Hymers Sixth Form Curriculum Choices Booklet

Hymers Sixth Form Curriculum Choices For September 2024 Entry

Headmaster’s welcome At this stage of Year 11, students are beginning to look ahead, both to the challenges of the GCSE examination season and to life beyond GCSEs – it is an exciting time, a little daunting perhaps, but please feel reassured we will be with you at every step of the journey, whether you are a current student at Hymers, or a student looking to join Hymers for the Sixth Form from another school.

This booklet details the exciting opportunities that await students in the Sixth Form at Hymers and what I think makes the Hymers Sixth Form special. It also highlights what areas we add real value to a Sixth Form student’s education: the small class sizes that facilitate higher examination results; our tutor groups of 10 to 12 students that provide more time and support from their advisors when it comes to their all-important applications to university, or directly to the world of work; the strong relationships based on mutual respect that exist between our Sixth Formers and their teachers; and our pastoral care and resources for students’ welfare and for Learning Support.

Finally, we have our culture of aspiration: we have high standards and we are unapologetic about that in terms of our ethos, our values and our conduct.

This is important, because students learn as much from their peers around them as they do from their teachers. These factors to a large extent explain our outstanding exam results that continue to set the standard for Sixth Form education in Hull and across the East Riding of Yorkshire.

Best wishes, Justin Stanley, Headmaster

Contents Why Hymers? ....................................................................................................................................................................... 4 Taking an Academic Lead ....................................................................................................................................... 4 Taking Care of You .......................................................................................................................................................... 4 Guiding your Decisions .............................................................................................................................................. 5 Developing your Leadership Skills ................................................................................................................. 5 Making Connections .................................................................................................................................................... 5 Life beyond the Classroom .................................................................................................................................... 6 The Ethos of 3+ .................................................................................................................................................................. 6 What to Expect ................................................................................................................................................................... 6 Your Academic Programme ................................................................................................................................... 7 Entry Requirements and Bursaries ................................................................................................................... 7 Courses: A Level Art – Fine Art & Photography ............................................................................................................................. 10 Biology .................................................................................................................................................................................... 12 Business .................................................................................................................................................................................. 13 Chemistry ............................................................................................................................................................................... 14 Classical Civilisation ................................................................................................................................................... 16 Computer Science ......................................................................................................................................................... 17 Design & Technology (Product Design) ..................................................................................................... 18 Drama & Theatre ........................................................................................................................................................... 19 Economics ........................................................................................................................................................................... 20 English Language & Literature .......................................................................................................................... 21 English Literature .......................................................................................................................................................... 22 Geography ......................................................................................................................................................................... 23 History ..................................................................................................................................................................................... 24 Latin ........................................................................................................................................................................................... 25 Mathematics & Further Mathematics ......................................................................................................... 26 Modern Foreign Languages (French & Spanish) ............................................................................ 27 Music ........................................................................................................................................................................................ 28 Physical Education ....................................................................................................................... 29 Physics ................................................................................................................................................................................... 30 Politics ..................................................................................................................................................................................... 32 Psychology ........................................................................................................................................................................ 33 Religious Studies (with Philosophy) ............................................................................................................. 34 Sociology .............................................................................................................................................................................. 35 BTEC Level 3 Extended Certificate in Information Technology ......................................................... 36 Level 3 Diploma in Sport ....................................................................................................................................... 37 Other Extended Project Qualification (EPQ) ......................................................................................................... 38

Why Hymers?

The Sixth Form at Hymers is unique within Hull and the East Riding in its structure and the opportunities it provides students, both during Years 12 and 13 and beyond as they progress to Higher Education and the world of work. n

areers Information and Guidance provision that has been awarded the Gatsby Quality in Careers C Standard, the highest quality mark in its field in its 2018 and 2021 inspection assessments;

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Leadership opportunities and development of ‘soft skills’ that can only be accessed in a through school;

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ccess to over 6,000 alumni for making work experience and networking connections in preparation for A a career in your chosen field;

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Co-curricular provision in Sport, Music, Drama, student-led societies and many other areas that fulfil students’ potential through outstanding coaching and facilities and time and importance given to this provision in the timetable.

Taking an Academic Lead Students at Hymers College year-on-year achieve the highest results of all Sixth Form institutions in Hull and the East Riding – this is with entry requirements that match those of the other institutions. Of course, part of the success is the hard work and commitment of our fantastic students – there are many ways that the school helps them along the way: n

Class sizes that are significantly smaller than at a Sixth Form College – in the academic year 2023-2024, the average class size is 7.7;

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Curriculum time that is significantly higher than the guidelines for Sixth Form courses – in each course, per A Level equivalent, students receive 5 hours 25 minutes of lessons per week;

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Excellent teaching across all subjects and across all age groups, as described in the ISI Inspection Report of Summer 2022, that has outstanding subject knowledge at its core;

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pecialist support for national academic competitions and preparation for university entrance S examinations.

Taking Care of You Pastoral Care should not stop at the end of Year 11. At Hymers, Pastoral Care is at the heart of the Sixth Form and feeds directly into students’ academic progress and into the Careers Information and Guidance programme, such as through personalised and bespoke support through the UCAS application process. n

Form Groups of 10-12 students, mixed between Year 12 and Year 13 students, so that Year 12 students can draw upon the experiences of their peers;

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Daily contact with a Form Tutor who supports their tutees for the two-year period of Sixth Form and is able to write a highly-personalised reference for their transition to Higher Education;

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Support from an experienced Sixth Form Leadership Team, based near the Junior Common Room and highly-skilled in pastoral care and support in Careers Information and Guidance;

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Access to a full-time, on-site trained Nurse and a Welfare Nurse to provide additional support for your physical and mental well-being.

