performance This component focuses on the psychological factors affecting physical activities and sports, including: models and theories that affect learning and performance in physical activities; how different methods of training and feedback work and why their effectiveness differs from person to person; group dynamics and the effects of leadership and stress on performers.

Through the study of this component, candidates will gain a deeper understanding of the underlying psychological factors that influence our performance in physical activity.

Component 3: Socio-cultural and Contemporary Issues This component focuses on the sociological and contemporary factors that influence and affect physical activity and sport for both the audience and the performer and how sport affects society.

It includes the emergence and evolution of modern sport and how social and cultural factors shaped the characteristics of sports and pastimes in pre-industrial and post-industrial Britain. The impact of the modern Olympic Games will be understood as well as the impact on society of hosting global sporting events.

The ever-evolving modern technology and its influence on sport performers and spectators will be understood and practical examples will be used by candidates to show the effect of modern technology.

Component 4: Performance within Physical Education Learners will be required to undertake two parts within this component.

Part 1: Performance/coaching of a sport or activity from the approved DfE list.

Part 2: The Evaluation and Analysis of Performance for Improvement (EAPI) of a sport or activity from the approved DfE list. This does not have to be the same sport or activity that was undertaken in part 1, although it can be.

Learners will identify and justify the major area of weakness within the performance to prioritise for improvement and will propose a long term.

PHYSICS Requirements: Grades 7 to 9 in GCSE Physics and Mathematics are very strongly advised.

The A Level Physics qualification builds on the knowledge, understanding and process skills that students have developed in GCSE Science. Numeracy, mathematical skills and communication are also important in Physics so students will need to be able to communicate effectively, be able to research and think critically about problems. Students will learn theory and develop relevant practical skills throughout the course.

Combining Physics A Level with Mathematics is particularly desirable.

A Level Physics aims for students to: • • • • • • • •

sustain and develop their enjoyment of, and interest in, physics develop essential knowledge and understanding in physics develop the skills needed for the use of this knowledge and understanding in new and changing situations develop an understanding of the link between theory and experiment appreciate how physics has developed and is used in present day society show how physics links with social, philosophical, economic, industrial and environmental matters bring together knowledge of ways in which different areas of physics relate to each other study how scientific models develop

A Level Physics is suitable for students who: • • • • • •

have an interest in, and enjoy physics want to find out about how things in the physical world work enjoy applying their mind to solving problems enjoy carrying out investigations by the application of imaginative, logical thinking want to use physics to support other qualifications or progress to further studies or employment are taking A Levels in other sciences and/or mathematics or other relevant courses such as design and technology and want to take another course that will support those studies

In addition to lessons taught throughout the course, work is set on a regular basis and involves reading, note-making and problem-solving. Practical work is carried out most weeks and the practical course is arranged so that students become familiar with a wide range of experimental techniques. There is ample opportunity to prepare for the practical tests. Optional classes are held from time to time for those who wish to pursue more advanced work in the subject, perhaps with a view to Oxbridge Entrance, or participating in the British Physics Olympiad. Assistance is available throughout the course with individual tuition to help with problems.

Form of Examination and Course Content Core content 1.

2.

3.

4.

5.

Measurements and their errors Particles and radiation Waves Mechanics and materials Electricity

6. Further mechanics and thermal physics 7. Fields and their consequences 8. Nuclear physics Options Student then continue to study the Turning Points in Physics as the optional unit.

Assessments Paper 1 What's assessed: Sections 1 to 5 and 6.1 (Periodic motion)

Paper 2 What's assessed: Sections 6.2 (Thermal Physics), 7 and 8 Assumed knowledge from sections 1 to 6.1

Paper 3 What's assessed: Section A: Compulsory section: Practical skills and data analysis Section B: Students enter for one of the optional section (Turning Points in Physics).

Assessment: • written exam: 2 hours • 85 marks • 34% of A-level

Assessment: • written exam: 2 hours • 85 marks • 34% of A-level

Assessment: • written exam: 2 hours • 80 marks • 32% of A-level

Questions: 60 marks of short and long answer questions and 25 multiple choice questions on content.

Questions: 60 marks of short and long answer questions and 25 multiple choice questions on content.

Questions: 45 marks of short and long answer questions on practical experiments and data analysis.

