Sixth Form Course Guide 2027-29 by North London Collegiate School

SIXTH FORM Course Guide 2027-2029

CONTENTS 03 Introduction 10

The International Baccalaureate Diploma Overview

A Level Overview

Details of IB Diploma Courses

58 Details of A Level Courses 94 Course Entry Expectations 96 Scholarships

Sixth Form Course Guide 2027-2029

WELCOME TO THE SIXTH FORM

The Sixth Form years should be the pinnacle of your time at school and the catalyst for your future ambitions. Here at NLCS, the school’s commitment to fostering intellectual curiosity and developing the leaders of the future means that you will be outstandingly well prepared for life beyond school.

t NLCS we are distinctive in offering students a clear choice of pathways: the A level route, with 24 subjects to choose from; or the International Baccalaureate, also with 24 different course choices. We are one of the top schools for A levels in the country and one of the top schools in the world for IB. Our students leave us to study at many of the most prestigious universities in the UK and around the world, and we have distinctive programmes of support for Oxbridge, Medicine, International and specialist creative courses. You can view the destinations of our recent leavers on our website https://www.nlcs.org.uk/about/ results-destinations/ But what makes NLCS genuinely different is the culture of intellectual enrichment that

permeates school life. We believe here that learning is a joyful end in itself, but we also know that people who are curious will have a competitive advantage in the workplace, and our whole culture here is designed to foster your curiosity. 250 speakers visit the school each year to give talks, we host multiple academic conferences, organise showcase enrichment weeks, and deliver bespoke university preparation courses. What also makes us different is the investment we make in you as an individual. Our Old North Londoners are to be found in all sorts of fields, leading the way as women of influence and impact. Your leadership journey will start here in the Sixth Form as every student is given the opportunity to work as a team and to lead initiatives. You will have the

Sixth Form Course Guide 2027-2029

opportunity to give back through our volunteering programmes and our charitable activities. You could lead your own string quartet or band, direct your own play, curate your own art exhibition, choreograph your own dance routines, run your own business. The Sixth Form at NLCS offers a platform for your ambition and imagination, and a happy and collaborative environment to give you the confidence to go out and take on the world. Best Wishes,

Vicky Bingham Headmistress

WELCOME TO THE SIXTH FORM

The Sixth Form at NLCS is an incredibly special place. I am constantly amazed by our students’ interests, talents, and dedication to their studies.

he information in this guide will help you plan your move into our wonderfully vibrant community so that you can join us in Year 12 with confidence, excited by your chosen subjects. We offer two pathways: the International Baccalaureate and the A level. At this early stage, I would encourage you to think openly about which pathway you may like to study. All students who join us in Year 12 are capable of success on either pathway, and it is important you think carefully about which of the courses contained here excite you the most. Regardless of which you select, you will find that lessons are exciting, challenging and encourage you to think carefully about the world around you. Building on the wonderful intellectual tradition here at NLCS, all students in Years 12 and 13 enjoy a truly ambitious academic education, working with expert teachers who are passionate about their subjects. But life in the Sixth Form is also about all the wonderful experiences you can have outside the classroom. Thanks to our stimulating Senior Societies programme, students have access to over forty clubs and societies and enjoy hearing from a huge

range of speakers from a wide range of fields. We ensure that every Sixth Form student holds at least one leadership position within the Senior Societies system, allowing them to develop important management and organisational skills. In addition to this, students also attend weekly Enrichment sessions on Wednesday afternoons. For some of the year, these sessions allow students to develop those all – important life skills by exploring topics such as banking and finance, cooking, entrepreneurship, and using the NHS. Later, they pivot to become subject-specific, allowing students to explore topics well beyond the demands of the A level and IB specifications. This ensures our students stand out from their peers in their university applications and interviews. Our detailed university guidance and support, led by our Futures Department, ensures that students are guided carefully as they consider their next steps beyond Canons. We are proud of all the destinations that our students move on to following their time in the Sixth Form at NLCS. Universities know and recognise the academic excellence and passion that our students have, as well as the leadership qualities and

Sixth Form Course Guide 2027-2029

confidence that they display, and are keen to make them offers as a result. Indeed, approximately 25% of our students will win an offer from Oxbridge, with a further 10% at top US universities. While academic excellence is a priority, we also believe in the importance of fun and relaxation. Our annual Sixth Form cabaret, Canons Follies, dress up Fridays, and a variety of trips offer students a chance to explore the world beyond Canons with their peers. Recent trips have taken students to the British Museum, as well as far-flung destinations like Iceland and Canada. We also maintain strong links with local schools, such as Eton, QE Boys, John Lyons and more to ensure students can engage with their peers at other schools. To those students reading this, we look forward to welcoming you to the Old House and beginning your journey at the head of the School. I am sure you will enjoy your time with us in Years 12 and 13, developing into reflective and confident students who relish academic endeavour, emerging at the end of Year 13, ready to shape a world beyond Canons. Mr Benjamin Tosh Head of Sixth Form

ACADEMIC DEVELOPMENT The school is rare in offering students a choice of academic pathways: the International Baccalaureate, for those wishing to both specialise whilst maintaining a number of additional subjects, and the A level for those wishing to specialise in a smaller range of subjects. There is an impressively strong focus on individual subject choice: there are no option blocks, but rather you select your subjects, and then the timetable is built around those choices. There is also a dazzling array of opportunities to broaden your intellectual horizons far beyond your chosen subjects. The Wednesday afternoon activities are a key opportunity to expand your horizons in new directions, both academically and in other areas. All students, with the support of a dedicated supervisor, pursue a sophisticated and scholarly research project in an area that they have chosen to explore. Students can meet peers from other schools for academic symposia and organise academic events in collaboration with their counterparts from other schools. There are established events with students from Eton College, Queen Elizabeth’s Grammar School and Whitgift School, while Sixth Form students, in the leadership of over 50 Senior Societies, can organise meetings, events and trips with other schools. There is even collaboration with our family of international schools in Jeju, Dubai, Singapore and Kobe,

allowing our students to work with peers from the global North London family.

LEADERSHIP OPPORTUNITIES Every student in Year 13 plays a key role within the school community and the extraordinarily wide range of opportunities reflects the energy and interests that make North London unique; these leadership roles range from running an academic society to captaining sports teams or supporting students lower down

Sixth Form Course Guide 2027-2029

the school, or as a member of the Senior Committee. Right from the beginning of Year 12, students are encouraged to be involved in running elements of school life– running lunch-time clubs, forming Young Enterprise companies or editing the many school publications whose subject matter ranges from Science to Philosophy, from poetry to current affairs. Above all, students are encouraged and supported in developing their own initiatives, through establishing new societies, publications, events, performances, or other ideas.

LIFE IN THE SIXTH FORM Life in the Sixth Form brings important new privileges and freedoms: A dedicated reading room in the Old House, with seminar-style classrooms. Two Common Rooms, one supplied with tea, coffee and milk and designated for socialising and relaxing, and additional study spaces. Exclusive use of the Athenian Café in the Performing Arts Centre. More flexible arrangements for taking part in Sport. Year 12 and 13 students are assigned to small Tutor Groups. These are drawn from the two age groups in order to promote mixing between the layers and help the integration of the new students who join the School for the Sixth Form. Mr Tosh (Assistant Head, Head

of Sixth Form) and the Assistant Heads of Sixth Form are the key sources of advice and help throughout your time in Years 12 and 13. Mr Tosh’s office is in the Old House, near both the Year 12 and 13 Common Rooms, should you need to speak with him at any point during the day. The Assistant Heads of Sixth Form are also form tutors, so they are also always nearby should you need any assistance. Together with your tutors and teachers, they work to ensure the Sixth Form is a happy, focused and exciting place for you every day. Dedicated advice about university applications is provided by Ms Mardell (Assistant Head, University Guidance & Careers), who is also based in the Old House, and the team of subject specialist mentors. Dr Aherne and Mrs Muirhead provide dedicated support to anyone applying to study in the US and EU. Miss Henderson is our Head of Careers and offers support to all our students for their lives beyond education. Lastly, Mr

Rodrigues provides dedicated support to students applying to Degree Apprenticeships. Recently, we have seen great success in this newer route of post-school education, with students securing offers from organisations such as JP Morgan Chase and EY.

SENIOR SOCIETIES, ACADEMIC ENRICHMENT, ACTIVITIES AND TRIPS The Sixth Form presents a unique opportunity for students to enrich their time at North London Collegiate School. Indeed, we are incredibly proud of the vast panorama of societies, which are all student run and will involve at least one meeting a week alongside a termly lecture slot as part of the Senior Societies Programme on Thursdays. There are over 50 Societies, covering a huge array of interests, from Culture and Anthropology through to Pure Sciences, all of which host at least one external speaker a term, produce a journal, and lead discussions or conferences. Senior Societies are also responsible for the running of subject weeks, leading key events, such as Black History Month or International Women’s Day, and leading Friday Assemblies. Students are more than welcome to create their own society after consulting with the Assistant Head (Enrichment). During the Spring and Summer of Year 12 and Autumn of Year 13, students take part in more formal Academic Enrichment

Sixth Form Course Guide 2027-2029

on a Wednesday afternoon. Departments will offer sessions that allow students to explore their subjects well beyond the confines of the curriculum through a series of seminar discussions, lab work or reading. Much of the work undertaken during these sessions will be used as part of the broader preparation for university entry, with students expected to undertake problemsets, practical work and essay writing that supplements the work undertaken as part of the mainstream curriculum. Students will also meet with their Academic Mentors throughout the Summer Term of Year 12 and Autumn Term of Year 13 for more specialised university support. These are much smaller groups and more specific to the academic interests of the students. In the Autumn Term of Year 12 and the Spring Term of Year 13, Sixth Form students have the chance to take part in several activities, including our new start-up academy, Surge and CommunityOutreach Programme. We keep all these options under review, but ensure that there is a superb range for students to choose from. For example, students may decide to undertake a First Aid or Sign Language course or opt to take part in our Art and Design programme. Alongside this, we also offer some physical options, such as HIIT (High-Intensity Interval Training) and Pilates which are led by external instructors, and there is also an opportunity for students to use the Fitness Suite during this time. A number of students opt to write and edit a weekly newspaper, while some students choose the Cookery Skills course

led by the school’s own catering staff. Additionally, students can opt for a Theatre Tech course which includes working with the Drama Department on backstage projects and supporting their major productions. Students can also undertake the Gold Duke of Edinburgh’s award in their own time, utilising carefully delivered training sessions from our experienced DofE staff to help them plan their activities and expeditions. North London has a strong sense of purpose in giving back to the community and we are proud of the opportunities that our Community Service Programme allows. On Wednesday afternoons, a number of pupils visit Knights Court Care Home in Edgware. There are additional ways in which students can take part in community service at other times during the school week, such as visits to the Livability care homes on Wednesdays and Thursdays after school. Students in the Sixth Form may also volunteer at Northway School in Mill Hill or Woodlands School in Edgware during their free periods or lunchtimes, while several students teach the Minimus Latin course in a nearby primary school. There is also the chance to support the younger members of our own school community, by helping to run the First School swimming club or Lower School chess club, amongst several Junior School activities. In addition to this, students also have the chance to take part in numerous other activities throughout the week, either before school, during lunch, or after school. There is a whole

Sixth Form Course Guide 2027-2029

host of opportunities in Music, Drama and Sports to perform and play at the highest levels or to be involved on a more recreational basis. Many students also involve themselves in the Young Enterprise companies or meet students from other schools at Model United Nations and Debating competitions. We have also recently had considerable success in both CREST Awards and the F1 in Schools competition. Sixth Form students can take advantage of trips relating to many areas of school life. There are fascinating subject-based trips, such as the English Department’s visit to Dublin, alongside day trips to exhibitions, lectures, plays and concerts. Sports teams travel far afield, and plays are presented every two years at the Edinburgh Fringe Festival.

PHYSICAL EDUCATION NLCS compete at a high level across several sports with many of our girls performing at regional and national level. Sixth Formers have the opportunity to take some physical activity from a range of options which includes dance, keep-fit, lacrosse, netball, badminton, swimming, athletics, tennis and workouts in the Fitness Suite. The facilities include lacrosse pitches, astroturf tennis courts, the sports hall, a fully equipped gym and the indoor swimming pool. Sixth Formers have use of the Fitness Suite and swimming pool every weekday lunchtime. Students can participate in senior team sports during both Winter and Summer seasons.

SUPPORTING UNIVERSITY AMBITIONS Nearly all of our students go on to study at university, be it in the UK, in the United States, Canada or European countries. Those few who do not, have either succeeded in securing places on other extraordinarily competitive courses and apprenticeships or take a break before continuing with their studies. We pride ourselves at North London Collegiate School in providing an education that, at every stage, is an inherent preparation for students to flourish academically and in positions of leadership at colleges and universities. From Year 7 onwards, students are being guided towards being ambitious, independent and self-motivated, and being trained in the skills of research and presentation.

chance to question these leading thinkers. The Sixth Form symposia with other schools encourage academic confidence. As such, when it comes to applying for university, our students are already in a strong position as they have so much experience to draw upon in their applications. Nonetheless, at its core, the support for university applications comes with our mentoring programme, where each student is allocated a member of staff in their chosen field who helps guide them with their choice of universities, their independent reading and activities in their chosen field, and with preparation for any relevant entrance tests and/or interviews. We also have a mockinterview system and, whilst not all universities use interviewing nowadays, it is

Our Enrichment programme, which encourages and engenders a sense of unparalleled responsibility amongst the students, works closely with our preparation for university entrance. In the Spring Term of Year 12 and the Autumn Term of Year 13, a programme is offered in a broad range of subjects. This programme aims to challenge and stretch students in their chosen specialist subject, helping to prepare them for university interview and study. Students who lead and organise the Senior Societies programme are given the unrivalled opportunity to organise weekly lectures and invite leading academics in their field, which also presents a superb

Sixth Form Course Guide 2027-2029

still a great experience for our students’ future. Our students get offers from the most prestigious of UK, US and European universities and colleges; this is in large part due to their dedication to their chosen disciplines, but it is also doubtless influenced by the embedded enrichment within the school curriculum.

US APPLICATIONS AT NLCS Over the preceding 10 years or so, North London has had considerable success building positive relationships with a vast array of elite US universities: students have secured offers from, and gone on to attend Yale, Harvard, Princeton, Stanford, Emory, Duke, Columbia, UCLA, UC Berkeley, Boston University,

Dartmouth, Chicago, Pomona, USC, amongst others. In recent years, around 20 students have applied annually. The Futures Department offers a considerable range of support to assist students wishing to apply to the US. Every year we host speakers from US universities at two separate events. In recent years these have included: Harvard, Yale, Columbia, Princeton, Dartmouth and Swarthmore. We also host UES who run an SAT/ ACT course in the Wednesday enrichment slot. Additionally, through a series of half-termly meetings with specialist staff, we ensure that each student feels fully supported and advised throughout the process.

EU APPLICATIONS AT NLCS With students taking up offers to study in Heidelberg, Thessaloniki and Valencia in recent years, applications to the EU are growing in popularity. The Futures Department has a specific European Universities Lead who oversees all EU applications and meets with students regularly to support and advise them. NLCS enjoys regular visits from a variety of EU universities throughout the year to provide students with further opportunities to discover more about the courses that they offer.

DEGREE APPRENTICESHIPS AT NLCS A relatively new alternative to a purely academic degree, but one that is both popular and

highly competitive is the Degree Apprenticeship in which study and work are split and students avoid starting their working life encumbered with student loan debt. Previous candidates have applied to a wide range of different degree apprenticeships in the fields of computing, law and finance and met with success. Our Degree Apprenticeship Lead regularly meets with those applicants following this route, which is usually done alongside UCAS, and also advises the whole cohort of upcoming opportunities.

LIFE BEYOND THE SIXTH FORM We continue to provide support beyond the Sixth Form. The Alumnae Office provides careers advice and introductions to Old North Londoners working in different fields. There are regular opportunities to meet up and stay in contact with your peers while at university and beyond. Recent leavers have also taken advantage of the opportunity to spend time working in one of our sister schools overseas.

THE SIXTH FORM CURRICULUM The Two Sixth Form Programmes Each student at North London Collegiate School has a choice of two distinct pathways to academic success in the Sixth Form: • the International Baccalaureate Diploma (IB); or • A level qualification. Both programmes equally support

Sixth Form Course Guide 2027-2029

the aims of the North London Sixth Form and offer students a coherent academic route to Higher Education, providing access to the most competitive universities and degree courses in the UK and internationally. Summary of the Two Programmes The International Baccalaureate Diploma is a linear course, with examinations at the end of the second year of study. Students study three subjects in depth (at ‘Higher Level’) and take three ‘subsidiary’ subjects (at ‘Standard Level’); the course provides for a well-balanced curriculum, while also allowing for specialisation. Under the A level pathway, students typically study three or four principal subjects. Students who take either programme will be challenged to demonstrate a strong commitment to scholarship, both in terms of subject content and in terms of the development of the skills and discipline necessary for academic success, and to think critically and analytically about the value of what they are studying.

MAKING CHOICES Considerable guidance is provided for students as they make the important decision on which pathway to pursue and which subjects to study in Sixth Form. Through individual subject presentations, one-toone interviews and informal discussions with teachers, friends and parents. At the same time, it is crucial that a student chooses subjects, whether at IB or A level, which they will find enriching and absorbing.

THE INTERNATIONAL BACCALAUREATE DIPLOMA The International Baccalaureate Diploma (IB) allows students to become specialists in three subjects studied at ‘Higher Level’, whilst keeping up their intellectual development in other areas. Scientists will keep up their engagement with literature and a foreign language, whilst Humanities specialists will gain the numerical skills valued by employers in the modern workplace. At North London Collegiate School, we ensure that the programme can be tailored to suit the interests and aspirations of all students. This is in part through a broad choice of subjects and also, the various ‘independent research’ elements of the courses which allow students to explore areas linked to their interests. For example, in Mathematics, a prospective lawyer produced her piece on correlations between age and ‘punitiveness’, whilst a prospective medic analysed data from an Ebola outbreak. The Extended Essay, which all students complete, is an opportunity to engage in university-level research with a specialist mentor. Teaching in the IB programme is both rigorous and broad, and widely recognised internationally. Humanities courses in particular

have an international flavour. For instance, students of English have the opportunity to study Literature in Translation, and the History and Politics syllabuses focus on global issues. In Mathematics, there is an emphasis on the multiplicity of approaches to problems, and on the use of technology. The Environmental Systems course will allow students to explore scientific backgrounds to the great challenges of the modern world, from biodiversity to nuclear power and sustainable energy. As such, in the way that subjects are taught, the IB encourages students to be informed, and internationallyminded citizens. The skills gained are highly valued by universities. IB students are exceptionally well-equipped for universities and the 21st century workplace, where the growing emphasis on internationalism, self-directed learning and development demands students who are able to find and be critical of information, articulate their findings and understand the needs and views of others. IB students develop excellent research, critical thinking, time management and reflective skills throughout the programme

Sixth Form Course Guide 2027-2029

and North London students regularly comment that having completed various research projects during the course allows them to have confident and interesting discussions at admissions interviews. The core components of the Diploma (CAS, Extended Essay and Theory of Knowledge) require students to reflect on their life experiences, question the world around them and consider other people’s perspectives as well as building fundamental research skills that remain with them for the rest of their lives. The breadth of study produces students whose outlook encompasses a number of fields and allows them to be adaptable throughout their lives and see the valuable connections between disciplines. As a result of the excellent preparation the IB affords, many universities have recently reduced their entry requirements for IB students in recognition of the value of the programme. Our IB cohort is always very successful, and achieve considerable success with applications to Oxbridge, European and American universities.