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Guiding your Decisions Students in the Sixth Form at Hymers are supported by a dedicated team of experienced and qualified experts in Careers Information and Guidance. The Year 12 and 13 programme includes a number of events that sets the Hymers experience apart from other schools and Sixth Form Colleges. n

n Information Evening for students in Year 12 that prepares students for the wide range of applications A that are submitted via UCAS, or otherwise, and includes specialist workshops on specialist applications such as for Medicine, making applications to universities overseas, and on university finance;

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Practice Interview Evening that gives students a preparatory experience of a university interview, A led by a subject specialist. The school is able to draw on the help of external experts across all fields, through the vast network of alumni connections;

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A Careers Convention that welcomes over 50 companies, locally and nationally, across all fields of interest;

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ontinual support and advice towards decision-making for students’ next steps in their education, be it C through a university application or an alternative route to the world of work.

Developing your Leadership Skills Being a Sixth Form student in a through school provides opportunities to support younger students in a range of ways: academically, pastorally and socially. In the Sixth Form at Hymers, we have a number of varying roles for students to act as leaders and to develop skills that are highly valued by universities and employers.

We provide our students with the training to fulfil these roles successfully and to make a positive difference in a young person’s life. n

ur Form Prefects support students with academic issues, time management, personal organisation and, O of course, with helping them through their difficulties when they arise;

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ur Buddies and Academic Mentors provide pastoral care and academic support for students in the O Middle and Lower School. Sixth Form Students are trained to provide valuable advice and nurturing support for students in Hymers College and the local primary schools;

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ur Heads of House coordinate the teams for various events in school – they support, encourage and O advise other students to support the House ethos that is a key part of life at Hymers;

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ur Senior Prefects, led by our Heads of School represent the whole student body – they represent the O school at major events and meet with the Headmaster and Senior Leadership Team on a weekly basis to help to shape the day-to-day running of the school.

Making Connections Hymers has a thriving and growing network of over 6,000 former students, alumni, who maintain a connection to the school either through the Old Hymerians Association, or through our social media channels, such as Facebook, Twitter, Instagram and LinkedIn. Our alumni are grateful for the opportunities that were provided to them at Hymers and love to support our current students as they make the same journey. n

lumni offer work experience placements, both short term and during holiday periods, to A current students interested in specific careers. These have included placements in London with large financial companies and often lead to job opportunities after completion of degree courses;

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e regularly enjoy visits to the school from alumni to support the assembly programme, the W Sixth Form Lecture programme and our student-led societies;

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ur Year 13 students richly benefit from the expertise of our alumni at our University Practice O Interview Evening, within the Careers Information and Guidance programme;

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ur alumni make networking connections with each other, both locally and further afield to support O their career paths. page 5

Life beyond the Classroom Co-curricular activities contribute hugely to students’ physical and mental health. At Hymers, we are committed to students being given the time to develop their skills and compete at the highest level in a vast range of clubs and activities. n

Our sports teams benefit from expert coaching from staff, many of whom are involved in county or regional sport, and enjoy a full fixture programme including participation in national and independent schools competitions;

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Our musicians receive expert tuition and leadership in their one-to-one singing and instrumental lessons and in their participation in choirs, orchestras and ensembles, leading to performances in larger concerts and smaller recitals;

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Our performing arts students perform stunningly year-on-year in plays and musicals in our professional standard Theatre and music facilities;

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Hymers continues to enjoy its status as the only independent school training partner for the National Citizen Service. Each year, well over 50 students at Hymers excel in this programme that is highly-valued by universities and employers;

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The Duke of Edinburgh programme is an extremely popular part of the Hymers Sixth Form experience, with around 50 students each year participating in the Silver or Gold awards;

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Our student-led societies of LawSoc, BioSoc, MedSoc, PsychoSoc, the Language and Culture Club, the Economics and Business Society, the Engineering Society, the English Society, the Equality Society and the Islamic Society enrich the co-curricular offer of the Sixth Form and give students opportunities to develop academic and cultural experiences outside of the taught curriculum;

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With over 100 clubs and activities open to students in the Senior School and Sixth Form, there really is something available for everyone;

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Our MDVP (Medicine, Dentistry and Veterinary Pathway) and our Law Pathway are bespoke programmes put together for students in the Sixth Form. They include events, activities, mentoring, trips and careers advice and guidance tailored to give students the best start in these career areas.

The Ethos of 3+ The timetable of a Hymers Sixth Form student is not limited to a programme of three A Level/BTEC courses. We aim to broaden all students’ experiences, so that they complete their studies not only with three high grades, but with additional qualifications and knowledge. n

Approximately 30 students each year take the Extended Project Qualification, equivalent to half an A Level to supplement their main programme of study – students’ outcomes in this highly-regarded qualification are superb;

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The Sixth Form Lecture programme welcomes external visitors with wide-ranging life experiences, many of whom are well-known nationally for personal successes in the face of adversity;

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The PSHE curriculum is current and topical – it aims to cover a range of content to prepare students for living independently and covers critical issues such as consent.

What to Expect Whether having attended Hymers for their GCSE studies, or having joined from another school, for most students the Sixth Form at Hymers 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.