35 marks of short and long answer questions on optional topic.

Physics leads on to a wide range of courses and careers. Students could go on to use physics to support other qualifications, or progress on to further studies or employment. This could be: • • •

from a Higher National programme (HNC or HND to degree level courses ranging from physics, the sciences or medicine to engineering, chemical engineering or related programmes employment in the area of administration, aerospace, agriculture, biotechnology, the civil service, the coal, gas or oil industries, consultancy, electronics, engineering, law, medicine, radiography, research, scientific journalism, teaching, technological innovation, telecommunications and many others.

In fact, A Level Physics is recognised as an entry qualification for a wide range of higher education courses and employment. If a career is chosen, which in the end has no connection with Physics, the ideas and principles will always help to make better sense of the everyday world and of the scientific information that affects everyday life.

POLITICS Why take Politics?

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• • • • •

The obvious answer is why not, particularly for students who have got an interest in what’s going on around them and in decisions that are made locally, nationally and sometimes internationally.

If students want to understand how government works, how political parties function and how law is created, then Politics is ideal.

Upon reaching the age of 18, students will be eligible to vote. Students will find it useful to know why they are voting and what they are voting for.

For students who enjoy a good argument with friends or parents, it’s always best to argue from an informed perspective: politics gives the means.

There are no specific course requirements to study Politics at A Level, although good communication skills and an analytical approach are certainly helpful.

What is essential is an interest in current affairs, as students will be required to keep up to date with the television, printed and electronic media.

How Does Politics tie in with other A Levels?

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• •

The most obvious tie-in is with History. Politics will help to inform and support students’ understanding of what’s happened in the past, understand motivation and help form arguments.

Economics and Business studies are given a context with Politics. Government decisions affect the business community, dictate interest rates and levels of taxation.

Less obviously, Religious Studies and the sciences. Politics gives an ethical background to these studies and once again, informs decision-making at the highest level.

What can you do with Politics?

• •

Students don’t have to progress to a political career, but to be Prime Minister, it helps!

Politics, like History, is a highly respected A Level that both Universities and employers will be impressed by, whether students are looking for a career in the business sector, law, human resources, even the Armed Services, it’s those analytical skills and that independence of thought that really impress.

Content The course is composed of 3 equally waited units. It is 100% examination with no coursework: Component 1 (33 1/3 % of total) Exam: 2 hours Content: 1. Political Participation – students will study: democracy and participation, political parties, electoral systems, voting behaviour and the media.

2. Core Political Ideas – students will study: conservatism, liberalism, socialism.

Component 2 (33 1/3 % of total) Exam: 2 hours Content: 1. UK Government – students will study: the constitution, parliament, Prime Minister and executive, relationships between the branches.

2. Optional Political Ideas – students will study: one idea from the following: anarchism, ecologism, feminism, multiculturalism, nationalism.

Component 3 (33 1/3 % of total) Exam: 2 hours Content: Politics of the USA – students will study: The US Constitution and federalism, US congress, US presidency, US Supreme Court, democracy and participation, civil rights

PSYCHOLOGY Requirements: No prior knowledge of Psychology is required Students do not need to have any prior knowledge of psychology or any specific qualifications.

However, a good understanding of the scientific process, a good grasp of descriptive statistics and an ability to write in a non-fictional and informative way are key skills that the course will build upon. Therefore good GCSE grades in science, maths and English are required.

The course is divided into 3 components that cover key aspects of psychology research, theory and application. Information from each component is interchangeable and learning from one can be used to support answers in another. All 3 components are examined at the end of year 13.

An ability to work and research independently and to read around the subject are essential.

Students will study a 2 year course in A Level psychology from the OCR Board of examinations.

Year 12 – Components 1 and 2 Component 1 – Research Methods 30% During the study for this module students will get the chance to learn about the scientific elements of psychological research, the extensive psychological vocabulary and to experience some of the empirical methods that make it a scientific process through designing and conducting their own psychology studies.