THE IB CURRICULUM

Students choose at least one subject from each of Groups 1 to 5. For their sixth subject, they can either choose from Group 6 or from among one of the other groups. Group 1 (English): Language A: Literature (HL/SL) Language A: Literature and Performance (HL/SL) Group 2 (Languages): Classical Greek (HL/SL), French (HL/SL), German (HL/SL), Italian (HL/SL/ Ab Initio),, Latin (HL/SL), Mandarin Chinese (SL/Ab Initio), Russian (HL/SL/Ab Initio), Spanish (HL/SL) Group 3 (Societies): Economics (HL/SL), Environmental Systems (SL), Geography (HL/SL), Global Politics (HL/SL), History (HL/SL), Philosophy (HL/SL) Group 4 (Science): Biology (HL/ SL), Chemistry (HL/SL), Design Technology (SL), Computer Science (HL/SL), Environmental

Systems (SL), Physics (HL/SL) Group 5 (Mathematics): Analysis and Approaches (HL/SL), Applications and Interpretations (HL/SL) Group 6 (Arts): Music (HL/SL), Theatre (HL/SL), Visual Arts (HL/SL) Students choose three of their six subjects to study at Higher Level, and the remaining three subjects are studied at Standard Level. The three Standard Level courses ensure that there is breadth and balance across each student’s curriculum, while the three Higher Level courses allow for depth of engagement and enable students to develop subject-specialism. The flexibility of being able to choose between Higher and Standard Level courses allows students to pursue areas of personal interest and intellectual strength and to meet specific requirements for

Sixth Form Course Guide 2027-2029

university entrance. As a result of this flexibility, the IB pattern provides a balanced programme, enabling students to achieve tremendous depth of scholarship in the context of a broad and coherent curriculum.

THE CORE REQUIREMENTS At the heart of the IB curriculum are three core components which ensure that students develop into independent, critical thinkers whilst balancing academic study with other pursuits and the development of responsible citizenship. In recent international studies, IB students have shown significantly higher levels of critical thinking ability and global mindedness than their nonIB peers. The interdisciplinary nature of the IB build skills that are particularly attractive to employers.

All IB students follow a course in Theory of Knowledge. This course challenges students to reflect critically upon the nature and complexity of knowledge. It enables IB students to develop a coherent, analytical approach which transcends and unifies the six academic subjects whilst encouraging appreciation of different intellectual and cultural perspectives. All IB students submit an Extended Essay – a substantial piece of original, indepth research on a topic chosen by the student. As well as allowing each student to investigate an area of special interest in a subject of their choice, the Extended Essay ensures that IB students develop the skills of extended writing and independent research expected at university, thus enabling them to achieve a depth of subject-specialism which many students do not have the opportunity to develop until they move on to higher education. A fundamental part of the IB programme is the Creativity, Activity & Service (CAS) component, in which students devote a few hours a week to these three elements: creativity is interpreted broadly to include a wide range of arts activities, including involvement in art, drama and music. CAS provides a refreshing counterbalance to the academic requirements of the diploma, and all North London Sixth Formers achieve CAS requirements through our broad programme of extra-curricular enrichment with its emphasis on student leadership of societies, intellectual enrichment and service to others. It is therefore pleasing that the IB recognises all of their achievements.

ASSESSMENT The IB Diploma is assessed through a combination of formal examinations (which take place at the end of Year 13) and coursework (which is completed over the two years of the Diploma Programme). Each of the six subjects studied is given a numerical grade between 1 and 7, where grade 7 represents excellent performance. The six grades are added together and three additional points are available for performance in Theory of Knowledge and the Extended Essay. This means that at the end of the Diploma, candidates receive a final overall mark out of a maximum 45 points. The IB Diploma programme is designed as a linear course, with all examinations taking place at the end of Year 13. The advantage of the linear approach is that students have more time to mature intellectually and develop a full understanding of their subjects before sitting public examinations.

UNIVERSITY RECOGNITION The IB Diploma is internationally respected as a world-class preuniversity qualification which provides access to the most competitive universities and degree courses in the UK and overseas. IB graduates from North London have received offers from highly-selective universities across the world, including prominent institutions such as Oxford, Cambridge, Harvard, Yale and Princeton, all of which appreciate

Sixth Form Course Guide 2027-2029

the solid foundation for academic success that the IB programme provides. A recently published report underlines the fact that the IB is particularly highly regarded by British universities, who value the breadth of study and depth of intellectual engagement that the IB promotes. The same report shows that IB students are three times more likely than non-IB peers to be admitted to a top 20 university. North London is a centre of excellence for the IB, and results are some of the best in the world, and indeed the best in the UK in 2023. IB results at North London are some of the best in the world: our average point score over the last decade is consistently above 40 points (out of a possible total 45) and we routinely have a number of students who achieve the maximum score of 45 points, which is awarded to just 0.5% of IB Students worldwide. In 2026, the School achieved an exceptional average IB Diploma score of 43.22 points out of 45, compared with a global average of 30.88. The IB supports medical applications, with offers ranging from 42 points (Cambridge) to 39 points (Oxford, Imperial and UCL) or 36 points (Bristol). The Diploma is excellent preparation for American universities. The Dean of Admissions at Harvard writes: “Success in an IB program correlates well with success at Harvard. We are always pleased to see the credentials of the IB Diploma Program on the transcript.”

A LEVEL COURSES The A level curriculum allows students to study their subjects in depth through the Sixth Form, with the time to develop subject confidence and a sense of scholarship. There is a completely free choice of principal subjects for individual students, who can construct courses for themselves that focus on a particular subject area or combine subjects from different disciplines.

COURSE OF STUDY Students will take: either three principal subjects or in some cases four principal subjects.

Students taking Further Mathematics A level usually take four A level courses. They opt for two other principal subjects alongside their two Maths qualifications. Details of the different subjects which can be studied can be found on pages 58-85.

METHOD OF ASSESSMENT A level qualifications are assessed at the end of Year 13, through examinations, and, in some subjects, coursework or practical assessment. A levels (and the Extended Project Qualification) are graded from A* downwards.

Sixth Form Course Guide 2027-2029

UNIVERSITY RECOGNITION A level qualifications are accepted for entry to all UK universities and to universities across the world. Most universities will usually make offers to applicants based upon three of their principal subjects. Students from North London Collegiate School have received offers from highly selective universities across the world, including prominent institutions such as Oxford and Cambridge for subjects ranging across the Sciences and Humanities, as well as Ivy League Colleges including Harvard, Princeton, Yale and the University of Pennsylvania.

THE IB DIPLOMA: MAKING CHOICES Details of specific IB courses can be found in this section of the Sixth Form Course Guide. Candidates for the IB Diploma will need to select six subjects, as follows: • Language A: Literature or Language A: Literature and Performance in Group 1 • A modern or classical language (Classical Greek, French, German, Italian, Latin, Mandarin, Chinese, Russian, Spanish) in Group 2 • A subject from the humanities and social sciences (Economics Environmental Systems, Geography, Global Politics, History, Philosophy) in Group 3 • A science subject (Biology, Chemistry, Computer Science, Design Technology, Environmental Systems, Physics) in Group 4 • A maths course, Mathematics: Analysis and Approaches or Mathematics: Applications and Interpretations in Group 5

Candidates should choose three of their subjects to study at Higher Level and three of their subjects to study at Standard Level. Note that Mandarin Chinese, Literature and Performance, Environmental Systems and Computer Science are available at Standard Level only. IB candidates also follow the Theory of Knowledge Course, submit an Extended Essay and follow the CAS programme as core requirements of the IB Diploma. Candidates will normally be expected to achieve grade 8 at the GCSEs linked to subjects they wish to study at Higher Level (9 for Mathematics: Analysis and Approaches) and grade 7 at the GCSEs linked to subjects they wish to study at Standard Level (8 for Mathematics: Analysis and Approaches). Please see the table on page 88 for full details, subject-by-subject.

• Either a creative arts subject (Music, Theatre, Visual Arts) in Group 6 or a second subject from Group 2, Group 3 or Group 4

Sixth Form Course Guide 2027-2029

LANGUAGE A: LITERATURE (GROUP 1)

here are many reasons to study Language A: Literature. The first, of course, is pure enjoyment and the opportunity to explore ideas and other worlds and also to gain cultural knowledge. The study of English should lead an individual into diverse areas. Philosophical questions arise; history presses in; writing in other languages is relevant, or urgently needs considering; other art-forms offer models, influences, aims, inspirations, antagonists; ethical debates are engaged in; religious faiths and their histories come into question; the social sciences – psychology, anthropology, sociology, linguistics to name but a few – have their part to play, or their spanner to throw into the works. The subject ‘English’ operates in many directions. The expansiveness of the subject can exhilarate (as well as occasionally cause confusion). You can also acquire a number of useful, transferable skills. We focus a great deal on the necessity to be rigorous and rational in argument, always backing up your ideas with evidence, both orally and in writing. We help you learn to synthesise material and

construct effective, focused essays. These skills, and also those of research, study, analysis, judgement, evaluation and giving presentations, will all be invaluable in your future studies and careers. English Literature can be studied as a single subject in higher education or can be combined with many other subjects e.g. History, Classics, Philosophy, Politics or Languages. A degree in English can lead to a wide variety of possible careers in areas such as journalism, teaching, management, media and the law. In Year 13 extension classes we also usually set up opportunities for an independent research project on a subject of the student’s choice culminating in a presentation to other students. This should help to widen reading, which is encouraged at all stages of the course. There are also many opportunities within school to get involved in the subject in ways that go beyond the syllabus, such as going on theatre outings and helping with the creative writing groups, the magazine or the Media and Literary and Dramatic Societies. We aim to make the study of English Literature an enjoyable, exciting and rewarding experience. English Literature is a mandatory

Sixth Form Course Guide 2027-2029

element of the IB Diploma, so anyone following this pathway will undertake English at either Higher or Standard Level. Language A: literature Students will focus on literary texts, adopting a variety of approaches to textual criticism. Students explore the nature of literature, the aesthetic function of literary language and textuality, and the relationship between literature and the world. Assessment Outline – SL External assessment – 70% Paper 1: Guided literary analysis (1 hour 15 minutes) 35% The paper consists of two passages from two different literary forms, each accompanied by a question. Students choose one passage and write an analysis of it. (20 marks) Paper 2 Comparative essay (1 hour 45 minutes) 35% The paper consists of four general questions. In response to one question, students write a comparative essay based on two works studied in the course. (30 marks) Internal assessment – 30% This component consists of an individual oral that is internally

assessed by the teacher and externally moderated by the IB at the end of the course.

Individual oral (15 minutes)

Supported by an extract from one work written originally in the language studied and one from a work studied in translation, students will offer a prepared response of 10 minutes, followed by 5 minutes of questions by the teacher, to the following prompt:

Examine the ways in which the global issue of your choice is presented through the content and form of two of the works that you have studied. (40 marks)

Assessment Outline – HL

We study 13 texts at Higher Level and 10 texts at Standard Level: some are studied in great detail; others are explored at a supplementary level.

External assessment – 80 % Paper 1: Guided literary analysis (2 hours 15 minutes) – 35% The paper consists of two literary passages, from two different literary forms, each accompanied by a question. Students write an analysis of each of the passages. (40 marks) Paper 2 Comparative essay (1 hour 45 minutes) – 25% The paper consists of four general questions. In response to one question, students write a comparative essay based on two works studied in the course. (30 marks) Higher level (HL) essay – 20% Students submit an essay on one work studied during the course. (20 marks) The essay must be 1,200–1,500 words in length. Internal assessment – 20% This component consists of an individual oral that is internally

There are a number of distinct features of the IB syllabus. The opportunity to study several works of literature originally written in a language other than English.

classical writers such as Homer, Ovid, Aristophanes or Sophocles; modern European authors such as Flaubert, Kafka or Ibsen; South American authors such as Gabriel García Márquez or Jorges Luis Borges; African or Asian writers such as Achebe or Narayan. As well as studying novels and short stories, we can examine other forms of prose such as essays, letters, travel writing, biography (e.g. of Sylvia Plath) or satire (e.g. by Jonathan Swift). As with the A Level there is also a requirement to analyse unseen material. Otherwise, the texts will be of the type that you are already familiar with from your study of English Literature so far. Some texts (e.g. ‘Hamlet’) overlap with those on the A Level course. Other authors will be new and different and can be chosen from writers such as the following: poetry by Chaucer, Donne, Blake or Heaney; plays by Wilde, Beckett or Stoppard; novels by George Eliot, E.M. Forster or Kazuo Ishiguro.

Emphasis on comparing texts and finding connections between them. Oral assessment worth 30% and written coursework worth 25% of the final total. A linear course, with 45% of assessment made through final written exams. Coverage of a range of periods and genres, including prose other than novels. ‘Literature in Translation’ can cover a wide and exciting range of possibilities. It might include texts selected from works by the following groups of authors:

Sixth Form Course Guide 2027-2029

LANGUAGE A: LITERATURE AND PERFORMANCE (GROUP 1) (SL)

iterature and Performance is a distinctively interdisciplinary course which explores how meaning is constructed on both the page and stage.

Students study the symbiotic relationship between text and performance and investigate the boundaries and consonance between different art forms. Learners take an investigative approach to literature by studying a diverse array of authors drawn from across different cultures, periods, and genres. Collaboration is at the heart of the course and students learn how to hone their communication skills through group work, oral presentations, extended essays and creative performances.

it by learning to articulate and justify their personal responses to texts. Students discover how to place their own responses to text in conversation with the social, cultural and historical contexts within which the texts are written. They learn how to craft original creative interpretations of texts for an audience and become alive to the ways that meaning is constructed through the prism of our own contemporary context. The intellectual principles of the course are: • A scholarly emphasis on close reading, critical writing and discussion.

The course revolves around the close reading of texts and calls on students to become perceptive and inquisitive readers. Students develop intellectual rigour, deepening their love of language and strengthening their command of

Sixth Form Course Guide 2027-2029

• A robust interdisciplinary approach, investigating how knowledge and fresh insights can be discovered by bringing two disciplines together. • Cultivating originality of thought through analysing texts from across the globe. • Growing creativity and innovation by exploring how meaning is constructed through the intersection of movement, spoken and non–spoken text, design and technology. • Developing open-minded, strongly collaborative thinkers and problem-solvers who understand how to refine their ideas through evaluation.

ASSESSMENT STRUCTURE Paper 1: Comparative Essay 30%

Interpreting a Dramatic text 30%

Transforming a text for the stage 40%

The paper consists of four general questions. In response to one question, students write a comparative essay based on two works studied in the course. The skills and approach in the Comparative Module are the same as those required for the SL Literature. The paper is externally assessed and worth 30 marks.

Students rehearse and perform a dramatic text and explore its literary and dramatic features. The performance informs an essay of no more than 2,000 words, critically examining their interpretation of a character. This essay is worth 26 marks and marked internally.

Students analyse and transform a literary text of their choice to create a 10 minute performance. The performance is assessed internally. Students deliver a 15 minute oral presentation evaluating their artistic intentions. This is marked internally and moderated externally. The performance and oral are worth 36 marks combined.

Sixth Form Course Guide 2027-2029

CLASSICAL LANGUAGES INTRODUCTION (GROUP 2)

atin and Greek in the Sixth Form offer students a chance to explore the language, literature and civilisation of the ancient world in breadth and depth. The civilisations of the Greeks and Romans have had an enormous influence on subsequent history, both in Europe and beyond, and students will find the study of classical languages both provocative and challenging. Latin and Greek can each be chosen as part of the IB Group 2 options or as part of the Group 6 programme. Both languages can be studied at Standard or Higher Level; you can take EITHER Latin OR Greek or, if you wish, you may choose to do BOTH, taking one language from Group 2 and the other from Group 6. For both subjects, prior study of the subject at GCSE level is required. The Classical Languages courses introduce students to the languages, literatures and cultures of ancient Greece and Rome. These ancient civilisations play a vital role in shaping many modern societies and cultures, while the rich and varied literature of Greece and Rome has left its mark on almost every genre

of modern writing. These texts give important insights into the societies which produced them and offer a bridge between the contemporary world and the fascinating contexts in which they were composed. The study of Classical Languages trains the mind, developing skills of critical thought and close analysis, as well as a deeper awareness of history over the longer term, while also cultivating an appreciation of the beauty and power of language.

inspiration for artists, architects and engineers in countries around the world. There are plenty of opportunities for students to pursue their interest in Classics far beyond the classroom and we take full advantage of talks and conferences in London, Oxford and Cambridge as well as productions of Greek plays, in the original language and in translation, and optional residential trips to classical sites in the Mediterranean.

In both Latin and Greek, surviving texts are studied in the original language. This focus on meaning, form, and language is intended to foster the capacity of pupils to explore the thoughts, ideas and modes of expression they encounter in the work of ancient authors. In order to broaden students’ knowledge of Classical literature, additional texts from several genres are set for study in translation and the courses include an exploration of the historical development and wider cultural achievements of both Greeks and Romans. The course may encompass an examination of the Greeks’ and Romans’ technological and artistic achievements, which remain an

The study of Latin and Greek develops strong linguistic, literary and analytical skills, and both subjects combine well with all arts subjects, but also the sciences and mathematics. They are challenging, fascinating and exciting subjects in their own right, but are also useful and highly-valued qualifications for anyone hoping to study languages, literature, law and a wide range of other disciplines at university. A wealth of printed resources is available for students to use both in the very wellstocked relevant area of the school library and in the Classics Department itself.

Sixth Form Course Guide 2027-2029

GREEK

(GROUP 2)

All candidates, both at Higher and Standard Level, take the three parts listed below.

PART 1: STUDY OF THE LANGUAGE Students improve their language skills through ongoing study and consolidation of grammar and general reading from classical literature through selected passages for unseen translation from a range of authors. The grammar covered at GCSE level is revised; then a more in-depth study is made of the nuances and complexities of the Greek language. Students build up confidence at translating independently, as well as developing dictionary skills. We then begin to specialise, reading extracts from a range of authors whose works typify the most popular genres in ancient literature. Dictionaries may be taken into the examination room, and there is focus on broad vocabulary learning in both years based on recommended lists generated by the IBO and the Classics department. At both Higher and Standard Level students are tested on their study of literature through a single examination comprising 35% (SL) or 30% (HL).