You will find that the style of work differs from your earlier school life: there will not be a homework timetable; you will have full ownership and responsibility of your time and work; and part of your time will be designated as Private Study, which you must use to a highly effective standard to make the step up to A Level or Level 3 BTEC work. page 6

Your Academic Programme Nearly all students follow a programme of three A Level courses, or A Level equivalent courses (BTEC National Extended Certificate) in their academic programme. Each A Level course or equivalent is allocated 5 hours 25 minutes of teaching time per week. The BTEC National Diploma in Sport is equivalent to two A Levels and therefore has double the amount of weekly teaching time.

For students taking Further Mathematics as a fourth A Level alongside A Level Mathematics and two other courses, learning takes place at an accelerated rate through additional lessons within the school timetable – students take the A Level Mathematics at the end of Year 12, and Further Mathematics alongside their other two courses at the end of Year 13.

The academic programme is supported by the Sixth Form Lecture programme; a dedicated, age-relevant PSHE programme; and a Games and Enrichment programme that combines high-level training and fixtures for school teams and physical activity of choice for non-team members.

Entry Requirements and Bursaries Most students who progress to a programme of three A Level courses do so with at least 6 grade 6 passes at GCSE and with grade 7 passes in subjects where there is direct progression from GCSE to A Level courses that they wish to study. However, this is only a guideline, and adjustments are made with the aim of ensuring that every individual follows a programme of study that they will enjoy and in which they are likely to be successful.

From September 2023, Hymers has offered BTEC courses in Sport and in Information Technology. Although they are just as challenging as A Levels and carry A Level equivalence, the continual style of assessment may be more appropriate for some students, and are therefore worth consideration. Some courses have specific entry requirements or preferences and these are detailed in the courses section that follows in this booklet.

The Reverend John Hymers, Fellow of St John’s College, Cambridge and Rector of Brandesburton, left money in his will for a school to be built “for the training of intelligence…among the vast and varied population of the town and port of Hull”. In the spirit of its founding message, the School operates a Fee Remission Scheme that enables over 110 academically able children to attend when parents are not in a financial position to pay the full fees. Under the Scheme, financial help up to the full value of tuition fees may be available, dependent upon the child’s academic ability and an external assessment of the income and assets of the family.

Bursaries, in the form of the Fee Remission Scheme, are awarded to applicants who demonstrate strong academic ability, indicated by their GCSE grades at the end of Year 11. For students joining Hymers for the Sixth Form from other schools, the application for fee remission is made (in advance of GCSE results) by ticking a box in the bottom right corner of the overall application form for the school. For students progressing to the Sixth Form from the Year 11 at Hymers, parents should contact the Finance Department.

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A Level Results Day 2023 page 8

Our Subjects

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ART -

A LEVEL FINE ART and A LEVEL PHOTOGRAPHY

Requirements It is helpful but not essential to have taken GCSE Art. The Art & Design course offers two pathways of study or ‘specifications’ to students. Candidates must select their chosen pathway at the beginning of Year 12.

Both pathways offer the chance to undertake a unique, personal and open-ended creative journey of discovery. We currently offer trips to Liverpool and other UK destinations to visit galleries and museums including the Tate, and also to undertake practical assignments.

Fine Art Specification Students will undertake an in-depth exploration of a wide range of fine art media, processes and experimentation with techniques both traditional and new, producing work in both 2 and 3 dimensions. We will introduce drawing and painting, mixed-media, collage, digital media and moving image. Digital manipulation of images is part and parcel of the course, and we use a wide range of Adobe Suite software with graphics tablets to support this. Students are required to develop personal, meaningful, conceptual ideas, and develop technically accomplished and individual approaches that reflect their creative styles and visual interests.

Photography Specification Students will be introduced to a range of stimulating photographic opportunities that will explore how lighting, lens, camera functions, digital and traditional techniques are used to manipulate imagery. Photography is more than documenting and recording. As with fine art, students are required to develop personal, meaningful, conceptual ideas, and must develop technically accomplished and individual approaches that reflect their creative styles and visual interests.

In both pathways, use of a sketchbook will be an ongoing method of recording ideas, intentions, processes and experimentation. Drawing is a requirement in fine art only.

Art in Year 12 Preparation for the Personal Investigation For both specifications, during 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 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.

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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.

Careers and Higher Education Art and photography degrees teach problem solving, teamwork, independence and self-motivation qualities that every employer is looking for. In fact, the Telegraph recently listed Art/Photography graduates in the top 10 most employable.

Fine Art n

Architecture - an outstanding opportunity for building your university entry portfolio and a recommended course of study;

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Fine Art pathway prepares you for further study and careers in creative industries: fashion, graphics and illustration, commercial photography, animation, game design, interior design, film and TV, web design;

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A course which develops critical transferable skills and attitudes including: creativity, risk-taking, project development, research and analysis and writing.

Photography n

Magazine features editor, Medical illustrator/ photographer, Photographer, Press photographer, Television camera operator, Advertising art director, Digital marketer, Film director, Film/video editor.

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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 n Biological Molecules;

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Energy Transfers in and between organisms;

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Cells;

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Organisms exchange substances with their environment;

Organisms respond to changes in their internal and external environments;

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Genetic information, variation and relationships between organisms;

Genetics, populations, evolution and ecosystems;

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The control of gene expression.

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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

Paper 2

Paper 3

Any content from topics 1–4, including relevant practical skills.

Any content from topics 5–8, including relevant practical skills.

Any content from topics 1–8, including relevant practical skills.