Contents includes; ➢ Populations, samples and sampling techniques ➢ Ethical issues, constraints and how to deal with them ➢ Types of psychological study – Experiment, Self-Report, Observations and Correlations ➢ Validity and reliability of psychological study ➢ Data – Descriptive statistics, data graphs and distribution, inferential tests, mathematical skills

Component 2 – Core studies and Areas, Perspectives and Debates in Psychology 35% In this component students learn 25 key studies that have been conducted in psychology’s short history. They examine and analyse the context for the studies, the methods of conducting them, their validity and reliability and conclusions drawn from them. Areas of psychology studied are; ➢ Social ➢ Cognitive ➢ Developmental ➢ Biological ➢ Personal Differences

Students will also cover key areas that have been debated in psychology and relate these perspectives to the studies they learn. Areas of debate and perspectives include; ➢ The behaviourist perspective ➢ The psychodynamic perspective ➢ Nature v nurture ➢ Individual v situational ➢ Free will v determinism ➢ Reductionism v holism ➢ Ethics ➢ Conducting socially sensitive research

Year 13 – Component 3 and revision Component 3 – Applied Psychology 35%

During their second year of study students will focus on one set area of psychology and can choose (collectively as a class) two other areas of psychology with a mind to examining how it is applied in the world today.

The set area of study is called issues in mental health and students will study; ➢ The historical context of mental health ➢ The medical model ➢ Alternatives to the medical model Students can then choose 2 (by class consensus) of the following areas that we will study as a class; ➢ Child psychology ➢ Criminal psychology ➢ Environmental psychology ➢ Sport and exercise psychology The course will finish with extensive revision and exam technique so students are ready for the varying demands of the 3 exam papers.

Career prospects Psychology is very highly regarded by universities and prospective employers alike. It opens up skills in report writing, experimentation, statistical analysis as well as communication and applied knowledge. These skills are transferable to a wide variety of subjects including medicine, law, accounting, veterinary science and economics as well as working hand in hand with purer scientific subjects or any of the social sciences and public services. It really is a diverse and well respected subject. In terms of careers the course will offer a good grounding for going on to university to study psychology which can then be applied in almost limitless areas of business and professions.

PRODUCT DESIGN The AQA Student Guide gives a strong flavour of the A Level Product Design course: Think about the objects that you love. Your mobile phone with its delicious curves was designed on a computer screen. The car you yearn for started life as a reduced size clay model. A building that you admire sprang from the drawing board of an architect. And it’s not a new phenomenon. Our fascination with 3D design goes back to flint arrow heads and earthenware pots. As a 3D designer you are at the crossroads of a number of skills. Of course you need creativity, in order to imagine the shape and function of the object. But you’ll also need to know about manufacturing processes, materials and marketing.

3D Design is an enormously satisfying career. You have an idea and - with the use of tools like clay or computers - it comes to life. Imagine how satisfying it must be for the person who designed the iPhone to hold the finished product in their hand. 3D design could take you into a number of exciting career paths. Of course, there’s product or automotive design. But what about computer generated cartoons? Or maybe CAD for industry appeals to you more? This course could take you into architecture, teaching, manufacturing, advertising or engineering.

Course content A Level Design and Technology is linear. The course itself is split into two main areas, Technical principles and Designing and Making principles. All coursework, (Non-Examined Assessment), will be submitted, and examinations taken at the end of the two-year period. The A Level course is designed to offer students the opportunity to study, propose and realise products and solutions closely related to the real world of product manufacture. From the start of Year 12, students will begin to realise what it means to be a designer. Design and Make and focussed tasks will develop their understanding of the physical and mechanical properties of a broad range of materials and components.

In Year 13, students can look forward to a varied and rewarding designing and making experience, which is geared to the acquisition of a broad knowledge of materials and their properties. A great emphasis is placed upon product research, design and development modelling and the production of experimental prototypes.

How the assessment works NEA (non-examined assessment) 50% of the A Level This is a substantial design and make task and is worth 100 marks. The context of the task will be determined by the student.

Students will produce an electronic portfolio and final outcome.

Exam paper 1

Exam paper 2

50% of the A Level (maths and Science count for up to 15 % of the exam)

Paper 1: duration 2hrs The paper will be a mixture of multiple choice and extended response questions.