PART 2: LITERARY STUDY Higher Level pupil study two core texts, one prose and one poetry,

while Standard Level pupils study just one core text, either prose or poetry. All students study two companion texts, which complement the context of the core texts, while also providing meaningful contrast. Core texts vary from year to year: the Greek texts are often drawn from the epic poetry of Homer, the historian Thucydides, the plays of Euripides, or the skilful oratory of Antiphon. In addition, particularly at Higher Level, we read further in translation to gain a broader feel for the authors and their world. At both Higher and Standard Level students are tested on their study of literature through a single examination, comprising 35% (SL) or 30% (HL).

PART 3: INDIVIDUAL STUDY – INTERNAL ASSESSMENT Candidates complete a piece of internal assessment known as a Research Dossier, an annotated collection of source materials relating to a topic in classical history, literature, language, religion, mythology, art or archaeology, chosen by the candidate. Recent topics covered have included the appeal of mystery cults for the Athenians, the political sway of courtesans and even the evolution of

Sixth Form Course Guide 2027-2029

Hellenic helmet design. This part of the course offers students the opportunity to explore their own areas of interest in relation to more modern contexts, through close analysis of primary sources. The Research Dossier comprises 30% (SL) or 20% (HL). Students at Higher level also complete the following component.

PART 4: LANGUAGE COMPOSITION Students complete a piece of externally assessed work known as a Composition, which allows them to create a piece of prose in the ancient language that they are studying. The Composition provides students with the opportunity to craft their own text inspired by authors and genres that they have covered in the course. It also encourages students to find their own voice, acting both as author and commentator. The Composition comprises 20% of the student’s final mark.

LATIN

(GROUP 2)

All candidates, both at Higher and Standard Level, take the three parts listed below.

PART 1: STUDY OF THE LANGUAGE

poetry, while Standard Level pupils study just one core text, either prose or poetry.

Students improve their language skills through ongoing study and consolidation of grammar, and general reading from classical literature through selected passages for unseen translation from a range of authors. The grammar covered at GCSE level is revised; then a more in-depth study is made of the nuances and complexities of the Latin language. Students build up confidence at translating independently, as well as developing dictionary skills.

All students study two companion texts, which complement the context of the core texts, while also providing meaningful contrast. Core texts vary from year to year: the Latin texts are often drawn from the epic poetry of Virgil, the historian Tacitus, the poetry of Catullus and Horace, or the philosophical and scientific poet Lucretius. In addition, particularly at Higher Level, we read further in translation to gain a broader feel for the authors and their world. At both Higher and Standard Level students are tested on their study of literature through a single examination, comprising 35% (SL) or 30% (HL).

We then begin to specialise, reading extracts from a range of authors whose works typify the most popular genres in ancient literature. Dictionaries may be taken into the examination room, and there is focus on broad vocabulary learning in both years based on recommended lists generated by the IBO and the Classics department. At both Higher and Standard Level students are tested on their study of literature through a single examination comprising 35% (SL) or 30% (HL).

PART 2: LITERARY STUDY Higher Level pupils study two core texts, one prose and one

Sixth Form Course Guide 2027-2029

and private worship, Roman perceptions of the adulterous relationship of Venus, and the representations of Cleopatra in literature and art. This part of the course offers students the opportunity to explore their own areas of interest in relation to more modern contexts, through close analysis of primary sources. The Research Dossier comprises 30% (SL) or 20% (HL). Students at Higher level also complete the following component.

MODERN LANGUAGES (GROUP 2)

he study of Modern Languages within the IB Diploma Programme reflects the international outlook and global perspective that lie at the heart of an IB education. In an increasingly interconnected world, the ability to engage thoughtfully with different cultures, viewpoints and forms of communication is more important than ever. Through the study of language, students develop not only linguistic confidence, but also intercultural understanding, intellectual curiosity and a greater awareness of the complexities of the world around them. We offer French, German, Italian, Spanish and Russian at both Standard Level and Higher Level, as well as Mandarin Chinese at

Standard Level and Ab Initio. Italian and Russian Ab Initio courses are offered to students with no prior knowledge. All Language B, and Mandarin Chinese Ab Initio courses are designed for students with prior knowledge of the language, and students may also choose to study a second language as their Group 6 option. To meet the requirements of the Diploma, students may only study languages in which they are not native speakers as part of their subject choices. The study of Modern Foreign Languages in the Sixth Form is stimulating, enriching and highly varied. Students develop fluency and sophistication in the target language while exploring the cultures, traditions and contemporary societies of the

Sixth Form Course Guide 2027-2029

countries where the language is spoken. Modern Languages combine naturally with both Arts and Science subjects within the IB Diploma Programme, and many students continue their study of languages at leading universities in the UK and abroad. Students can opt for Language B at either Standard Level or Higher Level (subject to demand), while Mandarin is offered at Standard Level only. In all languages, students also benefit from a compulsory weekly conversation lesson with a native-speaking language assistant, allowing them to develop confidence, spontaneity and accuracy in spoken communication. The course is organised around five broad and engaging conceptual themes: identities, experiences, human ingenuity, social organisation and sharing the planet. Through these themes, students explore a wide range of contemporary and culturally rich topics, from migration, education and social relationships to technological innovation, environmental responsibility and global challenges. The course encourages students to think critically about the way language shapes communication and identity, while developing a deeper appreciation of the

cultures and perspectives of the target language countries. Students learn to communicate effectively across a range of contexts and audiences, engaging with a variety of authentic text types including articles, podcasts, blogs, speeches, reviews and literary works. They develop the ability to write and speak in different registers and styles, while also building rigorous grammatical knowledge, a broad and sophisticated vocabulary, and a confident command of idiom and nuance. Higher Level students study a wider range of text types and literary works, and engage in more advanced linguistic and literary analysis. Students are also expected to maintain a personal portfolio of texts and wider reading throughout the course.

There are three examinations at the end of the course at both SL and HL. Paper 1 is a writing examination in which students respond appropriately using a range of text types and styles. Paper 2 assesses listening and reading comprehension through responses to authentic written and audio material. The speaking examination at SL is based on a visual stimulus, while HL students discuss an extract from one of the literary works studied, alongside broader conversation questions connected to the themes explored during the course. Beyond the classroom, the Modern Foreign Languages Department offers a vibrant programme of cultural enrichment. Students have opportunities to take part in exchanges, overseas trips and

Sixth Form Course Guide 2027-2029

cultural visits to countries where the language is spoken, as well as conferences, inter-school symposia, student-led projects and publications linked to contemporary global issues and cultural themes. We are fortunate to make regular use of the rich cultural opportunities available in London, attending exhibitions, lectures, theatre productions and other events relevant to language and culture study. The school also offers a travel prize for students studying Modern Languages, supporting further opportunities for linguistic and cultural immersion. Such experiences play a vital role in helping students deepen their linguistic confidence, broaden their perspectives and develop the international outlook that is central to the IB Diploma Programme.

ECONOMICS

conomics is a dynamic social science, forming part of Group 3 – Individuals and Societies. At its heart, Economics provides a framework for decision–making, as individuals or collectively as a society. In a world with limited resources including time, money and clean air, how do we maximise our wellbeing as individuals, a nation or as a global community? The subject can also lead to a better understanding of modern life and international affairs, from analysing the price of oil to understanding the effects of the pandemic on the economy. Economics opens up a variety of career paths including investment banking, management consultancy and economic journalism. Economists might be assisting governments in developing countries on poverty reduction strategies or advising UK policy makers on how to attain zero net carbon; they may work in central banks reducing the chance of the next financial crisis or within think tanks or universities researching issues such as inequality. Even companies such as Google and Spotify employ economists to analyse consumer behaviour and the most effective ways to influence it. Many careers benefit from a knowledge of Economics and new areas of the subject are opening up all the time. These days you can take university modules in

fields such as health economics, environmental economics, behavioural economics or feminist economics. The study of Economics also offers a variety of transferable skills useful for many careers including: how to construct a well–evidenced argument; evaluating an argument with different viewpoints and questioning assumptions; a basic understanding of the use of economic models; statistical data handling skills; and an understanding of how mathematics can be applied to a variety of real-world situations.

SYLLABUS OUTLINE: 1. Introduction to Economics – what is Economics and how do Economists approach the world? 2. Microeconomics – explores markets, market failure and the role of the government in markets. 3. Macroeconomics – examines issues relevant to whole economies, such as economic growth, unemployment, inflation and inequality. 4. The Global Economy – this includes topics such as why countries trade; why they might use protectionist measures such as tariffs; how exchange rates work and why they matter; poverty and sustainable development.

Sixth Form Course Guide 2027-2029

(GROUP 3)

DISTINCTION BETWEEN SL AND HL: SL and HL students of Economics are presented with a common syllabus, with an HL extension in some topics. The main difference is that the study of the ‘Theory of the Firm’ is HL only, this is because it requires a little more quantitative skill than other parts of the course. HL students also have to complete a third paper which is more numerical in content. The quantitative requirements of HL Economics do not present much of a challenge for NLCS students however, so no student should be put off HL Economics even if they feel they are not particularly strong in mathematics. There are many opportunities for students to build their wider knowledge of Economics during the course. Every year the department attend an Economics conference; students enter external competitions such as the Wharton Investment Competition, The Royal Economics Society Young Economist of the Year Competition and the IEA Budget Challenge. There is also an active Economics Society that runs weekly sessions on a variety of topics; events such as the annual public speaking competition and publish a magazine called Capital.

ASSESSMENT INFORMATION (SL AND HL): HIGHER LEVEL STANDARD LEVEL

Paper 1 (1 hour 15 mins)

Extended Response

20%

Paper 1 (1 hour 15 mins)

Extended Response

30%

Paper 2 (1 hour 45 mins)

Data Response

30%

Paper 2 (1 hour 45 mins)

Data Response

40%

Policy Response

30%

Internal

3 commentaries on (self-chosen) articles each of 800 words

30%

Paper 3 (1 hour 45 minutes) Internal

3 commentaries on (self-chosen) articles each of 800 words

20%

CONSIDERING STUDYING ECONOMICS AT UNIVERSITY? The majority of undergraduate Economics courses will have at least SL Mathematics as an entry requirement, whilst undergraduate Economics at the most competitive institutions may require students to have HL Mathematics.

Sixth Form Course Guide 2027-2029

GEOGRAPHY (GROUP 3)

Geography is the study of place and space. It develops students’ awareness, knowledge and understanding of both physical environments and human societies, as well as global development and citizenship in a rapidly changing and increasingly interconnected world. In the Sixth Form, the emphasis is on the interaction between physical and human environments, alongside the development of a global perspective and international understanding. Geography is a highly topical subject, engaging with current environmental, socio-economic and cultural issues. Core Study (SL and HL) All students study the core unit: Geographical Perspectives – Global Change

• Leisure, sport and tourism • Food and health • Urban environments HL Core Extension Higher Level students also study: Geographic Perspectives – Global Interactions • Power, places and networks • Human development and diversity • Global risks and resilience Skills Development and Assessment Students develop a range of geographical skills, including: • Mapping and graphical interpretation • Statistical analysis

• Population distribution and changing populations

• Interpretation of satellite imagery

• Global climate, including vulnerability and resilience

• Use of ICT in geographical enquiry

• Global resource consumption and security

All students complete an individual fieldwork investigation, which contributes:

In addition to the core, students study:

• 25% of the final mark (SL)

• SL: Two optional themes

• 20% of the final mark (HL)

• HL: Three optional themes

Why Study IB Geography?

Options include:

IB Geography is uniquely positioned to help students understand the increasingly important relationships between

• Freshwater drainage basins • Oceans and coastal margins

• Geophysical hazards

Sixth Form Course Guide 2027-2029

people, economies and the environment. At its core is the study of the nexus, the complex interconnections between water, energy and food systems, which are becoming ever more critical in a world facing climate change, population growth and resource pressures. As societies become more interconnected, decisions made in one place have far-reaching global consequences. Geography equips students to think critically about these relationships, evaluate competing demands on resources, and understand how more sustainable futures can be achieved. In an era defined by global challenges such as climate change, migration, inequality and geopolitical tension, Geography is more relevant than ever. It develops informed, globally minded students who are able to interpret complex issues, weigh evidence and contribute thoughtfully to debates shaping the future of our planet. Geography is a broad and balanced subject that develops numerical, literary and graphical communication skills, alongside data analysis, logical reasoning, problem-solving and decisionmaking. These transferable skills are highly valued by universities and employers. Geography provides an excellent

bridge between the Arts and Sciences and complements subjects such as Biology, Physics, Mathematics, Economics and History. Students go on to pursue a wide range of university courses and careers, including medicine, law, psychology, engineering and Human, Social and Political Sciences. Enrichment Opportunities Geography at Sixth Form extends well beyond the classroom. Students are encouraged to engage with the subject through

a wide range of enrichment opportunities. The Geography Society provides a lively forum for discussion of current issues, student-led presentations and guest speakers, helping students to deepen their understanding of contemporary global challenges. Students are also supported in entering a range of national and international essay competitions, developing independent research skills and strengthening university applications.

Sixth Form Course Guide 2027-2029

Fieldwork and overseas trips are a central part of the Geography experience. In recent years, students have taken part in international visits to destinations such as Norway and Iceland, exploring glacial landscapes, volcanic environments and sustainable management in real-world contexts. These experiences bring classroom learning to life and foster a deeper appreciation of the dynamic nature of our planet.

Sixth Form Course Guide 2027-2029

GLOBAL POLITICS (GROUP 3)

With its roots in the nineteenth century struggle for gender equality, North London Collegiate School has always had a strong connection with the discipline of Politics, and this is reflected in the vibrancy and popularity of the subject in the Sixth Form. Students from North London regularly go on to study politicsrelated courses at university, including interdisciplinary courses such as PPE and HSPS.

IB GLOBAL POLITICS The Global Politics course explores fundamental political concepts such as power, liberty and equality, in a range of contexts. It allows students to develop an understanding of the local, national, international and global dimensions of political activity. Global Politics draws on a variety of disciplines in the social sciences and humanities. It helps students to understand abstract political concepts by grounding them in real world examples and case studies, and also invites comparison between such examples to ensure a transnational perspective.

CORE CONTENT (WRITTEN PAPERS):

All Standard Level and Higher Level students complete a

common core entitled “People, Power and Politics”. This consists of four core units: • Power, sovereignty and international relations • Human rights • Development • Peace and conflict Each topic is taught over the course of a term and assessment takes the form of two exam papers, one essay-based and the other a response based upon the interpretation of political documents and sources.

ENGAGEMENT ACTIVITY

(INTERNAL ASSESSMENT): All Standard Level and Higher Level students also undertake an engagement activity through which they study a political issue of interest. Students engage practically with the subject through a series of activities which they are responsible for designing and carrying out. For example, a candidate may choose to raise awareness of a political issue, such as child poverty. Engagement tasks could include: conducting interviews with NGOs and political figures working in this area; staging a debate on the issue; developing a publicity campaign in school. This task is assessed internally on

Sixth Form Course Guide 2027-2029

the basis of an essay in which the student reflects on the political processes they have observed.

HIGHER LEVEL EXTENSION Higher Level students also undertake guided research on a range of global political challenges, through a case-study approach. The key themes explored are equality, poverty, environment, and health. These culminate in an exam paper of 1h 30 mins in which students answer three questions with reference to their prepared case-studies. The study of Global Politics offers many opportunities for students to develop their interest in the subject, both within and beyond the classroom. Lessons provide ample occasion for discussion and debate, and students will be encouraged to attend lectures, make use of the media and listen to visiting speakers. The course is complemented by the Politics and Current Affairs Society, as well as opportunities to participate in events such as the European Youth Parliament and mock elections. The course helps to develop the powers of argument and analysis which are the essential basis for many university degrees and also provides useful background for careers such as law and journalism.

HISTORY (GROUP 3)

he aim of the IB History course is to look at events in the past from an international perspective. The course is concerned with explaining trends and developments, continuity and change through time and through individual events. In the contemporary context of globalisation and technological development, different cultures and societies are increasingly in contact and interdependent. Now, more than ever, there is a need for an understanding of the past, as well as the present. The IB History course seeks to consider the role of individuals and societies in the widest context: political, social, economic, religious, technological and cultural. The process of historical enquiry, explanation and interpretation is a never-ending activity, for which historians develop values and conventions which themselves change over time. Students of History investigate a variety of sources, some of which may be of a contentious nature. As new generations seek to explain and analyse the past, they will face problems of determining the accuracy of what is claimed to be reliable historical knowledge and assessing conflicting interpretations of past events. The opportunities for opinions and interpretations which are

culturally driven are many and they require sensitive but critical analysis. Each generation rewrites its own history in the light of new evidence and of subsequent events and processes, and under the influence of its particular attitudes and prejudices. Students should become aware that historical accounts involve judgements based on qualitative evidence and that these judgements might be revised. By studying History, they are taught to understand why the work of the historian differs over time and in different parts of the world, and how it is impossible for historians not to be affected, to some extent, by political and economic conditions. History is available at Standard (SL) and Higher Level (HL). All candidates sit two examinations at the end of Year 13, which are based on the following World History topics. Paper 1: This is a document based paper. The topic studied will be a focused study on the theme of protest and change. Students will explore the feminist movement in the USA (1960-1979) and changes through the revolution in Tunisia (1989-2015). Paper 2: This is a mixture of a short and

Sixth Form Course Guide 2027-2029

long response to a specific thematic study. Students will explore the theme of authoritarian rule, exploring the dictatorships of Franco in Spain and Mao in China, understanding how these rulers came to power and the impact on the people ruled by them. Paper 3 (HL ONLY): This is an essay-based paper for HL students only. Students cover the exciting topics of the French Revolution (causes, key events, the Terror and the Revolutionary Wars), Napoleon to 1815, the Russian Tsars to 1917 and the Russian Revolution. Historical Investigation: All candidates write an essay on a historical topic of their choice. This allows them to formulate their own inquiry question and selecting appropriate sources to evaluate in their own investigation. The topic need not be related to the syllabus.

courses and careers. It is equally appropriate for those studying arts or sciences. History is very well-resourced in the library and is supported by a lively and active History Society.

There are many opportunities to extend your interests and understanding beyond the classroom, through History Society talks and discussion groups, as well as trips and study

tours. There are many such events in the Sixth Form, including trips to lectures, exhibitions and theatre productions in London.

Sixth Form Course Guide 2027-2029

PHILOSOPHY (GROUP 3)

B Philosophy engages students in the activity of Philosophy as well as studying philosophical theories and arguments. It trains the mind and furthers one’s skills of analysis as it questions some of our most deeply and dearly held assumptions and beliefs. The course allows students to think rigorously about

fundamental questions of truth and human understanding and fosters the skills of critical thinking, evaluation and being able to construct a logical argument. Philosophy can be taken at Higher and Standard Levels. Students at both levels study a compulsory Core Theme which examines the question “What is a human being?” This involves questions

concerning the nature of freedom, the relationship between mind and body and human ability to empathise. All students also study Ethics, Plato’s The Republic and undertake a philosophical investigation comprising, 1600 words. In addition, Higher Level students study Philosophy of Religion and Practical Criticism of unseen Philosophical texts. The course will deal with such questions as: What is a person? Is there life after death? What do we mean by ‘good’? How do we make life and death decisions? Do people have a right to a child? Does God exist? How does psychology challenge religion? As well as being a fascinating study and a very worthy discipline, it is a very good support subject for any field of study, whether it be arts or science based. It is also particularly relevant to prospective medical students. Philosophy combines well with other subjects. Past students have gone on to study a wide range of subjects at university all around the country, including Oxford and Cambridge. Philosophy is useful for careers in any field and develops skills and attitudes which can be invaluable in approaching sixth form and degree studies.