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Written exam: 2 hours

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Written exam: 2 hours

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Written exam: 2 hours

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91 marks

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91 marks

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78 marks

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35% of A Level

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35% of A Level

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30% of A Level

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76 marks: a mixture of short and long answer questions

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76 marks: a mixture of short and long answer questions

Questions

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15 marks: extended response questions

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15 marks: comprehension question

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38 marks: structured questions, including practical techniques

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15 marks: critical analysis of given experimental data

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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: n

The importance of the context of business in relation to decision making;

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The interrelated nature of business activities and how they affect competitiveness;

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The competitive environment and the markets in which businesses operate;

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The influences on functional decisions and plans including ethical and environmental issues;

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The factors that might determine whether a decision is successful e.g. the quality of data and the degree of uncertainty;

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How technology is changing the way decisions are made and how businesses operate and compete;

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The impact on stakeholders of functional decisions and their response to such decisions;

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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 course has more focus on issues such as e-commerce to reflect the changing nature of how businesses operate and evolve.

Subject content n

What is business?;

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Decision making to improve human resource performance;

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Managers, leadership and decision making;

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Decision making to improve marketing performance;

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Analysing the strategic position of a business;

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Choosing strategic direction;

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Decision making to improve operational performance;

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Strategic methods: how to pursue strategies;

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Managing strategic change.

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Decision making to improve financial performance;

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 affairs is always a benefit to any business student.

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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.

Subject content

Physical chemistry: n

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: n

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.

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Organic chemistry: n

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

Paper 2

Paper 3

What’s assessed: Inorganic Chemistry and the related Physical Chemistry topics, alongside relevant practical skills.

What’s assessed: Organic Chemistry and the related Physical Chemistry topics, alongside relevant practical skills.

What’s assessed: any content and any practical skills.

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Written exam: 2 hours

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Written exam: 2 hours

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105 marks

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105 marks

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35% of A Level

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35% of A Level

Questions

Questions

105 marks of short and long answer questions

105 marks of short and long answer questions

Assessed n

Written exam: 2 hours

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90 marks

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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

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CLASSICAL CIVILISATION Why study Classical Civilisation?

Classical Civilisation 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 politics, 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 political institutions. Classical Civilisation tells a story of our past and can shape the way we think about, and understand, our present and our future.

No study of Latin at GCSE is required to take this option but a strong interest and enthusiasm for the classical world and secure skills in humanities based subjects (English, History, Religious Education) at GCSE are vital.

Subject content The course follows the OCR syllabus and consists of three examinations all to be taken in Year 13: Paper 1: World of the Hero The study of Homer’s Odyssey and Virgil’s Aeneid in Translation Literature (in translation) (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 critical to the development of all Western literature and continue to have such an enduring power to inspire and enthral. This paper is taught across Year 12 and Year 13 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 exciting periods in Roman history, the emergence of the Roman Empire after the turmoil of the civil wars. Students will analyse the meaning behind various forms of expression - coins, statues, poetry, and architecture - and look at how Augustus used these to influence his political agenda and successfully establish his power base. This paper is taught in Year 12 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 political 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 political governance, and the institutions that supported it. This paper is taught in Year 12 (summer term) and in Year 13 by Dr Main.

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COMPUTER SCIENCE Computer Science will be an additional A Level, to be taken alongside A Level Mathematics, A Level Further Mathematics and one other A Level, with teacher supervision and support of independent learning.

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: n

Fundamentals of programming;

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Fundamentals of communication and networking;

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Fundamentals of data structures;

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Systematic approach to problem solving;

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Fundamentals of algorithms;

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Theory of computation;

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Fundamentals of databases;

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Fundamentals of data representation;

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Big Data;

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Fundamentals of computer systems;

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Fundamentals of functional programming;

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Fundamentals of computer organisation and architecture;

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Non-exam assessment - the computing practical project.

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Consequences of uses of computing;

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: n

A simulation for example, of a business or scientific nature, or an investigation of a well-known problem;

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A solution to a data processing problem for an organisation, such as membership systems;

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The solution of an optimisation problem, such as production of a rota, shortest-path problems or route finding;

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A computer game.

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DESIGN & PRODUCT TECHNOLOGY 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.

Subject content A Level Design & 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)

Exam paper 1

Exam paper 2

50% of the A Level.

50% of the A Level.

50% of the A Level.

(Maths and science count for up to 15% of the exam).

(Maths and science count for up to 15% of the exam).

Paper 1: duration 2 hours

Paper 2: duration 2 hours

The paper will be a mixture of multiple choice and extended response questions.

The paper will consist of shorter product analysis questions and longer, extended response questions.

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.

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

page 18

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

DRAMA & 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

Component 2: Creating original drama (practical)

Component 3: Making theatre (practical)

What’s assessed:

What’s assessed:

What’s assessed:

n

Knowledge and understanding of drama and theatre;

n

Process of creating devised drama;

n

Study of two set plays, one chosen from List A, one chosen from List B;

n

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

Analysis and evaluation of the work of live theatre makers.

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

n

How it’s assessed:

n

Practical exploration and interpretation of three extracts (Extract 1, 2 and 3) each taken from a different play;

n

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).

n

Written exam: 3 hours

How it’s assessed:

n

Open book

n

Working notebook (40 marks)

n

80 marks

n

n

40% of A Level

Devised performance (20 marks)

n

60 marks in total

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

n

30% of A Level

How it’s assessed:

Questions n

n

n

Section A: one question (from a 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).