Students will be assessed on their knowledge of technical principles, designing and making principles and specialist technical principles

Paper 2: duration 2hrs The paper will consist of shorter product analysis q u e s t i o n s a n d l o n g e r, extended response questions Students will be assessed on their knowledge of technical principles, designing and making principles and specialist technical principles

RELIGIOUS STUDIES (with PHILOSOPHY) Requirements Students do not need Religious Studies at GCSE to study this course; all that is needed is an inquisitive mind and a willingness to communicate ideas and opinions. It is a challenging A level and should be considered by those with an interest in law, medicine, journalism, theology, philosophy and social based careers.

Content The A Level is spread over two years of study (OCR examination board) and focuses on 3 main areas: • • •

Philosophy of Religion Ethics Study of a world Religion.

Philosophy of Religion 1.

A study of philosophical arguments about the existence of God: • • • •

2.

Design — key ideas, strengths and weaknesses Cosmological — key ideas, strengths and weaknesses Ontological — key concepts, strengths and weaknesses Religious experience; meditation A study of selected problems in the philosophy of religion:

• • • • •

Problems of evil and suffering, different types of problems and solutions Religious experience — key concepts, strengths and weaknesses Non-existence of God and critiques of religious belief Beliefs about life after death: reincarnation; rebirth; resurrection; immortality of the soul A study of religious language: analogy; language games; myth and symbol; verification and falsification debates.

Ethics 1.

A study of ethical concepts: • • • • • •

2.

The relationship between religion and morality Utilitarianism Situation ethics Critiques of the relationship between religion and morality Deontology, natural moral law, virtue ethics — key concepts, strengths and weaknesses Meaning and definition of ethical terms with reference to ‘is/ought’ and debates about ‘good’, emotivism A study of ethical dilemmas:

• • • •

Issues of war and peace Sexual ethics Medical ethics Business Ethics

World Religions A study of the beliefs and practices of a world Religion: • • • • •

Relating to issues of Belief in God Religious Beliefs and Values Religious Authority Social and Historical developments Relevant scholars, like Bonhoffer looking at Christian ethics

EXTENDED PROJECT QUALIFICATION (EPQ) EPQ Co-Ordinator

Mr A D Whittaker

adwhittaker@hymers.org

At Hymers we follow AQA’s Extended Project Qualification (EPQ) specification. The EPQ is a qualification that is growing in popularity across the country, as it provides the opportunity for students to explore an area of academic interest that the confines of their core A Levels does not allow. The EPQ is an independent research project that develops skills in project management, research, academic ethics, critical thinking, academic writing and referencing, presentations and reflective skills.

From September to October of Year 12, we run optional ‘taster’ course where students are introduced to the key skills that they will develop. From the October of Year 12 to the October of Year 13 students will complete their EPQ.

Why complete an EPQ? There are many reasons to undertake and complete an EPQ including: • Exploring an area of academic interest that the core A-Levels do not allow • Developing an area of academia, for example, essay writing that core A-Levels do not allow • Demonstrating real and practical passion for a subject or area that could be explained and shown at an interview • Challenging yourself – the EPQ requires determination and self-discipline!

• An increase in ‘alternative offers’ at University with reduced entry grades for EPQ students

What do students have to do?

Over the twelve months of the course, students should expect to spend approximately onehundred and twenty hours on the EPQ, including: • • • • • •

Designing a title for a research project Completing a research journal production log Researching their project Producing a 5,000 word academic report or artefact plus 3,000 word academic report Delivering a presentation to a non-specialist audience Responding to a question and answer session

How is the EPQ delivered?

The EPQ is delivered on-timetable in each of the four option columns, so that all students can undertake it, unless a student is already studying four A Levels (excluding Further Mathematics). If a student is studying four subjects and wishes to undertake an EPQ, then they should do so ‘offtimetable’ in their own time.

The EPQ is delivered over six 25-minute periods per two-week cycle. In these small groups, students will cover the key skills required to complete the project, hear from staff that have completed post-graduate study, work with our Learning Resource Centre staff to get the most out of the LRC and work with external speakers on a variety of topics, for example Carolyn Hodgson, a former ITV News Reporter, on presentation skills.

Students are also assigned a ‘Project Supervisor’ who will monitor and support the development of the project. The student will meet formally five times with their supervisor to complete formal

stages of the project. The supervisor may not be a specialist in the chosen subject area as the supervisor’s role is to question the student’s decision-making and support the completion of the project, rather than direct or influence the outcome of it.