Sixth Form Course Guide 2027-2029

BIOLOGY

(GROUP 4) and experimental work. As well as developing intellectual and practical skills specifically related to the subject, studying Biology develops reasoning, analytical and logical thought and accurate observation skills.

Biology for IB involves the study of the unifying themes: Unity & Diversity, Form & Function, Interaction & Interdependence and Continuity & Change. Both Higher Level and Standard Level courses in Biology follow this thematic approach. The course aims to develop an understanding of biological facts, concepts and principles and at the same time provides a broad appreciation of the significance of the subject and a deep interest in it. Both the Standard and Higher Level courses consist of core material covering fundamental aspects of Biology such as: Biochemistry, Genetics, Human Physiology, Evolution and Ecology.

Practical skills are also a very important aspect of both the Standard and Higher Level courses and the teaching of these is integrated into the teaching of the theory material. The course is assessed in two written papers at the end of Year 13. Practical work is assessed through an individual investigation, planned, conducted and analysed by the student on an area of their own interest, with the opportunity for students to collaborate and support each other within small groups. The course emphasises not only knowledge but also understanding and application of facts and has a strong bias towards research skills both from published material

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Towards the end of Year 12, students attend a four day Biology field trip course with our A Level students, most recently held at Slapton Ley in Devon. The aim of this trip is to cover the aspects of the A Level/IB syllabus on biodiversity, populations and ecosystems. These are aspects of the course relating to the natural world and we strongly feel that the best way for our students to engage with them is in the field, rather than in a classroom. We will also complete the data collection required for the IB Internal Assessment. As one of the three natural sciences in the IB Diploma Programme, Biology is primarily concerned with the study of life and living systems. Biologists attempt to make sense of the world through a variety of approaches and techniques, controlled experimentation and collaboration between scientists. At a time of global introspection on human activities and their impact on the world around us, developing and communicating a clear understanding of the living world has never been of greater importance than it is today.

CHEMISTRY Chemistry has many principles which govern the world in which we live. We are dependent on Chemistry in almost every aspect of our daily lives. Chemistry is a very logical subject which is much valued by professions outside of science, such as law, accountancy and politics. It is also a prerequisite for some degree courses such as medicine. The IB course is aimed to help develop your appreciation of the social, economic and

(GROUP 4)

technological impacts of Chemistry. Both Standard and Higher Level students work within the same general framework, studying atoms, bonding, structure, energy changes, kinetics, equilibria and organic Chemistry. At Standard Level there is an emphasis on qualitative description of concepts and understanding how different ideas interact to govern the behaviour of chemicals, with

some quantitative techniques explored. At Higher Level the concepts are treated in more detail and depth, with a more quantitative approach to problem-solving. Practical work is an essential part of the course. It is formally assessed in a single internal assessment (worth 20% of the overall mark) in which you need to plan effectively, work thoroughly and discuss critically. The IB Chemistry course has public examinations only at the end of the second year. There are two written examinations at Higher level as well as at Standard level (worth 80% of the overall mark) Paper 1: (worth 36%) consists of multiple-choice as well as databased questions. Paper 2: (worth 44%) consists of short-answer and extendedresponse questions. The course is designed to help you acquire specific knowledge and practical skills, but should also encourage you to think as an IB student appreciating the importance of Theory of Knowledge in science and showing you a variety of ways of working. We hope that during the course you will enjoy learning about the fundamental processes that govern how we live.

Sixth Form Course Guide 2027-2029

COMPUTER SCIENCE (GROUP 4)

omputer Science is not about using technology – it is about understanding and creating it. The IB Diploma course is engaging, accessible and rigorous, drawing on a wide spectrum of knowledge to develop students who can see beneath the surface of the digital world: the computational thinking that turns a messy realworld problem into something a machine can solve, and the systems that make modern computing possible. Underpinned by conceptual thinking, the course empowers innovation, exploration and the acquisition of further knowledge. Students examine how computer science shapes – and is shaped by – culture and society, weighing the ethical questions that increasingly define our relationship with technology. At its heart is the discipline of building working solutions: identifying a problem, designing and prototyping a response, and evaluating its success with a real client in mind.

WHAT YOU WILL EXPLORE The IB course explores many topics in computer science. A few are listed below. • System fundamentals – how systems are organised and designed.

• Computer organisation – computer architecture, memory, operating and application systems, binary representation and logic gates.

required research.

• Operating systems and control systems

THE INTERNAL ASSESSMENT

• Networks – network fundamentals, data transmission and wireless networking. • Database design - Describe database schemas. Construct tables for relational databases. • Machine learning- Describe the types of machine learning and their applications in the real world. • Data structures - static and dynamic data structures. Explain the concept of a stack and lists. • Computational thinking, problem-solving and programming – thinking procedurally, logically, concurrently and abstractly, and translating that thinking into program design. Objectoriented programming. • Case study- The computer science case study provides the stimulus to investigate a scenario involving current developments, emerging technologies and/or ethical issues in computer science. The case study for SL is a scenario that includes two challenge questions that stimulate the

Sixth Form Course Guide 2027-2029

The case study for HL is a scenario that includes four challenges that stimulate the required research.

The internally assessed solution is the highlight of the course: a substantial piece of software that each student conceives, designs, develops and evaluates to solve a real problem of their own choosing. It is a genuine portfolio piece – the kind of independent, end-to-end engineering experience that universities value highly. Programming is carried out in Python and Java.

BEYOND THE CLASSROOM Computer Science at NLCS extends well beyond the specification. Students take part in national competitions including the Perse Coding Competition and the Bebras Challenge, experiment with physical computing using Sphero BOLT+ robots and BBC micro: bits and are supported in pursuing specialist interests through the Extended Essay and our enrichment programme. We believe the best computer scientists are not simply skilled coders, but curious, creative thinkers.

Distinction between SL and HL Students at both SL and HL study the following parts of the course. • The nature of computer science, with computational thinking as an organizing concept • An understanding of computer science through the practical use of a programming language (Java or Python), and the object-oriented programming (OOP) paradigm • The application of Structured Query Language (SQL) to extract and manipulate data • One IA task: The computational solution • A case study focusing on emerging technologies

• The collaborative sciences project The SL and HL courses both provide students with an understanding of computer science through the organizing concept of computational thinking and the practical use of skills in computer science to solve problems. The distinction between SL and HL is in both breadth and depth. The SL course has a recommended 150 teaching hours, and the HL course has a recommended 240 hours. SL students study seven topics on concepts and problem-solving in computer science, whereas HL students study an extra topic (abstract data types) with additional HL-only material within

the seven SL topics. HL students study the topics to increased breadth, resulting in increased networked knowledge. HL requires the student to make more connections between diverse areas of the syllabus, thereby also increasing the depth of coverage. HL students also conduct deeper research in the case study, reflected in the extra two challenge questions in the case study for HL, additional recommended teaching hours, and additional time for paper 1. The HL course provides a solid foundation for the study of computer science or related subjects at university level.

ASSESSMENT COMPONENT SL

WEIGHTING

External assessment (2 hours 30 minutes)

70%

Paper 1 (1 hour 15 minutes) Section A—extended response questions linked to theme A: Concepts of computer science Section B—short-response questions linked to the pre-seen case study (50 marks)

35%

Paper 2 (1 hour 15 minutes) Extended response questions linked to theme B: Computational thinking and problem-solving (50 marks)

35%

Internal assessment (35 hours) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. IA consists of one task: the computational solution (30 marks)

30%

Assessment component HL

Weighting

External assessment (4 hours)

80%

Paper 1 (2 hours) Section A—extended-response questions linked to theme A: Concepts of computer science Section B—short- and extended-response questions linked to the pre-seen case study (80 marks)

40%

Paper 2 (2 hours) Extended-response questions linked to theme B: Computational thinking and problem-solving (80 marks)

40%

Internal assessment (35 hours) IA consists of one task: the computational solution (30 marks) (30 marks)

20%

Sixth Form Course Guide 2027-2029

DESIGN & TECHNOLOGY (GROUP 4) (SL)

he IB Design & Technology course equips students with the knowledge, skills, and attitudes necessary to engage with the technological world in a responsible and innovative way. It encourages the development of design thinking-a human-centred, iterative process-alongside scientific inquiry and practical problem-solving. The course bridges the gap between theory and practice, integrating concepts from science, mathematics, and the arts. Students develop an understanding of the impact of technology on society and the environment and are encouraged to become ethical decisionmakers and critical users of technology in a global context. Design & Technology empowers students to identify real-world problems and generate solutions through investigation, ideation, development, and evaluationpreparing them to contribute meaningfully to a rapidly changing world.

INTERNAL ASSESSMENT As part of their studies, students undertake a major design project, known as the Internal

Assessment. This involves identifying a problem, conducting in-depth research, and following a structured design cycle to develop and test a product, system, or solution. The project accounts for 30% of the final mark at Standard Level. Students are assessed on criteria such as analysis of need, concept development, technical specification, testing, and evaluation. The new curriculum places increased emphasis on user-centred design, sustainability, and ethical considerations throughout the design process. Students work independently but may collaborate during initial stages such as brainstorming or research. The final submission is an individual design portfolio of up to 2,500 words, including visual documentation.

EXTERNAL ASSESSMENT All students complete two externally assessed components: Paper 1: Includes multiple-choice and short-answer questions assessing core content, including design thinking, modelling, sustainability, innovation, and technical systems.

Sixth Form Course Guide 2027-2029

Paper 2: Requires students to answer structured and extendedresponse questions based on real-world design scenarios. This paper tests students’ ability to apply their knowledge across themes, analyse design contexts, and propose justified solutions.

WHY STUDY DESIGN & TECHNOLOGY? Design & Technology is a highly creative, interdisciplinary subject that nurtures both analytical and imaginative thinking. It combines elements of engineering, product design, and environmental ethics. Students gain experience using digital tools and physical prototyping methods, while learning how to manage projects, assess risk, and evaluate user needs. This course is ideal for students interested in fields such as architecture, product design, engineering, industrial design, and sustainability. It promotes skills that are increasingly valued across industries: creative problemsolving, critical thinking, and technological literacy.

EXPERIMENTAL SCIENCE (GROUP 4)

he distinguishing aim of all subjects in Group 4 is to enable all students to apply and use a body of knowledge including methods and techniques that characterise science and technology and to provide opportunities for scientific study and creativity within global contexts that will stimulate and challenge. Students explore the concepts, theories, models and techniques that underpin each subject area and through these develop their understanding of the scientific method. A compulsory project encourages students to appreciate the environmental, social and ethical implications of science. This exercise is collaborative and interdisciplinary and provides an opportunity for students to explore scientific solutions to global questions.

INTERNAL ASSESSMENT Students undertake one individual investigation as part of their studies of each Group 4 subject. The investigation contributes 20% to the final mark in that subject. From 2023, the ‘scientific investigation’ (internal assessment) will also see a change, with the opportunity for students to collaborate and support each other within small groups. Where

appropriate, students will be able to share similar methodologies, provided that the independent or dependent variable differ, and the data collected is unique to each student. Students will continue to submit an individual report, with a maximum word count of 3,000 words. The revised criteria will place a greater emphasis on higher-order thinking skills with 50% of the marks allocated for Conclusion and Evaluation.

EXTERNAL ASSESSMENT All students will only sit two external examinations. Paper 1A: includes multiple-choice questions on the syllabus and paper 1B includes data-based questions that are syllabus related, addressing all themes. Paper 2A: includes data-based questions from unfamiliar contexts and short-answer questions. Paper 2B: includes extendedresponse questions that focus on holistic knowledge and understanding of a wide range of syllabus content, skills, concepts and understandings.

Sixth Form Course Guide 2027-2029

ENVIRONMENTAL SYSTEMS AND SOCIETIES (SL)

Through studying Environmental Systems and Societies (ES&S) students will be provided with a coherent perspective of the interrelationships between environmental systems and societies; one that enables them to adopt an informed personal response to the wide range of

pressing environmental issues that they will inevitably come to face. The teaching approach is such that students are allowed to evaluate the scientific, ethical and sociopolitical aspects of issues. Because it is an interdisciplinary course, students can study this

course and have it count as either a Group 3 course or a Group 4 course or as both a Group 3 and Group 4 course. This leaves students the opportunity to study (an) additional subject(s) from any of the groups including (an) additional subject(s) from Groups 3 or 4.

Sixth Form Course Guide 2027-2029

PHYSICS

(GROUP 4)

hysics is the fundamental science. At its deepest level, it is about discovery: physicists seek to unravel the very laws which govern the universe, from its smallest particles and their interactions, to the largest scale of all, and from understanding the origins of the cosmos, to glimpsing how it may end.

growing population and avoid the worst effects of climate change. Physics also provides the scientific framework that supports the other sciences. It is essential to our quality of life, making possible such things as bridges, computers and communication devices. Most of the new techniques in modern medicine are due to new discoveries in Physics and new applications of Physics ideas.

But as well as being a pure science, physics forms the bedrock of many other disciplines. Further advances in Physics will be needed if the world is to support its ever-

Sixth Form Physics gives an ideal preparation for professions such as engineering, architecture, science journalism, and, less obviously, financial careers and management, where the analytical

skills you will develop are much in demand. Even within Physics there are many specialisms including astronomy, oceanography, meteorology, optics, space science, medical physics and many more. Universities offer many ‘Physics with ...’ courses. Some physicists become self-employed consultants or entrepreneurs. There are careers in Physics that enable you to work in research laboratories, hospitals, or outdoors, for example, in research expeditions studying climate change, earthquakes, volcanoes and deep oceans.

OVERVIEW OF THE IB DIPLOMA COURSE: The physics curriculum is grouped into five broad organising themes, each of which are subdivided into several topics. A. Space, time and motion

B. The particle nature of matter

C. Wave behaviour

D. Fields

E. Nuclear and quantum physics

Kinematics*

Thermal energy transfer*

Simple harmonic motion**

Gravitational fields**

Structure of the atom**

B2. Greenhouse effect*

Wave model*

Electric fields**

Quantum physics**

Forces and momentum* Work, energy and power* Rigid body mechanics***

B.3 Gas laws* B.4 Thermodynamics***

Wave phenomena** Motion in electromagnetic Standing wave and fields* resonance* Induction*** Doppler effect**

Galilean and special B.5 Current and relativity*** circuits*

*Topics with content that should be taught to all students ** Topics with content that should be taught to all students plus additional HL content *** Topics with content that should be taught only to HL students

Sixth Form Course Guide 2027-2029

Radioactivity decay** Fission* Fusion and stars*

CONCEPTUAL LEARNING

EXTERNAL ASSESSMENT

The new physics course highlights concepts that underpin learning. The course aims to develop understanding that connects factual, procedural and metacognitive knowledge and recognises the importance of connecting learning with conceptual understanding. This includes a non-linear, ongoing process of adding new knowledge, evolving undersatnding and identifying misconceptions.

Students sit two external examinations.

EXPERIMENTAL PROGRAMME

Students will have the opportunity to collaborate and support each other within small groups, provided that the independent and dependent variables differ, and the data collected is unique to each student.

Practical work continues to be a central aspect of the DP physics course. Practical scheme of work will allow students to gain a deep understanding of the subject content and associated concepts.

Paper 1A includes multiple choice questions and Paper 1B includes data analysis questions. Paper 2 includes a number of short-response questions and one (for Standard Level) or two extended-response questions (for High Level).

INTERNAL ASSESSMENT

Sixth form physicists contribute to the activities of the Science Society and Science Cafe, with their programmes of guest speakers; they also run a Physics & Astronomy club for Middle School students. We have trips: this year, sixth-form students visited the UK synchrotron facility Diamond, where they met research scientists and learned about the rich array of interdisciplinary work which is supported by the physicists there. More trips are in the pipeline. Sixth form students have the opportunity to participate in the prestigious BPhO and Isaac Physics competitions, and are supported in this through the enrichment programme, which also introduces them to material outside of the syllabus, as well as providing preparation for university entrance exams.

Students will submit an individual report with a maximum word count of 3,000 words.

Sixth Form Course Guide 2027-2029

MATHEMATICS COURSES (GROUP 5)

ll students studying for the IB Diploma must take one of the four Mathematics courses below. The courses are stimulating in their own right but they also support many other disciplines: students will develop their transferable skills, such as the ability to persevere and to think logically, as well as broaden their knowledge of mathematics which is directly applicable to other subjects. All IB Mathematics students complete a piece of coursework (their ‘Internal Assessment’) which accounts for 20% of the overall mark. This is a short research piece in which they have the opportunity to apply mathematics to some area of personal interest or possible future field of study. For instance, budding psychologists may wish to run experiments on cognitive bias.

STANDARD LEVEL (SL) SL Applications and Interpretations This course is perhaps the most accessible of the four IB Mathematics courses and is an excellent complement to a wide range of IB subject combinations. The course emphasises the

modelling power of mathematics and equips students with some of the skills necessary to cope with the demands of a technological society. In particular, the course develops the capacity of students to apply the techniques studied to the display and analysis of data in a variety of forms. The course is examined by two calculator papers at the end of Year 13. SL Analysis and Approaches This course is often chosen by students studying a scientific subject at Higher Level or who intend to pursue future studies which involve some, but not a large amount, of mathematics. In particular, students develop their work with abstract mathematics such as calculus; in contrast, this is only touched on in the SL Applications and Interpretations course. The course is examined by one non-calculator paper and one calculator paper at the end of Year 13.

HIGHER LEVEL (HL) The two IB Higher Level Mathematics courses are challenging and very fast-paced. They suit only the strongest students who already have a fluency in algebra and who are willing to put in considerable

Sixth Form Course Guide 2027-2029

time outside class; a top grade in Year 11 does not guarantee that students will find these courses accessible. Successful students will have found the GCSE content straightforward, and a love for the subject and a willingness to grapple with difficult problems in their own time are essential. HL Applications and Interpretations The course will suit students whose interest in mathematics is more practical than theoretical. It has a greater focus on mathematical modelling, applications and use of a graphical calculator. As well as significant focus on developing statistical methods, the syllabus introduces new topics including matrices and graph theory. The course is examined by three calculator papers at the end of Year 13. HL Analysis and Approaches Students who are considering a university course in a subject that has substantial mathematical content (such as Physics at the top institutions) should carefully review the entry requirements to assess whether this challenging course is required. The syllabus extends the topics covered at GCSE such as algebra, geometry,

trigonometry, probability, calculus and vectors, and introduces new topics such as complex numbers. The course is examined by one non-calculator and two calculator papers at the end of Year 13.