This component is marked by teachers and moderated by AQA.

n

Performance of Extract 3 (40 marks)

n

Reflective report (20 marks)

n

60 marks in total

n

30 % of A Level

This component is marked by AQA.

page 19

ECONOMICS How do we control inflation? Why do we tax cigarettes? Should we have left the EU? 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 n

n n n n

n n

n

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 n

n

n n n n

The measurement of macroeconomic performance; How the macro economy works: the circular flow of income, AD/AS analysis, and related concepts; Economic performance; Financial markets and monetary policy; Fiscal policy and supply-side policies; 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; n

Paper 1 - Individuals, firms, markets and market failure;

n

Paper 2 - The national and international economy;

n

Paper 3 – Economic principles and issues (all content is examined here);

n

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. page 20

ENGLISH LANGUAGE & LITERATURE Requirements We prefer students undertaking English Language & 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: n n

n n

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.

Subject content 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: n

n n

n n

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; AO3 Demonstrate understanding of the significance and influence of the contexts in which texts are produced and received; AO4 Explore connections across texts, informed by linguistic and literary concepts and methods; AO5 Demonstrate expertise and creativity in the use of English to communicate in different ways.

Careers An A Level in English Language & Literature is always a desirable qualification when applying for degree courses. English Language & 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.

page 21

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: n

That they learn to enjoy and appreciate good literature at an advanced level;

n

That they learn to produce critical writing in response to studied texts which is appropriate to advanced level study;

n

That they understand how to develop their knowledge, understanding and skills through independent study.

Subject content 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: n

Written articulation of personal responses to literary texts, developing coherent arguments which use language accurately and critical terminology appropriately;

n

Analysis of ways in which meaning is communicated in written texts;

n

Understanding of the significance and influence of the contexts in which written texts are produced and received;

n

Exploration of connections between texts;

n

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.

page 22

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% n

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;

n

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% n

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;

n

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: n

Climate Change;

n

Disease Dilemmas;

n

Hazardous World.

Independent Investigation – Internally assessed, worth 20% An individual research topic, with a guidance of 3,000 – 4,000 words.

Fieldwork The course requires students to undertake at least fours days worth of fieldwork. This can include day and/or residential trips. This develops the skills needed to plan and carry out their independent investigation.

What can Geography offer you: n

A wide range of topics that cover physical, human and environmental geography which merge well with other subject areas.

n

Develop transferable skills which are highly valued by universities and employers alike.

n

Learn how to plan, collect, analyse and critically evaluate data and information to help form substantiated arguments and conclusions.

n

Improve your understanding of issues that impact people and the environmental at different scales; local, national and global.

n

Enables you to explore real world issues and develop your problem solving skills; taking into account the different views held by people. page 23

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 two 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 as 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 1950s and 60s.

Assessment Examination Board: AQA Component 1: Breath Study

Component 2: Depth Study

Component 3: Historical Investigation

n

written exam: 2 hours 30 mins

n

written exam: 2 hours 30 mins

n

3000-3500 words essay

n

three questions (one compulsory)

n

three questions (one compulsory)

n

40 marks

n

80 marks

n

80 marks

n

20% of A Level

n

40% of A Level

n

40% 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: n

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;

n

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;

n

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

n

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

n

You will be able to form judgements from an informed perspective;

n

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

n

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

page 24

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 for 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.

Subject 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: n

H443/01 – Unseen Translation (01)

100 mark exam lasting 1 hour 45 minutes

33% of the total A Level

n

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. Current texts set for study are Tacitus’ Histories chronicling the downfall and death of Claudius and the rise of Nero, and Virgil Aeneid II, where Aeneas recounts the famous episode of the trick of the Wooden Horse and the Fall of Troy.

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: n

H443/03 – Prose Literature (03)

75 mark exam lasting 2 hours

25% of the total A Level

n

H443/04 – Verse Literature (04)

75 mark exam lasting 2 hours

25% of the total A Level

page 25

MATHEMATICS & 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: n

Enable students to acquire knowledge and skills with confidence, satisfaction and enjoyment;

n

Give students experience of mathematical activity and develop resourcefulness in solving problems for which a ready method is not available;

n

Enable students to apply mathematics and recognise its significance to other disciplines;

n

Develop students’ understanding of mathematical reasoning;

n

Provide students with a foundation for the further study of mathematics;

n

Develop an understanding of the statistics widely used in other disciplines and professions;

n

Be able to extract and analyse data from a large data set;

n

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.

page 26

MODERN FOREIGN LANGUAGES - FRENCH & 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.

Subject content 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 effectively 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: n

The evolution of society in the target-language country;

n

The political and artistic culture of the countries where the language is spoken;

n

Immigration and the multicultural society;

n

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 offering them the opportunity to independently research a topic of their interest to be discussed at length in their speaking examination.

page 27

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 us 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 sciences. A qualification in Music could lead to higher education and employment possibilities including in the music industry, but not exclusively. Music is a well-respected A level by high-ranking universities, demonstrating academic ability, creativity and commitment to an instrument. 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 - Eduqas There are three units at A level, and students choose to either focus on either Option A Performing, or Option B Composing. Option A would make Unit 1 Performing 35% and Unit 2 Composing 25%, Option B would make Unit 1 Performing 25% and Unit 2 Composing 25%.

Component 1: Performing, 35% or 25% Option A: A performance of 10-12 minutes consisting of a minimum of three pieces with two pieces reflecting the characteristics of different areas of study.