How is the EPQ assessed?

The EPQ is assessed holistically at the end of the project, with no individual component worth more than any other. The EPQ is assessed internally, with moderation carried out by AQA and results issued on the August results day of Year 13. Assessment is evidence-based and assessors will look for evidence of four assessment objectives throughout the project: Objective

Weighting

AO1

Manage

20%

AO2

Use Resource

20%

AO3

Develop and Realise

40%

AO4

Review

20%

Examples of completed projects •

Why do girls join the Air Cadets and what can be done to increase the numbers doing so?

•

By what means, and how successfully, did the Falklands Task Force secure command of the air?

•

Should the NHS use robots instead of surgeons to complete surgery?

•

To what extent are the teachings of Aristotle similar to Buddhism?

•

How did the Harlem Renaissance influence the developing African American art movement between c.1918 - 1937?

With the advancement of technology in aviation, will the use of pilots still be essential?

• •

Did the British East India Company provide good government of India between 1764 and 1856?

•

Do the benefits outweigh the costs of hosting the Olympic Games? A case study focusing on Athens 2004 and London 2012.

•

'What is Beautiful?' - An insight into teenage body image issues and the possible mental health issues attached to this.

•

Should the public be able to influence the allocation of healthcare resources in the NHS?

Can I design, build and program a robot to follow a line on a Sixth Formers budget?

London Institute of Banking and Finance (LIBF) Certificate in Financial Studies LIBF Co-Ordinator

Mr J P Mutter

jpmutter@hymers.org

The course encourages students to become responsible borrowers and sensible savers, and to appreciate the need for financial planning throughout their life. It prepares them for further study by developing the core skills of critical analysis and evaluation, verbal communication (through classroom discussion) and written communication. The Certificate in Financial Studies is included in the 16-19 Applied General Performance Tables, has been accredited by Ofqual at Level 3 and is part of the Regulated Qualifications Framework.

Why complete the LIBF Certificate in Financial Studies?

As an Applied General qualification, the Certificate in Financial Studies is primarily designed for students aged 16–19 and provides a comprehensive introduction to personal finance. Its purpose is to prepare students for further study through the development of the core skills of critical analysis and evaluation, synthesis, verbal communication (through classroom discussion) and written communication.

The Certificate in Financial Studies develops the knowledge and skills required for young people to make informed financial decisions by introducing them to the risks and challenges involved in personal finance and the tools for effective planning. Within this, it provides a solid basis for creating financial inclusion, by exploring social-economic trends and their relationship with an individual’s circumstances and attitudes.

What will students learn?

Key content areas: • • • • •

Importance of financial capability in the immediate, short, medium and long term.

Financial services and products, including sources of help and advice.

Borrowing, budgeting, financial planning and cash flow forecasting.

The impact of external influences at different stages in the personal life cycle.

Risk and reward in managing personal finance.

Key skills developed: The qualification will encourage students to • analyse financial information, financial services products and services and begin to make judgements about suitability for people in different circumstances; • develop an understanding of financial concepts and terminology to enhance financial literacy; • analyse, synthesise, evaluate and reflect; • demonstrate numeracy skills, including the ability to manipulate financial and other numerical data to reflect the conceptual activity of financial maths; • select appropriate data and information to make arguments; • structure and communicate ideas logically and coherently; and • increase their ability to work and learn independently.

How is the LIBF Certificate in Financial Studies assessed?

Unit 1 – Financial Capability for the Immediate and Short Term: Students will gain an appreciation of why money is important through focusing on what money is; attitudes to it; and how it can affect life choices.

Unit 2 – Financial Capability for the Medium and Long Term: Students will gain the ability to plan and manage their financial needs in the medium and long term, with particular reference to the importance of the need to budget for future aspirations and life events.

Each unit is assessed through a combination of Multiple Choice Questions (Part A) and a written paper (Part B). A total of 200 marks are available from both units comprising 100 marks per unit.

•

Part A: 35 multiple choice questions in a 45-minute examination.

•

Part B: pre-release case study requiring essay responses in a 105-minute examination.

Part B will also assess spelling, punctuation and grammar (SPAG) through the essay responses.