Sixth Form Course Guide 2027-2029

MUSIC (GROUP 6)

universities widely recognise that the IB Music courses are extremely demanding and demonstrate that those who take it have an extensive skill set, no matter what they eventually choose to pursue. It is an attractive option for musicians, allowing them to cultivate their love of singing or playing through various performance tasks, whilst also giving them a chance to express themselves through a number of composition tasks.

The IB Music course is incredibly wide-reaching, involving a number of projects across a diverse range of music which pupils will need to successfully self– manage over the two years. Students submit a body of coursework which is either marked internally or submitted externally, but there is no written exam at the end.

AREAS OF INQUIRY: There are 4 areas of inquiry: 1. Music for sociocultural and political expression (cultural messages, political ideas or preserves cultural traditions) 2. Music for listening and performance (absolute music) 3. Music for dramatic impact and entertainment (dance choreography and entertainment) 4. Music technology in the electronic and digital age (Contemporary using electronic or digital technology)

ROLES Throughout, students engage with music through creating (i.e. composing), performing and researching (i.e. analysing and researching context).

Sixth Form Course Guide 2027-2029

ASSESSMENT There are essentially 4 components: 1. Exploring music in context (20% HL or 30% SL, externally assessed). Exploring as a researcher:

Experimenting as a creator: • 3 short arranging exercises, adapting music from 3 global contexts Experimenting as a performer • 3 exercises looking at historical performance practice

• Examples of musical analysis in a 2,400 – word portfolio Pupils will explore repertoire from musicals, contemporary electronic dance music, Western Classical Music (19th Century Romantic Programmatic Orchestral Music)

3. Presenting music (30% HL or 40% SL, externally assessed)

Exploring as a creator:

• 2 compositions – a Christmas Carol and a Music Technology composition (max 6 minutes in total)

• A short compositional exercise exploring South American dance genres Exploring as a performer: • Adapting and performing an example of contemporary popular music for their instrument 2. Experimenting with music (20% HL or 30% HL, internally assessed) Experimenting as a researcher: • A 1,500-word written experiment report that details evidence and the creating and performing process (see below).

Presenting as a researcher: • Written programme notes supporting the music presented (max 600 words) Presenting as a creator:

The task is to create a ‘real life multimedia project’, collaborating with their students. In support of the study of Music in Sixth Form, the Music Department invites pupils to immerse themselves in the wide variety of opportunities available through the extra-curricular programme, which includes orchestras, choirs and ensembles. The Music Department runs a substantial programme of concerts including full orchestral and choral concerts, and evening solo recitals. Additionally, there will be opportunities to join music trips to hear concerts at the Barbican and Royal Festival Hall, as well as international music tours to Europe.

Presenting as a Performer: • Pupils choose repertoire for a solo performance, which should include ‘abstract music’ (e.g. a sonata) and repertoire which is not ‘abstract’ (e.g. derived from a film/musical, or music which is descriptive). Max 12 minutes only 4. Collaborative Project (30% HL Only, internally assessed) • Pupils investigate the opportunities, limits and demands of being a musician in the 21st century.

Sixth Form Course Guide 2027-2029

THEATRE (GROUP 6)

heatre is a dynamic, collaborative and live art form. It is a practical subject that encourages discovery through experimentation, the taking of risks and the presentation of ideas to others. It results in the development of both theatre and life skills; the building of confidence, creativity and working collaboratively. The IB Diploma

Theatre course is a multifaceted theatre-making course of study. It gives students the opportunity to make theatre as creators, designers, directors and performers. It emphasises the importance of working both individually and collaboratively as part of an ensemble. It offers the opportunity to engage actively in the creative process, transforming ideas into action as inquisitive

and productive artists. Due to the collaborative projects, the subject will only run if there is sufficient demand. Task 1: Solo theatre piece (HL only) Students at HL research a theatre theorist they have not previously studied, identify an aspect(s) of their theory and create and present a solo theatre piece (4–8 minutes) based on this aspect(s) of theory. Task 2: Director’s notebook (SL and HL) Students at SL and HL choose a published play text they have not previously studied and develop ideas regarding how the entire play could be staged for an audience. Task 3: Research presentation (SL and HL) Students at SL and HL plan and deliver an individual presentation (15 minutes maximum) to their peers in which they present and physically demonstrate their research into a convention of a theatre tradition they have not previously studied. Task 4: Collaborative project (SL and HL) Students at SL and HL collaboratively create and present an original piece of theatre (lasting 13–15 minutes) for and to a specified target audience, created from a starting point of their choice.

Sixth Form Course Guide 2027-2029

VISUAL ARTS (GROUP 6)

connections between their own work and that of other artists, articulating connections between the two. • At Higher Level students also create an artist project documenting their work and that of other artists, making connections between the two. They submit a video file documenting the development of one artwork based on dialogues with an audience. This evidences critical reflection about installing the chosen artwork within a given space.

he Visual Art IB course can be taken at Standard Level or at Higher Level.

a coherent and extended body of work over five terms. Students curate a show of their work at the end of Y13.

Both specifications allow students to work with a broad range of media and develop personal work in the medium of their choice.

Compulsory elements for both Standard and Higher Level courses include:

Art-making as inquiry is at the centre of the syllabus. Learning takes place in the classroom studio through three core areas: create, connect and communicate, whilst students engage in the creative process as they choose. Students will base work on the same initial drawing exercises, media experimentation, life drawing workshops and gallery visits as the A Level students. The course is linear and students develop their own personal visual language through creating

• Creating an artmaking inquiries portfolio, where students document their artistic journey through a curated selection of artworks and experiments, supported by written critical reflections. Students also submit resolved artworks that evidence the ability to produce a coherent body of work and articulate links between works and development of their own artistic practice. • At Standard Level students also create a connections study, whereby they document

Sixth Form Course Guide 2027-2029

• It is required that students keep research work journals. These should show evidence of adventurous and critical research and development of themes through several media. At the end of two years, they form a highly personal record of sustained experimentation and knowledge of all the tenets of visual art production. They should also include written evaluations of source material and a diary of thought processes and conclusions. As contextual study is a core element of the course, trips to local and international galleries are offered, with most students choosing to participate in cultural symposia and national Art History public speaking competitions. Students following this course will also be supported in developing an application portfolio for university study.

ELECTIVES (GROUP 6)

nstead of taking a creative arts subject in Group 6, students may opt to use Group 6 to take an ‘elective’– i.e. a second subject from Group 2, Group 3 or Group 4. Elective subjects can be taken either at Higher Level or at Standard Level. The following subjects can be selected as Group 6 electives, provided that they have not already been chosen:

• Language A: Literature and Performance (SL only) • French • German • Italian • Spanish • Russian • Mandarin Chinese (SL/Ab Initio) • Classical Greek • Latin • Economics • Geography • History • Politics • Philosophy • Biology • Chemistry • Physics • Environmental Systems and Societies (SL only) The School may be able to consider requests for ab initio languages on a case-by-case basis. Students who are interested in

studying an ab initio language should indicate this on their application form.

Sixth Form Course Guide 2027-2029

Information about the International Baccalaureate course in each of these subjects can be found over the previous pages.

THE EXTENDED ESSAY (CORE REQUIREMENT)

n the course of studying for the IB Diploma, each student writes an Extended Essay, a major piece of formally presented, structured writing based on in-depth research. It is an opportunity to undertake a piece of serious research in a subject of the student’s own choice. It provides them with the opportunity to develop independent, systematic research skills and to communicate ideas in a manner appropriate to the subject they have chosen. The subject in which the research is carried out is chosen by the

student and is intended to reflect their own personal interests. Extended Essays can be written in a wide range of subject areas including English, a Modern or Classical Language, Mathematics, Physics, Chemistry, Biology, Economics, Geography, History, Politics, Philosophy, Music and the Visual Arts. Most Extended Essays are researched and written in a subject that the student is studying and/or which they intend to read at university. Essays may be up to 4,000 words in length and are written in a formal style appropriate to the

Sixth Form Course Guide 2027-2029

subject, detailing their research focus, methods and analysis, and including references and a bibliography. Each student is assigned a supervisor (a teacher with relevant knowledge in the field) who will guide them through the research and writing process. Extended Essays are externally assessed. Students may be awarded up to three Diploma points for their combined performance in Theory of Knowledge and the Extended Essay.

THEORY OF KNOWLEDGE (CORE REQUIREMENT)

heory of Knowledge provides students with the opportunity to reflect on the nature of knowledge and the process of learning in all the subjects they study and to make connections across them. The course encourages students to become aware of different perspectives on knowledge, exploring the personal and shared aspects of knowledge and investigating the relationships between them. It is all about inquiring into the process of knowing, rather than about learning a specific body of knowledge. The course provides students with a structure for thinking about what they know, the questions they might want to ask themselves and the methods they can use to answer them. Examples of questions that are addressed by the Theory of Knowledge course include: • How can we decide between the judgments of experts if they disagree with each other? • How can a model be useful even if it is obviously false? • What ethical constraints should there be on the pursuit of knowledge?

• How significant have notable individuals been in shaping the development of Mathematics as an area of knowledge? • Does some knowledge belong only to particular communities? • In what ways do ethical judgments differ from other kinds of judgments? Students look at a range of themes which identify the real-world issues and applications of knowledge, tackling: • how they themselves learn, assimilate and question knowledge • the ways that language can be both an essential tool for acquiring knowledge but also can mislead • the social and ethical implications of knowledge and power, and the role of knowledge in political discourse They then go on to reflect more deeply on how knowledge is acquired in Mathematics, Natural and Human Sciences, History and the Arts and the questions about knowledge that are raised by them, bringing together what they learn in their classes and critically evaluating how that knowledge is acquired.

Sixth Form Course Guide 2027-2029

There are two parts to the assessment of Theory of Knowledge. The first is a written exposition of 950 words (the ‘exhibition’) considering how three objects answer a given question within one of the themes (knowledge and the knower, knowledge and language, knowledge and politics). This is marked by their teachers and is a useful opportunity for students to develop research skills and succinct writing in their second term of the Diploma. The course culminates in an essay of up to 1,600 words in response to one of six prescribed titles which brings together what they have learned over the whole course. This is externally marked.

Sixth Form Course Guide 2027-2029

CREATIVITY, ACTIVITY & SERVICE (CORE REQUIREMENT)

he CAS (Creativity, Activity & Service) programme gives students a broad and balanced opportunity to explore their talents and discover their strengths whilst sharing their skills with others. To fulfil the compulsory CAS requirements of the International Baccalaureate diploma programme, students must be involved in creative, active and serving pursuits. Through CAS activities, students are given the chance to develop an awareness and concern for people around them and work co-operatively with members of the wider community. The most meaningful CAS experience comes from spending time with others to build relationships and develop the self-worth of both server and served. In general, CAS activities should involve the social dimension, service to the community and group work as much as possible. At the completion of all CAS activities over the two years, a majority should have been spent in activities where the student works co-operatively with other people.

Sixth Form Course Guide 2027-2029

Students can find pride and satisfaction in their CAS commitments. Indeed, the challenge should extend the individual student, developing a spirit of self-reliance and inspiring a sense of responsibility towards other members of the community, whilst the importance of life beyond the classroom and academic study should be emphasised. The emphasis on reflection over the two years also encourages students to consider the quality of their extra-curricular commitments and also the extent to which they themselves learn from these experiences. The following are just some of the options a CAS programme may include.

CREATIVITY: Shown through a wide range of arts activities as well as the creativity students demonstrate in designing and implementing service projects, e.g. drama production involvement (whether in performance or stage management),, the orchestra, the choir, debating, public speaking, photography, magazine creation and editing, creative writing, art or poetry.

ACTIVITY: This aspect of CAS can include participation in expeditions, individual and team sports (netball, lacrosse, badminton, squash, athletics, tennis), and physical activities outside the normal curriculum (fencing, judo, pilates, kickboxing). It also includes physical activity involved in carrying out creative and service projects or other activities requiring physical exertion such as expeditions.

SERVICE: Service within the school community may involve running a club or activity for other students. Service to the local community may involve visiting local elderly people, hospital patients, homeless shelters or assisting at local primary

Sixth Form Course Guide 2027-2029

schools. Ecological ventures may also give opportunity for students to serve the community through improvements to the local environment. Both creativity and action can be enhanced by incorporating the service element. Students involved in the arts and in physical activities might consider coaching young children, seniors in residential homes, youth groups and so on. To fulfil the CAS requirement, students are expected to be involved in CAS activities for the equivalent of around three or four hours each week during the two years of the programme. Through a system of self-evaluation, students will be encouraged to reflect on the benefits of CAS participation to themselves and to others.

A LEVEL COURSES: MAKING CHOICES

etails of specific courses for those students opting for the A level pathway can be found in this section of the Sixth Form Course Guide. Further information about the A level curriculum can be found on page 12. Students should choose: either three principal subjects or four principal subjects. Those wishing to take Mathematics and Further Mathematics will usually take two other principal subjects.

All students will complete an Extended Research Project during Year 12. Most students taking three principal subjects will complete the research project as an Extended Project Qualification worth the equivalent of an AS qualification. (See page 67 for further details). Some students, including those taking four A levels, may choose to complete the shorter, but academically rigorous, McCabe project. When choosing their subjects, students should attempt to construct a broadly coherent

Sixth Form Course Guide 2027-2029

programme, while ensuring that they are choosing those subjects in which they have the greatest potential for enjoyment and excellence. Students will normally be expected to achieve grade 8 at the GCSEs linked to subjects they wish to study at A Level (9 for Further Mathematics). Please see the table on page 88 for full details, subject-by-subject.

Sixth Form Course Guide 2027-2029

ART

(EDEXCEL A LEVEL)

he A Level Art course offers an exciting and rigorous journey for students to expand their creative skills and artistic understanding. Through a wideranging exploration of media and techniques, students are encouraged to develop ambitious and personal outcomes, supported by contextual analysis of art from diverse times and cultures. The course also fosters critical problem-solving and independent thinking skills that are valuable across many disciplines. The Edexcel syllabus in Fine Art provides a comprehensive art experience, including an opportunity to refine drawing skills and to build painting, sculpture, printmaking, digital media, photography, textiles, ceramics, and filmmaking proficiency. In the first year, students build confidence and versatility across a broad range of media and processes. Contextually, a broad study of global art history and theory is studied in addition to aspirational workshops in specialist techniques, and universitystyle enrichment, including life drawing and portfolio preparation. Students maintain personal sketchbooks to document their research, drawings, analysis, and reflections. These sketchbooks support the development of individual projects and are guided by regular tutorials. Contextual study is a core element, with opportunities to visit major

galleries and participate in international trips, along with cultural symposia and national Art History public speaking competitions. The Edexcel assessment requirements include a coursework portfolio which accounts for 60% of the course. This includes an independent enquiry supported by class instruction, developed in a range of media, culminating in a curated exhibition at the end of Year 13. Students also complete a written study exploring a Fine Art topic linked to their interests, with past topics including the role of archives in contemporary art, environmentally conscious architecture, and artist-viewer dynamics in photography. The course is completed with an externally set assignment weighted at 40%, whereby within a more concise project set by Edexcel, students create a focused project culminating in a 15-hour controlled test, producing a sustained creative outcome in a chosen medium. The department provides tailored mentoring for students applying to Art, Architecture, and creative industry degrees. While many students pursue Art at university, the course is equally suited to those applying for a wide range of degree subjects. The course also enhances applications for a wide range of academic disciplines by demonstrating creativity, independence, and analytical thinking.

Sixth Form Course Guide 2027-2029

CLASSICAL CIVILISATION (OCR A LEVEL)

Level Classical Civilisation provides an excellent opportunity for students to gain a rich and detailed understanding of the Greek and Roman worlds, their literature and history, politics and thought, art and culture. Students are encouraged to see how the achievements of the ancient world have influenced the peoples and societies which came after them and to appreciate how much our own society owes to its classical origins. Classical Civilisation is a subject which is lively and immensely varied, but also challenging in both its scope and essay-based approach. Given the breadth of study, it will appeal to anybody who has an interest in history, literature, theatre, myth, religion or politics. All literature is studied in translation and there is no requirement for any knowledge of Greek or Latin, or any prior knowledge of the classical world. As part of the course, students develop their powers of literary analysis and their ability to express their own views on a variety of texts and other materials. Classical Civilisation combines extremely well with all other arts subjects, particularly English, History, and

Modern Languages, as it provides a valuable and stimulating background to literary, linguistic, artistic and historical studies. Equally, Classical Civilisation works well as a contrasting subject alongside Mathematics and the sciences. Classical Civilisation is offered as a linear course, with three external papers sat at the end of Year 13. Skills of literary and source-based analysis are developed over both years, with study in Year 13 reaching a greater level of sophistication and a broader scope. There is no coursework element to this subject.

COURSE CONTENT During the two-year course, students will explore material in three main areas of study. The first component, entitled ‘The World of the Hero’ offers students the chance to study one of Homer’s epic poems, the Iliad or the Odyssey, alongside Virgil’s Aeneid. At NLCS, the Odyssey and the Aeneid are read with a full consideration of plot, characterisation and thematic development, as well as scrutiny of the poets’ style and skill. The two works are compared, with a focus on not only compositional techniques, but also on themes such as the nature of heroism, the

Sixth Form Course Guide 2027-2029

importance of the gods and fate, and the role of women. A second component deals with a topic concerning ‘Beliefs and Ideas of the Ancient Greeks and Romans’. In Year 12, we study a paper called ‘Democracy and the Athenians’, which deals both with the development of democracy as a political form in ancient Athens, as well as the structure of democratic institutions in the city, while also examining some of the key critiques of ancient democracy as a political form in the work of a range of writers. A strong focus is placed here on the setting of fundamental ideas in a wider context, including the study of both literary sources and material culture. A special highlight of this paper is the chance to get to know the work of a range of influential authors, from the philosopher Plato to the historian Thucydides and the playwright Aristophanes, each of whose work contains valuable information on the subject of democracy and the practice of politics at Athens. A third component centres upon the “Culture and the Arts” of the Classical world, in which pupils study Greek theatre, including three of the most influential Greek plays in the socio-political context of ancient Athens. As

the birthplace of drama, Athens presents a fertile field for study, starting from the conventions of Tragedy and the religious festival in which it was performed, before moving on to the genre of Old Comedy, then the wider institutions and values of the Athenians. Plays by two of the three great tragedians, Sophocles and Euripides, are studied in depth, alongside Aristophanes’ comedy Frogs. Students are

invited to develop their own critical and emotional responses to the texts; both in terms of the nuances of the poetry and thematic development, alongside an appreciation of the likely views of the ancient audience and of the presentation of the theatre in contemporary Greek art. There are many opportunities for students to pursue their interest in the ancient world far beyond

Sixth Form Course Guide 2027-2029

the classroom. As well as talks and conferences in London, Oxford and Cambridge, productions of Greek drama and optional trips abroad are open to students of Classical Civilisation. A wealth of printed resources is available for students to use both in the very well-stocked relevant area of the school library and in the Classics Department itself.