Option B: A performance of 6-8 minutes consisting of a minimum of two pieces with one piece reflecting the characteristics on one area of study.

Performing is assessed by a visiting examiner between 1 March-15 May of Year 13. The holistic recital mark is scaled according to the difficulty of the pieces - ‘Standard Difficulty’ is Grade 6, ‘Higher than Standard’ is Grade 7 and above.

Component 2: Composing, 25% or 35% Option A: A composition portfolio of 4-6 minutes consisting of two compositions, one of which must reflect the musical techniques and conventions associated with the Western Classical Tradition and be in response to a brief set by the board.

Option B: A composition portfolio of 8-10 minutes consisting of three compositions, one of which must reflect the musical techniques and conventions associated with the Western Classical Tradition and be in response to a brief set by the board. The second composition must reflect the musical characteristics of one different area of study.

Component 3: Appraising, 40% This consists of an examination at the end of Year 13, based on three Areas of Study.

The Western Classical Tradition - The Development of the Symphony 1750-1900.

• Includes two set works, one to be analysed in detail and the other for general study.

This topic also includes studying the impact of works outside of the set works.

• Symphony No. 104 in D major, ‘London’: Haydn • Symphony No. 4 in A major, ‘Italian’: Mendelssohn n

A choice of one area of study from: • Area of study B: Rock and Pop • Area of study C: Musical Theatre • Area of study D: Jazz n

Area of study E: Into the Twentieth Century.

• Including two set works: • Trio for Oboe, Bassoon and Piano, Movement II: Poulenc • Three Nocturnes, Number 1, Nuages: Debussy Students will also be required to study a range of ‘Wider Listening’ pieces beyond these set works.

The examination lasts for 2 hours and 15 minutes and carries a total of 100 marks. It includes set work analysis with a blank score, extended responses on wider context, unprepared extracts of music with and without a score and comparison questions. This component includes a listening examination. n

page 28

PHYSICAL EDUCATION Requirements In order to be successful at A Level PE it is beneficial to have achieved a grade 7 or above in GCSE PE and/ or GCSE Biology. You must also be playing at least one sport to a high level for school, club or county.

Why study A Level PE? This practical and engaging course enables learners to critically analyse and evaluate their physical performance and apply their experience of practical activity in developing their knowledge and understanding of the subject. The NEA within this specification allows learners to explore an activity in detail as a performer or coach, chosen from a wide variety of sporting activities. Learners will also analyse and evaluate performance in a chosen activity as part of their NEA. This course will prepare learners for the further study of PE or sports science courses as well as other related subject areas such as psychology, sociology and biology. Learners will also develop the transferable skills that are in demand by Further Education, Higher Education and employers in all sectors of industry. This course will create confident, independent thinkers and effective decision makers who can operate effectively as individuals or as part of a team - all skills that will enable them to stand out effectively promote themselves as the progress through life.

Subject content Component 1: Physical factors affecting performance Students gain a deeper understanding of key systems in the body and how they react to changes in diet and exercise. They also study the effects of force and motion on the body and how they can be used to our advantage.

There are three topics: n Applied anatomy and physiology n Exercise physiology n Biomechanics Component 2: Psychological factors affecting performance Students study the 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. They also explore the psychological factors that affect group dynamics and the effects of leadership and stress.

There are two topics: n Skill acquisition n Sports psychology Component 3: Socio-cultural issues in physical activity and sport This component focuses on the social and cultural factors that have shaped sports over time, and their influences on physical activity. Students consider the impact of hosting a global sporting event such as the Olympic Games, and the influence of modern technology on both the performer and the spectator of contemporary sport.

There are two topics: n Sport and society n Contemporary issues in physical activity and sport Component 5: Practical performance Students are assessed in the role of either performer or coach in one practical activity. They are required to demonstrate effective performance, the use of tactics or techniques and the ability to observe the rules and conventions under applied conditions.

Component 6: Evaluating and analysing performance for improvement (EAPI) Students are also assessed in the Evaluation and Analysis of Performance for Improvement (EAPI). They observe a live or recorded performance by a peer and provide an oral analysis and critical evaluation of their peer’s performance.

Assessment - Component marks Physiological factors affecting performance (1) 90 Psychological factors affecting performance (2) 60 Socio-cultural issues in physical activity and sport (3) 60 Practical performance (5) non-exam assessment 30 Evaluating and analysing performance for improvement (EAPI) (6) non-exam 30 assessment

duration 2 hours 1 hour 1 hour -

weighting 30% 20% 20% 15% 15% page 29

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: n

Sustain and develop their enjoyment of, and interest in, physics;

n

Develop essential knowledge and understanding in physics;

n

Develop the skills needed for the use of this knowledge and understanding in new and changing situations;

n

Develop an understanding of the link between theory and experiment;

n

Appreciate how physics has developed and is used in present day society;

n

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

n

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

n

Study how scientific models develop.

A Level Physics is suitable for students who: n

Have an interest in, and enjoy physics;

n

Want to find out about how things in the physical world work;

n

Enjoy applying their mind to solving problems;

n

Enjoy carrying out investigations by the application of imaginative, logical thinking;

n

Want to use physics to support other qualifications or progress to further studies or employment;

n

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, notemaking 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 n

Measurements and their errors;

n

Electricity;

n

Particles and radiation;

n

Further mechanics and thermal physics;

n

Waves;

n

Fields and their consequences;

n

Mechanics and materials;

n

Nuclear physics.

page 30

Options Student then continue to study the Turning Points in Physics as the optional unit.