COMPUTER SCIENCE (OCR A LEVEL)

rtificial intelligence is everywhere. It writes emails, generates images and passes law exams. So why study Computer Science? Because none of it works by magic and the people who understand what is happening underneath will be the ones building, directing and questioning the technology that defines the next fifty years. Computer Science at A Level is not about learning to code. It is about learning to think precisely, logically and creatively. It asks why algorithms work, how computers process and store information at the hardware level, and what it means for a solution to be provably correct.

AI can do. Very few people understand how it works. That gap is where the interesting careers are.

WHAT WILL YOU STUDY? The OCR A Level (H446) is examined across two papers both worth 40% each and includes a substantial independent programming project. Over two years, students journey from the silicon up. They learn how modern processors execute instructions and how data is stored, compressed and encrypted; how networks route information across the globe and how the internet is held together;

The OCR A Level is engaging, rigorous and genuinely creative. It rewards curiosity and persistence in equal measure, training students to think computationally – to break daunting problems into solvable parts, to spot patterns, to reason abstractly – a way of thinking that transfers far beyond the screen. These are among the most sought-after skills of the modern age, prized as highly in medicine, finance, law and engineering as they are in software development, artificial intelligence and cybersecurity Everyone is talking about what

Sixth Form Course Guide 2027-2029

and how software is designed, built and tested. They master core data structures – arrays, stacks, queues, trees – and the classic algorithms that power everything from search engines to satnavs, alongside the mathematics of why some problems are easy, some hard, and some impossible. Throughout, students confront the legal, moral and ethical questions that increasingly define our relationship with technology, from privacy and data protection to the responsibilities of those who build the systems we all depend on. Both papers are demanding. Questions are rarely straightforward and reward students who have genuinely understood the material rather

than memorised it. If you enjoy the kind of thinking required in Mathematics — working from first principles, constructing arguments, solving problems you have never seen before — you will find the examination style familiar.

THE PROGRAMMING PROJECT The Non-Examined Assessment (NEA) is worth 20% of the final grade and is one of the most distinctive features of the course. Each student designs and builds a substantial piece of software entirely of their own choosing, working independently over the Upper Sixth year. Past NLCS projects have included a multiplayer strategy game with a custom rule engine, a tool for analysing musical structure using pattern-matching algorithms, and a database application for managing complex scheduling problems. The NEA is an opportunity to pursue a genuine interest and to produce something you are proud of.

ASSESSMENT The A Level is assessed through two written examinations and the programming project: • Computer Systems (Component 01) – a 2 hour 30 minute written paper covering processors, devices, software development, data handling and the ethical dimension of computing. 40% of the A Level.

• Algorithms and Programming (Component 02) – a 2 hour 30 minute written paper on computational thinking, algorithm design and programming, requiring students to write, trace and analyse code. 40% of the A Level. • Programming Project (Component 03) – the nonexam assessment, in which students complete the full software development lifecycle on a problem of their choice. 20% of the A Level.

ENRICHMENT AND BEYOND THE CLASSROOM Computer Science at NLCS extends well beyond the specification. Students are encouraged to take part in a range of activities that develop technical skill, intellectual curiosity and confidence. CyberFirst Students can apply to participate in the nationally recognised CyberFirst programme, run by GCHQ’s National Cyber Security Centre. Through hands-on challenges in cybersecurity, digital forensics and ethical hacking, students gain experience of realworld security problems and the thinking behind them. Perse Goldrush Programming Competition Students compete in the Perse Goldrush, tackling algorithmic problems under competition conditions. It is a different kind of challenge from examined work —

Sixth Form Course Guide 2027-2029

faster, more inventive — and one that stretches even the most able programmers. International STEM Visits The department runs international study visits that bring Computer Science to life in a global context. Our 2026 trip to Tokyo included visits to robotics research centres, technology museums and innovation hubs, exploring how computing is reshaping society, industry and everyday life in one of the world’s most technologically advanced cities. Independent Exploration Students are encouraged to read widely, attend university open lectures, enter further programming competitions and pursue personal projects in areas such as machine learning, cybersecurity or systems programming. The department provides guidance and support for students who want to go well beyond the specification.

WHERE DOES IT LEAD? Computer Science is consistently among the most employable degrees and one of the most sought-after A Levels by selective universities. NLCS students have gone on to read Computer Science, Cyber Security, and Artificial Intelligence at Oxford, Cambridge, Imperial College London and UCL, as well as securing places on competitive degree apprenticeships with major technology firms. Entry expectation: grade 8 at Computer Science GCSE.

DESIGN & TECHNOLOGY: PRODUCT DESIGN (EDUQAS A LEVEL)

level in Design and Technology offers a unique opportunity for students to identify and solve real problems by designing and making unique products or systems. Design and technology is an inspiring, rigorous and practical subject. This course encourages students to use creativity and imagination when applying iterative design processes to develop and modify designs, and to design and make prototypes that solve real world problems, considering their own and others’ needs, wants, aspirations and values. Students will be taught how to utilise industrial standard

computer aided design (CAD) and manufacturing (CAM) equipment including waterjet cutters, CNC routers, 3D printers, laser cutters and plasma cutters in order to create commercially viable innovative product designs. The course enables students to identify market needs and opportunities for new products, initiate and develop design solutions, and make and test prototypes. Students will acquire subject knowledge in design and technology and engineering, including how a product can be developed through the stages of prototyping, realisation and commercial manufacture.

The course encourages students to: • Be open to taking design risks, showing innovation and enterprise whilst considering their role as responsible designers and citizens. • Develop intellectual curiosity about the design and manufacture of products and systems, and their impact on daily life and the wider world. • Work collaboratively to develop and refine their ideas, responding to feedback from users, peers and expert practitioners. • Gain an insight into the creative, engineering and manufacturing industries. • Develop the capacity to think creatively, innovatively and critically through focused research and the exploration of design opportunities arising from the needs, wants and values of users and clients. • Develop knowledge and experience of real world contexts for engineering activity.

Sixth Form Course Guide 2027-2029

The major project will last one calendar year so there is plenty of time to develop a well-refined and accomplished product. Theory lessons are used to support the learning that happens in the workshops, but also prepares students for Component 2 at the end of the course; the theory examination which makes up the remaining 50% of the course.

YEAR 13

• Develop an in-depth knowledge and understanding of materials, components and processes associated with the creation of products that can be tested and evaluated in use. • Be able to make informed design decisions through an in-depth understanding of the management and development of taking a design through to a prototype/product. • Be able to create and analyse a design concept and use a range of skills and knowledge from other subject areas, including mathematics and science, to inform decisions in design and the application or development of technology. • Be able to work safely and skilfully to produce highquality prototypes/products. • Have a critical understanding of the wider influences on design and technology, including cultural, economic, environmental, historical and social factors.

• Develop the ability to draw on and apply a range of skills and knowledge from other subject areas, including the use of mathematics and science for analysis and informing decisions in design.

YEAR 12 In the first term students will be set a design challenge that builds on the skills developed at GCSE, bridging the gap to the A Level standard. The project is wholly practical and is designed to give students hands on experience of the workshop environment and equipment. At the start of the Spring term students will embark upon their Major Project which is worth 50% of their final grade. The project is chosen by the students and we encourage them to choose a project that relates to their own area of interest and their chosen university area of study, helping to support their UCAS application.

Sixth Form Course Guide 2027-2029

Students will complete their major project in December, leaving the Spring term to refine their work. They will also finish the theory content allowing ample time for revision and exam preparation. Students who study this course often go on to study a range of related subjects at university including Mechanical Engineering, Electrical Engineering, Aeronautical Engineering, Aerospace Engineering, Design Engineering, Product Design, Industrial Design, Automotive Engineering, Architecture, Architectural Engineering, Interior Design. However, not all students choose a design or engineering route with some students progressing to study degrees in areas such as Geography or Law.

DRAMA AND THEATRE (EDEXCEL A LEVEL)

he Edexcel specification for Drama and Theatre at A level promotes a practical and theoretical understanding of dramatic texts and stylistic approaches to the subject. Students study Drama and Theatre on both page and stage, taking into account literary analysis, the approaches of theatre practitioners, the design and technical elements of theatre performance and an understanding of drama in its social, cultural and historical context. Students attend a wide range of theatre performances with their teachers and are also encouraged to participate in the extra-curricular life of the Drama Department.

a performance text and a theatre practitioner as stimuli. There are two parts to the assessment:

COMPONENT 1: DEVISING

This is an externally assessed unit. The first section requires students to contribute to a performance of a key extract from a professionally published play by a known writer. Students may offer either acting or a design form. The second section requires students to offer either a monologue or duologue.

Coursework 40% of the marks. CONTENT SUMMARY: This unit requires the creation of a unique and original piece of theatre using one key extract from

1. A portfolio which can be handwritten/typed evidence or recorded/verbal evidence or a combination of handwritten/ typed evidence and recorded/ verbal evidence. 2. The devised performance/ design realisation.

COMPONENT 2: TEXT IN PERFORMANCE

Coursework 20% of the marks. CONTENT SUMMARY:

Sixth Form Course Guide 2027-2029

COMPONENT 3: THEATRE MAKERS IN PRACTICE Written Examination 40% of the marks. CONTENT SUMMARY: This externally examined written unit consists of three elements: 1. Live theatre evaluation– choice of performance. 2. Practical exploration and study of a complete text– focusing on how this can be realised for performance. 3. Practical exploration and interpretation of another complete performance text, in light of a chosen practitioner– focusing on how this text could be reimagined for a contemporary audience.

Sixth Form Course Guide 2027-2029

ECONOMICS (EDEXCEL A LEVEL) WHAT IS ECONOMICS? At its heart, Economics provides a framework for decision-making, as individuals, or collectively as a society. In a world with limited resources including time, money and clean air, how do we maximise our wellbeing as individuals, a nation or as a global community? The subject can also lead to a better understanding of modern life and international affairs, from analysing the price of a pint of milk to understanding the effects of an external shock such as the pandemic on an economy.

WHAT WILL THE STUDY OF ECONOMICS LEAD TO? Economics opens up a variety of career paths including investment banking, management consultancy and economic journalism. Economists might be assisting governments in developing countries on poverty reduction strategies or advising UK policy makers on how to attain zero net carbon; they may work in central banks reducing the

chance of the next financial crisis or within think tanks or universities researching issues such as inequality. Even companies such as Google and Spotify employ economists to analyse consumer behaviour and the most effective ways to influence it. Many careers benefit from a knowledge of Economics and new areas of the subject are opening up all the time. These days you can take university modules in fields such as health economics, environmental economics, behavioural economics, or feminist economics. The study of Economics also offers a variety of transferable skills useful for many careers including: how to construct a well-evidenced argument; evaluating an argument with different viewpoints and questioning assumptions; a basic understanding of the use of economic models; statistical data handling skills; and an understanding of how mathematics can be applied to a variety of real-world situations. There are many opportunities for students to build their wider knowledge of Economics during the course. Every year the department attend an Economics

Markets and Business Behaviour: 35% of A level, Examination: 2 hours This paper examines questions that could focus on individual markets; how the price mechanism allocates resources, the reasons for market failure, and the reasoning behind firms’ decision-making. With an emphasis on numerical and graphical analysis, students gain an appreciation of cost/benefit calculations, supply and demand analysis, and the variety of possible market structures. The National and Global Economy: 35% of A level, Examination: 2 hours This paper examines questions that could focus on macroeconomic management and policy options, both from a UK and global perspective. It covers the measurement and understanding of key economic variables such as inflation, growth, employment, government spending, taxation and the balance of payments. It also explores issues such as international trade, competitiveness and poverty. Microeconomics and Macroeconomics: 30% of A level, Examination: 2 hours This paper examines questions that could focus on either microeconomics, macroeconomics, or both.

Sixth Form Course Guide 2027-2029

International Monetary Fund and the World Trade Organisation. Finally, we learn about economic development– why are some countries less developed than others and what can be done on a local, national and global scale to promote development.

CONSIDERING STUDYING ECONOMICS BEYOND A LEVEL?

conference; students enter external competitions such as the Wharton Investment Competition, The Royal Economics Society Young Economist of the Year Competition and the IEA Budget Challenge. There is also an active Economics Society that runs weekly sessions on a variety of topics; events such as the annual public speaking competition and publish a magazine called Capital.

WHAT DOES THE A LEVEL SYLLABUS COVER? The A level syllabus mostly follows a traditional framework

but also incorporates the latest developments in the subject. Students study the interplay between demand and supply, the behaviour of firms, and economic problems such as recession, unemployment, inflation, inequality, and financial crises; they will learn about key economics thinkers such as Adam Smith and John Maynard Keynes, but will also look at where traditional economics fails, and where the subject is adapting to the criticisms of it since the 2008 financial crisis. In the second year of the course, we study globalisation, including trade and investment flows, regional trading blocs and international organisations such as the

Sixth Form Course Guide 2027-2029

The majority of undergraduate Economics courses have A level Mathematics as an entry requirement, and we would recommend those thinking of Economics at degree level to also take Mathematics. There are some joint courses, however, such as Economics & Spanish or Economics & Philosophy that do not usually require Mathematics. Candidates intending to make an application for the following courses may also want to strongly consider taking further Mathematics: • Cambridge: BA Economics • LSE: BSc Economics • Oxford: BA Politics, Philosophy and Economics, BA Economics and Management • UCL: BSc Economics • Warwick: BSc Economics

ENGLISH LITERATURE (EDUQAS A LEVEL)

here are many reasons to study English Literature. The first, of course, is pure enjoyment and the opportunity to explore ideas and other worlds and also to gain cultural knowledge. The study of English should lead an individual into diverse areas. Philosophical questions arise; history presses in; writing in other languages are relevant, or urgently need considering; other art-forms offer models, influences, aims, inspirations, antagonists; ethical debates are engaged in; religious faiths and their histories come into question; the social sciences– psychology, anthropology, sociology, linguistics, to name but a few– have their part to play, or their spanner to throw into the works. The subject ‘English’ operates in many directions. The expansiveness of the subject can exhilarate (as well as occasionally cause confusion). You can also acquire a number of useful, transferable skills. We focus a great deal on the necessity to be rigorous and rational in argument, always backing up your ideas with evidence, both orally and in writing. We help you learn to synthesise material and construct effective, focused essays. These skills, and also

those of research, study, analysis, judgement, evaluation and giving presentations, will all be invaluable in your future studies and careers. English Literature can be studied as a single subject in higher education or can be combined with many other subjects e.g. History, Classics, Philosophy, Politics or Languages. A degree in English can lead to a wide variety of possible careers in areas such as journalism, teaching, management, media and the law. In Year 13 extension classes we also usually set up opportunities for an independent research project on a subject of the student’s choice culminating in a presentation to other students. This should help to widen reading, which is encouraged at all stages of the course. There are also many opportunities within school to get involved in the subject in ways that go beyond the syllabus, such as going on theatre outings and helping with the creative writing groups, the magazine or the Media and Literary and Dramatic Societies. We aim to make the study of English Literature an enjoyable, exciting and rewarding experience. The A-Level course in English aims to equip candidates with the skills and knowledge required to make a success of their subsequent studies at university, involving not only a solid grounding in each text

Sixth Form Course Guide 2027-2029

at an appropriate level, but also the ability to undertake independent and self-directed learning and to think laterally, critically and creatively. The A level is a linear course which encourages wider reading and gives greater scope for students to distinguish themselves and develop and pursue their own academic interests. The first term is partly spent on an ‘introductory course’, exploring the development of English literature and the myriad ways in which writers influence and speak to each other in their work. This module allows students to review more established writers alongside less represented, underrepresented and sometimes elided voices. Reading literature in this way illuminates a diverse range of voices that signify both literary inheritance and literary dispossession. The course has four components: two compulsory text-based, closed-text examination papers, and an Unseen Prose and Poetry Paper. Timed examination papers are supplemented by a Prose Study which consists of an essay of up to 3,500 words exploring significant comparisons between at least two texts. Assessment will cover at least eight texts, incorporating poetry, prose and drama from the Renaissance to post-2000.

Sixth Form Course Guide 2027-2029

GEOGRAPHY (EDEXCEL A LEVEL)

he Edexcel A level Geography is a stimulating and challenging course which develops the in-depth subject knowledge and understanding which are so important to universities and employers. It explores a range of geographical environments, issues and themes and combines a good grounding in physical processes and landforms with challenging and contemporary themes in human and economic Geography including globalisation, water and energy security, development and superpowers. The course also emphasises the growing interdependence between people, economies and environments. Students explore how physical and human systems are increasingly connected at a range of scales, and how decisions made in one place can have far-reaching social, economic and environmental consequences elsewhere. Through engaging with contemporary global challenges such as climate change, resource insecurity, migration and shifting geopolitical power, students develop the ability to interpret complex issues, evaluate different perspectives and make informed judgements about the future of our planet. The course not only gives a solid foundation in specialist geographical subject knowledge,

but also teaches the ability to undertake independent and self-directed learning and to think laterally, critically and creatively. Students develop key transferable skills including data analysis, problem-solving, decision-making and the ability to evaluate evidence. Its emphasis on synoptic themes allows students to see ‘the bigger picture’, by encouraging them to make geographical links between theory and current topics and issues. The course is divided into Physical and Human Geography.

water security and future water conflicts.

PHYSICAL GEOGRAPHY:

the globalisation process, its causes and consequences for different people and places including migration, a widening wealth gap and the growth of a global culture.

Tectonic Processes and Hazards: the theory of plate tectonics and tectonic processes, the causes of tectonic hazards (volcanic eruptions, earthquakes and tsunamis), the impact of tectonic activity on people and responses to tectonic hazards. Landscape Systems, Processes and Change: Glacial Landscapes and Change; an integrated study of glacial processes, landforms and landscapes, the physical and human processes influencing change over time and space. The Water Cycle and Water Insecurity: the water cycle, human and natural factors that impact on water cycling, consequences for

Sixth Form Course Guide 2027-2029

The Carbon Cycle and Energy Security: the carbon cycle, human and natural factors impacting on carbon cycling, fossil fuel dependence and energy security, climate change (impacts, mitigation and adaptation).

HUMAN GEOGRAPHY: Globalisation:

Shaping Places: a study of how and why places are shaped and changed, the meanings and identities attached to different places and the consequences for different people. Superpowers: how and why superpowers exist, the reasons for shifting economic and political power, the impacts of superpowers, the influence of superpowers in governing the global commons. Migration, Identity and Sovereignty. Globalisation’s movement of capital, goods, and people

creates interdependence, conflicting with national sovereignty. Migration alters ethnic makeup and national identity, while nationalism challenges economic models. Global governance addresses global issues with mixed success, resulting in unequal outcomes due to power imbalances.

assessment based on fieldwork which is worth 20% of the A Level. There will be a residential field course in the UK as part of the course. Other field trip opportunities will also be offered to A Level Geography students. Recent destinations have included Morocco, Iceland, Nepal and Croatia.

All students will complete an Independent Investigation, which will be a non-examined

Students are also encouraged to engage with Geography beyond the classroom. The Geography

Society provides a forum for discussion of current affairs, student-led presentations and guest speakers, helping students to deepen their understanding of contemporary global issues. Students are also supported in entering national and international essay competitions, developing independent research skills and strengthening university applications.

Sixth Form Course Guide 2027-2029

HISTORY (AQA A LEVEL)

tudying History in the Sixth Form offers a challenging and fascinating opportunity to gain a deep understanding of differing societies and cultures. By studying historical periods in depth, students are able to immerse themselves in the politics, culture and literature of past societies and gain a full understanding of the concerns and issues faced by contemporary leaders and individuals. As they progress through the course, historians are also encouraged to consider critically the very process by which our understanding of history is reached. The process of historical enquiry, explanation and interpretation is a never-ending activity. The opportunities for opinions and interpretations which are culturally driven are many and they require sensitive but critical analysis. Each generation re-writes its own history in the light of new evidence and of subsequent events and processes, and under the influence of its particular attitudes and prejudices. Students should become aware that historical accounts involve judgments based on qualitative evidence and that these judgments might be revised at any time. By studying History, they are taught to understand why the work of the historian differs over

time and in different parts of the world, and how it is impossible for historians not to be affected, to some extent, by political and economic conditions. We offer the AQA A Level History course in the Sixth Form. The course has been designed to give students a breadth of

Sixth Form Course Guide 2027-2029

understanding, touching on the medieval, early modern and modern worlds, and will be a fantastic preparation for those considering History or related courses at university. The course consists of a breadth study of the Crusades, a depth study on modern Britain, and a piece of coursework on Witchcraft.

BREADTH STUDY: THE AGE OF CRUSADES, 1071-1204

DEPTH STUDY: THE MAKING OF MODERN BRITAIN 1951-2007

This topic will introduce students to the fascinating and diverse world of the High Middle Ages, a period that they are unlikely to have studied before. Through studying the Crusades, students will gain an understanding of a range of cultures, from the cultural and intellectual hub of the Islamic courts at Baghdad, Cairo and Damascus to the political machinations of Rome and the Papacy. Students will study these complex series of events through primary material, whilst also analysing how historians have interpreted the Crusades. They will gain an understanding of the motivations of those who took this perilous journey, the significant events of the Crusading era as well as the key personalities who shaped the history of the Middle East during this period.

Exploring this era according to the major political, economic and social changes that occurred, students will gain a deep understanding of the impact of decolonisation and the origins of modern, multicultural Britain. Amongst a wide range of specific topics covered, students will look at iconic moments in modern history, such as the coming of the Windrush generation, the Suez Crisis and the Profumo Affair. Moving on through the later twentieth century, the course looks at the economic problems of the 1970s and the subsequent rise of Margaret Thatcher, the decades of The Troubles in Northern Ireland and, finally, the Blair reforms of the late 1990s and the subsequent War on Terror. Assessment for this course is through a combination of essay and document-based questions.

THE WITCHCRAZE IN EUROPE, C. 1560-1660 Students following this pathway will also complete an independent investigation, producing an essay of 3,500-4,500 words which evaluates both primary

Sixth Form Course Guide 2027-2029

and secondary source evidence. The focus of this component of the course is persecution of witches, with students choosing from a range of approved topics. Students will receive introductory instruction on the context of the period and will also receive specific guidance on research methods. This course is internally assessed and externally moderated.

WHY STUDY HISTORY? The study of History offers the chance to develop and practice a number of important skills. Its use of oral and written discussion develops the powers of argument and analysis which are recognised as essential for many degree courses and careers. It is equally appropriate for those studying arts or sciences. History is very well-resourced in the library and is supported by a lively and active History Society. There are many opportunities to extend your interests and understanding beyond the classroom, through History Society talks and discussion groups, as well as trips and study tours. There are many such events in the Sixth Form, including trips to lectures, exhibitions and theatre productions in London.

LATIN AND GREEK (OCR A LEVEL)

atin and Greek A Level courses offer students in the Sixth Form a chance to explore the language, literature and civilisation of the ancient world in breadth and depth. The achievements of the Greeks and Romans have had an enormous influence on nearly every aspect of the contemporary world, from politics and philosophy to art and architecture, and from theatre to history writing. The study of Classical languages in the Sixth Form introduces pupils to the richness of this field of study, with a primary focus on the close reading of surviving texts in their

ancient context. These texts are read for the literary value and their linguistic features. Students may take either Latin or Greek, or both, with prior study at GCSE required for either course. The A Level courses are thoughtprovoking and challenging, yet immensely satisfying. They provide a wonderful opportunity for students to explore the Classical world. Acquiring a high level of linguistic confidence, through translating Latin and Greek, students are able to access a range of literary genres in the original languages. As part

Sixth Form Course Guide 2027-2029

of their literary study, students develop strong analytical skills, not only regarding the minutiae of the language and points of rhetorical style, but also in terms of wider themes and interpretations. This study relies on a broad understanding of the socio-cultural values of the ancient society in which the texts were written. Latin and Greek combine well with all arts subjects, but also with the sciences and mathematics, as logical reasoning and problem-solving are at the heart of any translation task. They are challenging, fascinating and exciting subjects in their own right, and often provide the foundation for a life-long interest in the ancient world. Latin and Greek also develop students’ understanding of the workings of language at an abstract level, making these subjects highly valued as qualifications for anyone hoping to study Classics, Modern Foreign Languages, Literature, Law and a wide range of other disciplines at university. There are many opportunities for students to pursue their interest in Classics far beyond the classroom; we take full advantage of talks, conferences and exhibitions in London, Oxford and Cambridge, national competitions, as well as productions of Greek drama and an annual optional trips abroad to classical sites.

building up their own extensive lists from their exposure to new words in both parts of the courses. At the end of Year 13, four external papers are sat for each subject (Latin/Greek), with no internal assessment or coursework element to the course. The papers are: • Verse Literature (25%)

YEAR 12 The study of literature, both prose and poetry, makes up roughly half of the course. Students will have the chance to read, understand, analyse, and discuss a range of authors. In Year 12, students complete their study of a poetry set text. For Latin, the verse text will come from Virgil’s Aeneid. For Greek, the verse text is traditionally a section of Homer’s Iliad or Odyssey. At the same time, we develop the translation skills acquired during the GCSE courses through structured reading and translation of unseen prose passages of graded difficulty. A linguistic programme introduces new and increasingly sophisticated grammatical material. Year 12 students will learn vocabulary from a list created by the department but will also be expected to build up their own bank of vocabulary from

everything they read in order to offer a broad base from which to translate.

YEAR 13 In Year 13, students complete their study of a prescribed prose text. For Latin, the prose text will be an episode from the historian Tacitus, or a powerful Cicero speech in all its rhetorical glory. For Greek, the prose text will be a section of historical writing from Herodotus or Thucydides, or a passage from the works of the famous Athenian philosopher, Plato. In Year 13, students will have the chance to develop further all the skills they have acquired during the first year of the course. Unseen translations will become more complex and challenging as candidates will read, translate, and comment on passages from both prose and verse. Vocabulary learning is now more independent, with students

Sixth Form Course Guide 2027-2029

• Prose Literature (25%) • Unseen Translation (33%) • Prose Composition/ Comprehension (17%) Appreciation of both language and literature is developed throughout the Sixth Form, building on GCSE material, with students moving to a more sophisticated level of analysis and greater independence in Year 13. Sixth Form Latin and Greek students are encouraged to develop and extend their particular areas of interest in the Classical world through broader reading of classical magazines and other publications, as well as further texts in translation. Teachers in the Classics Department take great pleasure in making recommendations for such further study and supporting students as they explore their own developing interests in the subject.

MATHEMATICS AND FURTHER MATHEMATICS (EDEXCEL A LEVEL)

(OCR (A) A LEVEL) Mathematics is a challenging and stimulating subject to study in the Sixth Form. It suits students who have enjoyed and have done well in the subject so far and are enthusiastic about developing their problem-solving skills further. These skills can then support many other subjects.

A LEVEL MATHEMATICS A Level Mathematics is a demanding course. Students must be prepared to grapple with difficult problems and put in a significant amount of time outside class from the very start. A grade 9 at GCSE does not guarantee a good grade at A Level: pupils who are not already strong mathematicians with a fluency in algebra can find the course a real struggle and, even with hard work, can end up being disappointed with their results. Among the many reasons students might have for choosing to study the subject in the Sixth Form, the best is that they enjoy ‘doing maths’ and want to develop their capacity to think abstractly and logically.

Students study Pure Mathematics, Mechanics and Statistics and are taught by two teachers. The course is examined by three papers at the end of Year 13.

A LEVEL MATHEMATICS AND FURTHER MATHEMATICS Students can also study for two A Levels in Mathematics– Mathematics and Further Mathematics– and correspondingly the teaching time is double that for a single A Level. For very strong mathematicians who relish persevering with seemingly impossible problems until they see a route through and who want to study the subject in a more sophisticated way, Further Mathematics is an immensely satisfying course; these students will have found the GCSE content straightforward and will already have strong technical skills. Students have three teachers– one for each of Pure Mathematics, Mechanics

Sixth Form Course Guide 2027-2029

and Statistics– and there is an emphasis on problem-solving and developing a deep understanding of underlying principles from the beginning of the course. Students taking A Level Further Mathematics sit four papers at the end of Year 13 in addition to their A Level Mathematics exams. Students who are intending to read Mathematics, Computer Science, Physics or Engineering will probably need to take Further Mathematics, and it is often strongly recommended for those who wish to study Economics at university.

Sixth Form Course Guide 2027-2029

MODERN LANGUAGES (A LEVEL)

he wide range of Modern Languages offered in the Sixth Form reflects the school’s strong commitment to developing globally minded, outward-looking students who are able to engage confidently with the wider world. In an increasingly interconnected international landscape, the ability to communicate across cultures and languages has never been more valuable. Studying languages not only equips students with highly sought-after practical skills, but also fosters empathy, cultural understanding and genuine human connection — qualities that are becoming ever more important in today’s rapidly changing world. The study of Modern Languages promotes intellectual curiosity, sensitivity to language and the development of rigorous analytical and literary skills, alongside an in-depth understanding of the cultures of the target language countries. At the same time, students gain the practical and highly rewarding skill of fluency in a foreign language, which can be used and experienced on a daily basis and which opens doors academically, professionally and personally. Modern Languages in the

Sixth Form are a dynamic and engaging discipline, combining the study of contemporary global issues with literature, film and independent research. The knowledge of foreign languages is highly prized by universities and employers alike, and students therefore often combine language study with both Arts and Science subjects. Many also go on to study languages — either on their own or alongside other disciplines — at leading universities in the UK and abroad. The French, German and Spanish Departments follow the AQA A Level course, whilst the Russian, Mandarin and Italian Departments follow the Edexcel A Level course. Across all languages, students engage with a rich and varied programme that combines contemporary society and culture with the study of literary texts and film. Students consistently find the transition from IGCSE both stretching and rewarding, and over the course of the two years they develop impressive levels of confidence, linguistic fluency and critical insight. For AQA, the course consists of three papers. Paper 1 assesses listening, reading and translation skills. In Paper 2, students write two analytical essays based on

Sixth Form Course Guide 2027-2029

the works studied, while Paper 3 is an oral examination in which students present and discuss a topic, as well as engage in conversation on contemporary issues. For Edexcel, the course also consists of three papers. Paper 1 assesses listening, reading and translation skills. Paper 2 focuses on written responses to the literary texts and/or films studied, while Paper 3 is an oral examination centred around an independently researched topic. In all six languages, students benefit from nine taught periods per week shared between two specialist teachers, as well as a compulsory weekly conversation lesson with a native-speaking language assistant throughout both years of the course. Teaching draws on a wide range of authentic written, audio and visual material, enabling students to engage directly with the language as it is spoken and written today. Extensive use is made of digital resources and current media, including online news broadcasts, podcasts and specialist websites, and all groups have dedicated listening comprehension practice each week. Students are also encouraged to read and listen widely beyond the classroom

and to keep a record of their engagement with authentic material throughout the course. Beyond the classroom, the Modern Foreign Languages Department offers a vibrant programme of cultural enrichment. Students have opportunities to take part in exchanges, overseas trips and cultural visits to countries where

the language is spoken, as well as conferences, inter-school symposia, student-led projects and publications linked to topics of contemporary interest. We are fortunate to make regular use of the rich cultural opportunities available in London, attending exhibitions, lectures, theatre productions and other events relevant to language and culture

Sixth Form Course Guide 2027-2029

study. The school also offers a travel prize for students studying Modern Languages, supporting further opportunities for linguistic and cultural immersion. This immersion plays a vital role in helping students achieve their full potential at advanced level, broadening their perspectives and deepening their understanding of the wider world.

MUSIC (AQA A LEVEL)

he study of Music is unique– combining the nurturing of creativity with performing, listening and analytical skills, its academic and practical demands make it a highly valued subject. Einstein once said that “the greatest scientists are artists as well”– studying Music makes use of “scientific” skills such as problem solving, research, planning and critical thinking. As such, an academic study of music complements many other subjects; employers and universities widely recognise that the A Level course is extremely demanding and demonstrates that those who take it have an extensive skills set, no matter what they eventually choose to pursue. Musicians are found in all walks of life, such as law, medicine, banking, journalism and arts administration; in terms of what it can lead to, a Music degree is equivalent to other arts or humanities degrees. A Level Music is an attractive option for musicians, allowing them to cultivate their love of singing or playing in the Performance module (worth 35%), whilst also giving them a chance to express themselves through the Composition component (worth 25%). There is also a Written Paper (worth 40%) involving listening, analysis and an essay.

SYLLABUS AT A GLANCE: PERFORMANCE – 35% • Students perform a recital programme of at least ten minutes in the Spring Term of Year 13 • To achieve the highest marks for the standard of programme, students should be performing repertoire of a Grade 8 standard COMPOSITION – 25% • Students submit one free composition and two exercises based on a Bach Chorale harmonisation WRITTEN PAPER – 40% • Students sit a listening paper focusing on the following three specific areas of Western Classical (baroque concerto; Mozart operas; romantic piano music) and also two further “choice” areas of study, including Jazz and Art Music post 1910.

Sixth Form Course Guide 2027-2029

• The paper comprises three sections: • Section A – short aural questions based on music taken from the areas of study • Section B – analysis questions based on three areas of Western Classical Music • Section C – extended essay focusing on chosen area of study In support of the study of Music in Sixth Form, the Music Department invites pupils to immerse themselves in the wide variety of opportunities available through the extra-curricular programme, which includes orchestras, choirs and ensembles. The Music Department runs a substantial programme of concerts including full orchestral and choral concerts; and evening solo recitals. Additionally, there will be opportunities to join music trips to hear concerts at the Barbican and Royal Festival Hall; as well as international music tours to Europe.

THEOLOGY AND PHILOSOPHY (OCR A LEVEL)

Paper 2– Ethics “Are morals relative to our society or are some of them universal?” “Can we make truly free choices?” This unit is designed to introduce candidates to some of the key ethical theories and their application in relation to selected contemporary issues, such as the questions of “Should euthanasia be legalised?” and “How can ethics be applied to business?” Areas for study include Kant, utilitarianism, existentialism, and the roots of virtue ethics in the ideas of Aristotle. (NB GCSE RS is not a requirement for taking this course). The Theology and Philosophy course encourages students to think rigorously about fundamental questions of truth and human understanding and fosters the skills of critical thinking, evaluation and being able to construct a logical argument. It is an obvious pathway for anyone thinking of thinking of applying to universities to study PPE, Theology, Philosophy, Liberal Arts or Social Sciences. The specification that we follow is the OCR Religious Studies qualification, focusing on the three units of: 1. Ethics, 2. Philosophy of Religion and 3. Theology. These three topic areas

are equally weighted and assessed entirely by examination, at the end of Year 13.

COURSE CONTENT: Paper 1– Philosophy of Religion Areas for study include arguments for and against the existence of God; how to respond to suffering; the relationship between science and religion; psychological explanations for religious belief; the nature of religious experience and the relationship between faith and reason. Questions like, “Is reason or experience the best source of knowledge?” are examined via their ancient philosophical roots in Plato and Aristotle.

Sixth Form Course Guide 2027-2029

Paper 3– Developments in Theology This is about the way in which theological ideas are interpreted and applied to the big philosophical and moral questions, including contemporary debates about gender identity, sexual morality and discrimination. We also look at the relationship between faith and reason: Is religion opposed to science or can the two be compatible? Is Richard Dawkins right to say that the contradictions are impossible to reconcile? We also look at competing answers to the question, “What, if anything, happens to me after I die?” and we evaluate the views about human nature, from Augustine to Sartre.

POLITICS (EDEXCEL A LEVEL)

ith its roots in the nineteenth century struggle for gender equality, North London Collegiate School has always had a strong connection with the discipline of Politics, and this is reflected in the vibrancy and popularity of the subject in the Sixth Form. Students from North London regularly go on to study politicsrelated courses at university, including interdisciplinary courses such as PPE and HSPS. The Edexcel A Level course in Politics combines a range of modules in government, political ideas and comparative politics, to offer a broad, yet detailed, insight into the modern political world. The structure and content of the course are as follows:

UK POLITICS AND GOVERNMENT This part of the course looks at the structure, institutions and functions of the various components of the UK political system. Students will study voting behaviour in key elections since 1979, the dynamics and roles of political parties and pressure groups, and the interaction of the institutions of government within the UK’s uncodified constitution. The topics within this part of the course are: political participation; democracy; political parties;

electoral systems; voting behaviour; the role of the media; the constitution; Parliament; the Prime Minister and Executive.

POLITICAL IDEAS As students move into Year 13, they will learn about some of the major traditions in political philosophy that have shaped the development of modern politics. Considering core themes such as human nature, the role of the state, individualism versus collectivism and the nature of political change, students will have the opportunity to delve into the heart of political ideas. The core political traditions covered are: conservatism; liberalism; socialism; feminism.

COMPARATIVE POLITICS (GLOBAL) We live in a complex world with significant challenges, including global terrorism, poverty, economic instability, weapons proliferation, failing states and environmental degradation. These challenges require global co-operation if they are to be resolved. The Global Politics unit gives students an opportunity to develop an understanding of the local, national, international and global dimensions of political activity. It also gives them the opportunity to explore the political issues that affect all of us.

Sixth Form Course Guide 2027-2029

Students will gain understanding of abstract political concepts through grounding them in contemporary real-world examples and case studies that will develop an international awareness and knowledge of multiple perspectives. The study of Politics offers many opportunities for students to develop their interest in the subject, both within and beyond the classroom. Lessons provide ample occasion for discussion and debate, and students will be encouraged to attend lectures, make use of the media, and listen to visiting speakers. The course is complemented by Politics and Current Affairs Society, as well as opportunities to participate in events such as the European Youth Parliament and mock elections. The course helps to develop the powers of argument and analysis which are the essential basis for many university degrees and also provides useful background for careers such as law and journalism.