Assessments Paper 1

Paper 2

Paper 3

What’s assessed:

What’s assessed:

What’s assessed:

Sections 1 to 5 and 6.1 (Periodic motion)

Sections 6.2 (Thermal Physics), 7 and 8

Section A: Compulsory section: Practical skills and data analysis.

Assessment:

Assumed knowledge from sections 1 to 6.1

Section B: Students enter for one of the optional section (Turning Points in Physics).

n

written exam: 2 hours

n

85 marks

Assessment:

n

34% of A Level

n

written exam: 2 hours

Questions:

n

85 marks

n

written exam: 2 hours

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

n

34% of A Level

n

80 marks

n

32% of A Level

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

Assessment:

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.

Careers 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: n

From a Higher National programme (HNC or HND to degree level);

n

Courses ranging from physics, the sciences or medicine to engineering, chemical engineering or related programmes;

n

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.

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POLITICS Why take Politics? n

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

n

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

n

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;

n

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;

n

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

n

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? n

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

n

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

n

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? n

Students do not have to progress to a political career, but to be Prime Minister, it helps!

n

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 is those analytical skills and that independence of thought that really impress.

Subject content The course is composed of 3 equally waited units. It is 100% examination with no coursework: Component 1 (33 1/3 % of total) n

Exam: 2 hours

Content:

Component 2 (33 1/3 % of total) n

Exam: 2 hours

Content:

n

Political Participation – students will study: democracy and participation, political parties, electoral systems, voting behaviour and the media.

n

UK Government – students will study: the constitution, parliament, Prime Minister and executive, relationships between the branches.

n

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

n

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

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Component 3 (33 1/3 % of total) n

Exam: 2 hours

Content: n

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, although a grade 6 or better in GCSE Maths and English is required.

Psychology combines elements of Biology, English and Maths to explore the eternal issue of why humans think and behave in the way we do. Exploring human behaviour is a fascinating subject area and students will learn the perspectives of social, biological, cognitive, developmental and psychodynamic psychology while investigating key issues such as mental health, attraction, social conformity, memory, attachment, evolution and genetics.

An ability to work and research, including reading around the subject, are essential.

Students will study a two year A Level from the AQA Examinations Board culminating in three exams at the end of Year 13. Exams consist of a mixture of multiple choice answer questions, through to longer answer essay questions meaning they are accessible to all skill levels.

Students are introduced to the field of social psychology and research methods. This gives them a grounding in one of the most popular areas of psychology, while strengthening their scientific understanding of how psychological study happens. Compulsory elements of the course include; n

Social Influence

n

Approaches in Psychology

n

Memory

n

Biopsychology

n

Attachment

n

Research methods

n

Psychopathology

n

Issues and debates in psychology

There are also optional modules that students can collectively agree to study, teaching can be directed by the request of the cohort.

These areas include; Option 1

Option 2

Option 3

n

Relationships

n

Schizophrenia

n

Aggression

n

Gender

n

Eating behaviour

n

Forensic Psychology

n

Cognition and development

n

Stress

n

Addiction

The syllabus is broad and fascinating and will accompany almost every other subject on the Hymers’ Sixth Form A Level curriculum.

It is the second most popular A Level subject nationally and widely recognised for its provision of a wide variety of skills including the ability to research, conduct scientific experimentation, write analytical reports and articles, conduct critical thinking and evaluation and encourage problem solving and communication skills.

Careers Psychology at degree level offers myriad of diverse options and pathways. These include clinical mental health work and therapy in the NHS, sports psychology, business (occupational) psychology, educational and child psychology, amongst many others. As an A Level it is highly regarded for those wishing to go on and study medicine, law, business, biology, animal studies, sociology and a host of other degrees. It is a diverse and fascinating subject that offers students a new and unique chance to delve deep into areas of the human mind. page 33

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.

Subject content The A Level is spread over two years of study (OCR examination board) and focuses on three main areas: n Philosophy of Religion; n Ethics; n Study of a world Religion.

Philosophy of Religion 1. A study of philosophical arguments about the existence of God: n Design — key ideas, strengths and weaknesses; n Cosmological — key ideas, strengths and weaknesses; n Ontological — key concepts, strengths and weaknesses; n Religious experience; meditation.

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

Ethics 1. A study of ethical concepts: n The relationship between religion and morality; n Utilitarianism; n Situation ethics; n Critiques of the relationship between religion and morality; n Deontology, natural moral law, virtue ethics — key concepts, strengths and weaknesses; n Meaning and definition of ethical terms with reference to ‘is/ought’ and debates about ‘good’, emotivism.

2. A study of ethical dilemmas: n Issues of war and peace; n Sexual ethics; n Medical ethics; n Business Ethics.

World Religions A study of the beliefs and practices of a world Religion: n n n n n page 34

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 .

SOCIOLOGY Requirements Sociology requires grade 5 or above in English and one humanities-based subject such as RE or History.

Sociology is the study of the social causes and consequences of human behaviour. If you are interested in the patterns of human relationships, social interactions and how culture and shapes our behaviour this is the subject for you.

Sociology is a social science and throughout the subject you will apply sociological theories, concepts and evidence along with research methods to a range of contemporary issues.

You will study many contemporary topics including: n

The role and functions of the education system and consider how this impacts social class, gender and ethnicity in society.

n

How we are socialised in society and how this contributes to our identity.

n

The process of selection and presentation of the news and the role this plays in today’s society.

n

How we can control crime and the role of the criminal justice system.