Sixth Form Course Guide 2027-2029

BIOLOGY (AQA A LEVEL BIOLOGY)

iology is the study of living things. It is an extremely broad subject, ranging from looking at cells and the molecules that make up cells to human biology and studying the interactions between living things and the ecosystem. We also look at the applications of Biology in the modern world and consider some of the moral and ethical issues that these applications may raise.

COURSE CONTENT Biology is assessed through a two-year linear pathway, with final examinations at the end of Year 13. The assessment of practical skills is also a compulsory requirement of the course. This will be assessed by teachers and will be based on direct observation of students’ competency in a range of skills during practical lessons. It will appear on all students’ certificates as a separately reported result (Pass/Fail), alongside the overall grade for the qualification (A*-U). Most universities, particularly for any science-related degree course, require students to achieve a pass in the practical endorsement in addition to attaining the specified grade. The key concepts which underpin the course are: • Cells as the units of life • Biochemical molecules and processes

• DNA, the molecule of heredity • Natural selection • Organisms in their environment • Observation and experimentation

4. Genetic information, variation and relationships between organisms

These concepts underpin the topic areas students will cover as they progress through the course. Students will develop into confident, articulate biologists who have a deep understanding of the principles that underpin the natural world, and who have a deep appreciation of the fundamental interaction between all of these principles.

5. Energy transfers in and between organisms

Students will explore wideranging topics from within the Biological Sciences in depth, while also developing their skills of investigation, analysis and evaluation. A rich diet of practical work is essential to develop students’ manipulative skills and understanding of the processes of scientific investigation. It also contributes to teaching and learning of the concepts within this specification. This content will be split across the two year programme of study as follows:

YEAR 12: 1. Biological molecules 2. Cells 3. Organisms exchange substances with their environment

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YEAR 13: 6. Organisms respond to changes in their internal and external environments 7. Genetics, populations, evolution and ecosystems 8. The control of gene expression

ASSESSMENT The course is assessed by means of a terminal examination at the end of Year 13, consisting of three examined papers. The papers consist of: • Paper 1 (Any content from topics 1–4, including relevant practical skills) • 76 marks: a mixture of short and long answer questions • 15 marks: extended response questions • Paper 2 (Any content from topics 5–8, including relevant practical skills) • 76 marks: a mixture of short and long answer questions • 15 marks: comprehension question • Paper 3 (Any content from topics 1–8, including relevant practical skills)

• 38 marks: structured questions, including practical techniques • 15 marks: critical analysis of given experimental data • 25 marks: one essay from a choice of two titles Towards the end of Year 12, students attend a four-day Biology field trip course with our IB students, most recently held at Slapton Ley in Devon. The aim of this trip is to cover the aspects of the A Level/IB syllabus on biodiversity, populations and these are aspects of the course relating to the natural world and we strongly feel that the best way for our students to engage with them is in the field, rather than in a classroom.

Sixth Form Course Guide 2027-2029

CHEMISTRY (CAIE INTERNATIONAL A LEVEL)

t the centre of any study of Chemistry is its power to transform and create all of the substances we encounter in everyday life. The plastics, medicines, smart materials, fertilisers and so on that transform the modern world were all created by chemists. The International A Level course is designed to allow you to develop a deep and rich understanding of chemical processes. It will equip you with a coherent body of knowledge and

excellent practical skills necessary for future study and employment in Chemistry and related fields, while providing you with thought-provoking and engaging ideas. The course aims to help you to apply your knowledge and understanding in unfamiliar and novel situations, and will also develop your ability to think logically, observe accurately, communicate effectively, think independently and work collaboratively. The International A Level course has public examinations only

at the end of the second year. There are five examinations: a multiple choice paper (worth 15.5% of the overall mark), three written papers (together worth 73% of the overall mark) and a practical assessment (worth 11.5% of the overall mark). The course covers all aspects of Chemistry, from the physical aspects of energetics and atomic structure, through the nature of the elements, to the study of organic Chemistry. The approach combines academic rigour with a sense of discovery and gives you time to develop a strong sense of how the various branches of the subject intertwine. Study of Chemistry is an ideal preparation for a variety of professions and degree courses, such as physical or natural sciences, journalism, economics, medicine, IT and dentistry. Chemistry graduates are highly sought after thanks to their problem-solving and analytical skills, with roughly half of Chemistry graduates from Oxford working within major financial institutions in the City. Chemistry courses are increasingly varied, including options for language studies, years abroad and other opportunities. We hope that during the course you will enjoy learning about the fundamental processes which govern how we live.

Sixth Form Course Guide 2027-2029

PHYSICS

(CAIE INTERNATIONAL A LEVEL) Paper 3: Advanced Practical Skills; Practical work and structured questions. (11.5%). Paper 4: A level Structured Questions based on the A level syllabus content. Knowledge from the AS level content will be required (38.5% of the A Level).

hysics is the most fundamental of all of the sciences. From the ancient Mesopotamians, Greeks, Egyptians, and countless others, science has brought us everything we now take for granted, from spoons to cell phones, to computers and the World Wide Web. Physics theories and research have led directly to advancements in medicine, agriculture, aeronautics, chemistry, ecology, mechanics, meteorology, and countless other achievements that save lives and make life easier. We need to study the Physics to understand proportions, measurements, shape, angle and texture that you live in. The A Level course is suitable for anyone who has good GCSE grades in Science and Mathematics. This qualification is linear so that students will sit all the examinations at the end of their course.

Paper 5: Planning, Analysis and Evaluation. Questions based on the experimental skills (11.5%) of the A level.

COURSE CONTENT There is a two-year linear pathway in Physics with final examinations at the end of Year 13. A level specifications cover all aspects of Physics. The core content includes: Year 1: Kinematics; Dynamics; Forces, density and pressure; Work, energy and power; Deformation of solids; Waves and superposition; Electricity; Particle physics. Year 2: Motion in a circle; Gravitational fields; Temperature; Ideal gases; Thermodynamic; Oscillations; Electric fields; Alternating currents; Nuclear physics; Medical Physics; Astronomy and Cosmology. Assessment overview: Paper 1: Multiple choice questions based on the AS syllabus content (15.5%) of the A Level. Paper 2: AS structured questions (23% of the A level).

Sixth Form Course Guide 2027-2029

INDEPENDENT RESEARCH PROJECT

longside these principal subjects, in Year 12 students can opt to undertake academic research in a particular field of interest. This is undertaken with the guidance of a supervisor, it is a piece of original, in-depth research into a topic of their choice; this allows students both to investigate an area of particular interest to them, and also to develop the skills of independent research and study so valued at university and beyond. Students can opt to undertake this research as an Extended Project Qualification or independently.

In Year 12 A level students are encouraged to complete an independent research project. This provides students with the opportunity to pursue their own academic passions by carrying out an in-depth study in a topic of their choice. In the first part of the autumn term students will attend a weekly seminar style lesson where they will be taught key research skills, including inquiry, exploration, synthesis and critical analysis of source material. Towards the end of the autumn term, students will

finalise their choice of research topic and will be assigned a member of staff whom they will work with closely during the next two terms. There are two possible routes for carrying out the Independent Research project at NLCS: 1. Students can choose to take the Extended Project qualification (EPQ), which is an externally accredited qualification, equivalent to half an A Level, and is recognised by universities. There are three possible formats for an EPQ. Most students at NLCS opt for the 6000 word research essay, but some choose to prepare a dramatic performance or create artworks and robots. 2. The McCabe Project: this route allows students the academic freedom to pursue research in a topic that they are passionate about. Students will research and present their findings in a report, the format of the report depending on the nature of the investigation. In the dissertation and investigative route this will be a 3000

Sixth Form Course Guide 2027-2029

word report. The artefact and performance routes will require a much shorter written report. The decision on which route to take would be made at the end of the Autumn Term of Year 12. The McCabe project, although not leading to a formal qualification, will be assessed by subject specialists and prizes will be awarded for outstanding projects. Either route will enable students to draw upon their experience of carrying out independent research when applying for a university place. All UK universities recognise independent study and research are valuable skills to develop and either route would differentiate an application. A small number of universities use an EPQ to inform their decision for making conditional offer.

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COURSE ENTRY EXPECTATIONS:

AT NLCS, THE REQUIREMENT FOR ENTRY TO THE SIXTH FORM IS AN AVERAGE GCSE POINT SCORE OF 7 SUBJECT Language A: Literature English Literature Language A: Literature & Performance Chinese (Mandarin)

French German Italian Russian Spanish Greek Latin Classical Civilisation Economics

Geography History Politics Global Politics Philosophy

A LEVEL

IB HIGHER LEVEL

IB STANDARD LEVEL

8 at English Literature GCSE

7 at English Literature GCSE

8 at English Literature GCSE 7 at English Literature or Drama GCSE 8 at Chinese (Mandarin) GCSE 8 at French GCSE 8 at German GCSE 8 at Italian GCSE 8 at Russian GCSE 8 at Spanish GCSE 8 at Greek GCSE 8 at Latin GCSE 8 at Latin, Greek, English Literature or History GCSE 8 at Mathematics GCSE and 8 at any GCSE essay subject 8 at Geography GCSE 8 at History GCSE 8 at any GCSE essay subject

8 at French GCSE 8 at German GCSE 8 at Italian GCSE 8 at Russian GCSE 8 at Spanish GCSE 8 at Greek GCSE 8 at Latin GCSE

7 at Mathematics GCSE and 7 at any Modern Language GCSE 7 at French GCSE 7 at German GCSE 7 at Italian GCSE 7 at Russian GCSE 7 at Spanish GCSE 7 at Greek GCSE 7 at Latin GCSE

8 at Mathematics GCSE and 8 at any GCSE essay subject 8 at Geography GCSE 8 at History GCSE

7 at Mathematics GCSE and 7 at any GCSE essay subject 7 at Geography GCSE 7 at History GCSE

8 at any GCSE essay subject 8 at Religious Studies or any other GCSE essay subject

7 at any GCSE essay subject 7 at Religious Studies or any other GCSE essay subject

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Theology and Philosophy Biology Chemistry

Physics

8 at Religious Studies or any other GCSE essay subject 8 at Biology GCSE or 88 at Dual Award Science GCSE 8 at Chemistry GCSE or 88 at Dual Award Science GCSE 8 at Physics GCSE or 88 at Dual Award Science GCSE and 8 at Mathematics GCSE

8 at Biology GCSE or 88 at Dual Award Science GCSE 8 at Chemistry GCSE or 88 at Dual Award Science GCSE 8 at Physics GCSE or 88 at Dual Award Science GCSE and 8 at Mathematics GCSE for both SL and HL Physics in the IB, students are strongly encouraged to take HL Mathematics Analysis & Approaches.

Environmental Systems & Societies Computer Science Mathematics: Analysis & Approaches Mathematics: Applications & Interpretations Mathematics Further Mathematics Art & Design Visual Arts Drama & Theatre Theatre Music

8 at Computer Science GCSE 9 at Mathematics GCSE

7 at Biology GCSE or 77 at Dual Award Science GCSE 7 at Chemistry GCSE or 77 at Dual Award Science GCSE 8 at Physics GCSE or 88 at Dual Award Science GCSE and 8 at Mathematics GCSE for both SL and HL Physics in the IB, students are strongly encouraged to take HL Mathematics Analysis & Approaches. 7 at Biology, Chemistry or Geography GCSE or 77 at Dual Award Science GCSE 7 at Computer Science GCSE 8 (middle) at Mathematics GCSE

8 (middle) at Mathematics GCSE

8 at Art GCSE

7 at Art GCSE

8 at Drama GCSE 8 at Music GCSE

7 at Drama GCSE 7 at Music GCSE

8 (mid-band) at Mathematics GCSE 9 at Mathematics GCSE 8 at Art GCSE 8 at Drama GCSE 8 at Music GCSE

Sixth Form Course Guide 2027-2029

SCHOLARSHIPS SOPHIE BRYANT SCHOLARSHIPS

his prestigious award will be offered to a small number of students who exhibit a deep love of learning combined with enthusiasm for wider achievement beyond the classroom. The Sophie Bryant Scholarship commemorates the intellectual brilliance, pioneering spirit and joy for life of our second headmistress, Sophie Byrant (1850-1922), one of the first women to achieve a first class degree and the very first to be awarded a doctorate of science. A true polymath, she was an accomplished linguist, an eminent mathematician and philosopher, as well as a lifelong advocate of women’s right to participate in public and academic life. Unusually for a woman of her time, she was passionate about sport and outdoor activity, dedicating much of her free time to cycling, rowing, hiking and mountaineering. The Sophie Bryant Scholars will demonstrate this spirit of intellectual and wider adventure. They will be supported in their endeavours through an individualised mentoring and enrichment programme led by senior staff.

Outline of Individualised Mentoring and Enrichment Programme: • Termly mentoring session with staff member to discuss the intellectual development of the student • A Sophie Bryant Symposium presentation to parents on a research project • Sophie Bryant Journal publishing this work • Fee remission – usually, some level of fee remission. However, fee remissions are not guaranteed and on occasion the School may award a scholarship without one.

Sixth Form Course Guide 2027-2029

The scholarships are open to external applicants and current Year 11 students. You can find out more information and apply by visiting our website or scanning the QR code.

HANDEL MUSIC SCHOLARSHIPS

ur Music Scholarships provide talented and committed musicians access to an exceptional range of musical activities to support and nurture the musical potential demonstrated in an audition. This will include: • Access to our ambitious Chamber Music or advanced Duet coaching programmes: Music Scholars receive regular coaching in small ensembles from leading chamber

music specialists; with the opportunity to perform either at the South East Schools’ Chamber Music Festival Concert or the Gala Concert, both of which are held in central London venues. • Masterclass or workshop opportunities with leading external musicians • Solo performance opportunities in our highprofile Drummond Recitals, as part of the Old House Concert Series

Sixth Form Course Guide 2027-2029

• Performance opportunities in smaller ensembles or as a soloist for selected projects Instrumentalists auditioning should be at the standard equivalent to ABRSM or Trinity Grade 8 distinction or above on their first instrument. Vocalists will need to be performing repertoire of at least Grade 7 standard, with the intention of moving towards Grade 8 by the end of Year 12.

SPORTS SCHOLARSHIPS

Sixth Form Course Guide 2027-2029

ports Scholarships are awarded to exceptional sportswomen who demonstrate ability and potential in one or more of the School’s main sports (netball, lacrosse, badminton, cricket, gymnastics, tennis, athletics, skiing and dance) although other sports may be taken into consideration. Successful applicants will be expected to participate fully in the sporting life of the School and represent the School in their chosen sport throughout their time at NLCS. Sports Scholars are positive role models, worthy sports performers and possess leadership qualities. If successful they will have: • A member of PE staff as a mentor • Personalised strength and conditioning programme with access to the fitness suite • Some NLCS Kit provided • Nutritional support • Fee remission – usually, some level of fee remission. However, fee remissions are not guaranteed and on occasion the School may award a scholarship without one Candidates should be an outstanding ‘A’ team player or equivalent at their current school, or an elite club level performer.

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FAQ Q. What guidance will I receive to help me choose the right Sixth Form subjects? Throughout the Autumn Term, you will receive personalised guidance to help you make the best choices for your future. Discussions with senior members of staff, together with careful consideration of subject combinations and potential career pathways, will ensure that you are well informed and supported in selecting subjects that both inspire you and keep future opportunities open. Q. Is there an advantage to studying four A Levels rather than three? The answer depends on the individual student, their strengths and their university aspirations. The most competitive universities make offers based on three A Levels, so studying four does not automatically provide an advantage. However, for some highly academic students, four A Levels can offer additional breadth and challenge. Throughout the Sixth Form application process, we will work closely with you to determine the pathway that is right for you, taking into account your university aspirations, intended degree course and individual circumstances. Whether you study three or four A Levels, both pathways are academically rigorous and provide excellent preparation for university and life beyond NLCS.

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Q. If I am considering studying Medicine, will I be advised to follow a particular pathway? Our advice is always tailored to the individual student rather than the course they wish to study. We have students who have successfully secured Medicine offers through both the A Level and IB pathways. We will consider your strengths, interests and university aspirations before recommending the programme that will enable you to thrive and achieve your full potential. Q. How does the timetable compare between A Levels and the IB? The timetable of a student studying four A Levels is very similar to that of an IB Diploma student in terms of lesson time and overall workload. Both programmes are academically demanding and require excellent organisation and commitment. The IB offers additional breadth through the study of six subjects, alongside its core components of Theory of Knowledge (TOK), the Extended Essay and Creativity, Activity, Service (CAS), providing a uniquely broad and holistic educational experience. Q. Do you offer careers guidance and support? Yes. Careers education is a significant strength of the Sixth Form experience at NLCS. Throughout the Sixth Form, students benefit from a comprehensive programme of careers events, talks

Sixth Form Course Guide 2027-2029

and workshops, as well as personalised guidance. Through our extensive NLCS network, we also connect students with professionals and ONLs across a wide range of sectors, providing valuable insights and experiences that help them make informed decisions about their future. Q. What proportion of students study three A Levels compared with four? The majority of our students choose to study four A Levels, although each year this varies depending on the needs and aspirations of the cohort. There is no expectation that students follow one route over the other. Instead, we work closely with each student to recommend the programme that best suits their academic strengths, interests and future plans. Q. Is Psychology offered as an A Level? Psychology is not currently offered as an A Level at NLCS. However, this does not disadvantage students who wish to study Psychology at university, as the subject is not a requirement for entry to Psychology degree courses. We provide a wide range of opportunities to support aspiring psychologists, including a timetabled Psychology Enrichment programme, Psychology Society, academic mentoring, guest speakers, careers events and opportunities

to engage with current research. Through these experiences, students develop a strong understanding of the discipline and are exceptionally well prepared to make competitive university applications. Q. Is there bespoke support for students applying to Oxford or Cambridge? Yes. Students applying to Oxford or Cambridge receive a tailored programme of support

throughout the application process. This includes guidance on course selection, personal statements, admissions tests and interview preparation, all delivered by experienced staff who are highly familiar with the admissions process. Our aim is to ensure that every student is exceptionally well prepared to make the strongest possible application to their chosen university.

Q. How do students typically progress from Year 10 to Year 12 in Mathematics and Chemistry? A statistical analysis of the school tracking data has established an important trend in what students achieve in the end of Year 12 exam and what the same students achieved in their end of Year 10 exams. The in-cell bar charts show the likelihood of a student achieving a particular grade in the end of Year 12 exam based on the percentage score achieved in the end of Year 10 exam.

In Mathematics, a score ideally above 90% in the end of Year 10 exam demonstrates the necessary academic aptitude and discipline required to achieve highly in the A Level.

Grade in Year 12 EOY exam

A* A B C/D E 60-70

70-80

80-90

90-100

% score in the Year 10 Mathematics EOY exam

In Chemistry, a score ideally above 80% in the end of Year 10 exam demonstrates the necessary academic aptitude and discipline required to achieve highly in the A Level.

Grade in Year 12 EOY exam

A* A B C/D E <60

70-80

80-90

90-100

% score in the Year 10 Chemistry EOY exam Sixth Form Course Guide 2027-2029

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