This course is 100% examination, there are three exams each are 2 hours in duration.

Paper 1 – Education with theory and methods n

Education: short answer and extended writing, 50 marks

n

Methods in Context: extended writing, 20 marks

n

Theory and Methods: extended writing, 10 marks

Paper 2 – Culture and identity and Media n

Section A: extended writing, 40 marks

n

Section B: extended writing, 40 marks

Paper 3 – Crime and deviance with theory and methods n

Crime and Deviance: short answer and extended writing, 50 marks

n

Theory and Methods: extended writing, 30 marks

Careers Studying sociology will open up many career pathways as this subject compliments a number of professions.

Successful students may go on to work within the law and the criminal justice system, the police and probation services, local or central government, charity and research organisations or counselling and education.

page 35

INFORMATION TECHNOLOGY

BTEC LEVEL 3 EXTENDED CERTIFICATE

Employers are looking for recruits who have a thorough grounding in the latest industry requirements and workready skills, for example teamwork. Learners who progress to higher education need experience of research, extended writing and meeting deadlines. BTEC qualifications provide the breadth and depth of learning to give learners this experience.

Requirements GCSE Information Technology and/or GCSE Computer Science is not required to study this course, though an interest in digital technologies and computers is strongly recommended.

To be successful on this course, students will usually: n

Have a grade 4 in a range of GCSE subjects, preferably with a grade 6 in Mathematics;

n

Be inventive and innovative in creating and presenting work, showing good research skills;

n

Have a strong work ethic and good time management skills to keep on top of the regular coursework demands of the course.

Subject content The Pearson BTEC Level 3 National Extended Certificate in Information Technology is intended as an Applied General qualification and is equivalent in size to one A Level. It is designed for learners who are interested in an introduction to the study of creating IT systems to manage and share information alongside other fields of study, with a view to progressing to a wide range of higher education courses, not necessarily in IT. Learners will develop a common core of IT knowledge and study areas such as the relationship between hardware and software that form an IT system, managing and processing data to support business and using IT to communicate and share information.

Assessment A continual assessment model is used to assess BTEC courses. This means that a modular structure is assessed as the learning has taken place throughout the course. This will be done by a combination of external exams/ controlled assessment/written coursework/practical coursework.

Modules Mandatory n

Information Technology Systems;

n

Creating Systems to Manage Information;

n

Using Social Media in Business.

Optional n

Data Modelling;

n

Website Development.

page 36

SPORT BTEC LEVEL 3 DIPLOMA BTEC Nationals are now widely accepted by many universities worldwide, including some Russell Group Universities as A Level equivalents. Employers and universities are looking for recruits and students who have a thorough grounding in the latest industry requirements and real-world skills BTEC learners demonstrate.

Learners who progress to higher education need experience of research, extended writing and meeting deadlines. BTEC qualifications provide the breadth and depth of learning to give learners this experience, and can be taken alongside A Levels.

Requirements GCSE Physical Education is not required to study this course, though an interest in sport and the sports industry is strongly recommended.

To be successful on this course, students will usually: n

Have a grade 4 in the three sciences with preferably a grade 6 in Biology or a 5 5 in Dual Award GCSE Combined Science;

n

Be inventive and innovative in creating and presenting work, showing good research skills;

n

Have a strong work ethic and good time management skills to keep on top of the regular coursework demands of the course.

Subject content Hymers currently offer the BTEC National Level 3 Diploma (equivalent to two A Levels) as well as the BTEC National Level 3 Extended Certificate (equivalent to one A Level) In individual cases a student who is studying the Extended Certificate can supplement their grades by completing three additional units to gain the equivalent of an extra half an A Level, subsequently achieving the BTEC National Foundation Certificate.

Assessment A continual assessment model is used to assess BTEC courses. This means that a modular structure is assessed as the learning has taken place throughout the course. Dependent on course choices, this will be done by a combination of external exams, controlled assessment, written coursework and practical coursework.

The following units are assessed through external examination: n

Unit 1 : Anatomy and Physiology

n

Unit 2 : Fitness Training and Programming for Health, Sport and Well-being

n

Unit 22 : Investigating Business in Sport and the Active Leisure Industry

All other units are assessment internally through controlled assessment.

A sample of possible modules: n

Health, Well-being and Sport;

n

Sports Leadership;

n

Professional development in the Sports Industry;

n

n

Investigating Business in Sport and the Active Leisure Industry;

n

Application of Fitness Testing;

n

Practical Sports Performance.

Skill Acquisition in Sport; page 37

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 an 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: n

Exploring an area of academic interest that the core A Levels do not allow;

n

Developing an area of academia, for example, essay writing that core A Levels do not allow;

n

Demonstrating real and practical passion for a subject or area that could be explained and shown at an interview;

n

Challenging yourself – the EPQ requires determination and self-discipline!

n

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

What do students have to do?

Over the 12 months of the course, students should expect to spend approximately 125 on the EPQ, including: n

Designing a title for a research project;

n

Completing a research journal production log;

n

Researching their project;

n

Producing a 5,000 word academic report or artefact plus 3,000 word academic report;

n

Delivering a presentation to a non-specialist audience;

n

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 ‘off-timetable’ 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. page 38

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

‘

n

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

n

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

n

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

n

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

n

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

n

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

n

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

n

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

n

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

n

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

n

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

page 39

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