Computer Science

Computer Science (SL) (GROUP 4)

Computer Science requires an understanding of the fundamental concepts of computational thinking as well as knowledge of how computers and other digital devices operate. The Diploma Programme Computer Science course is engaging, accessible, inspiring and rigorous.

The course, underpinned by conceptual thinking, draws on a wide spectrum of knowledge, and enables and empowers innovation, exploration and the acquisition of further knowledge.

Students study how computer science interacts with and influences cultures, society and how individuals and societies behave, and the ethical issues involved. During the course the student will develop computational solutions. This will involve the ability to: identify a problem or unanswered question; design, prototype and test a proposed solution; liaise with clients to evaluate the success of the proposed solution and make recommendations for future developments.

Syllabus Outline:

The Computer Science SL course has the following structure:

1. Core Syllabus Content: this consists of four topic areas which must be studied by all students.

2. Optional Module: students are provided four optional modules from which one must be chosen.

3. Internal Assessment: One piece of internally assessed work, which includes a computational solution. A further breakdown of each element is provided below:

Core Syllabus Content:

1. System fundamentals - Systems in organisation - System design basics

2. Computer organisation - Computer architecture - Secondary memory - Operating and application systems - Binary representation - Simple logic gates

3. Networks - Network fundamentals - Data transmission - Wireless networking

4. Computational Thinking, problem-solving and programming - Thinking procedurally, logically, concurrently and abstractly - Connecting computational thinking and program design - Introduction to programming

Optional Module:

1. Option A : Databases 2. Option B : Modelling and Simulation 3. Option C : Web Science 4. Option D : Object-Oriented Programming

All programming will be carried out in VB.NET.

Pre-requisites:

The Computer Science SL course requires GCSE in Computer Science.

Mathematics Courses (GROUP 5)

All students studying for the IB Diploma must take one of the four courses in Mathematics below. All four courses will be offered subject to demand.

The courses are stimulating in their own right but they also support many other fields of study: 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 in other subjects.

All Mathematics students in the International Baccalaureate complete a piece of coursework called an ‘Exploration’. 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. The Exploration is worth 20% of the overall mark.

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 pathways. 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.

SL Analysis and Approaches

This course is intended for students who wish to support a scientific subject at Higher Level or intend to follow 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.

HIGHER LEVEL (HL)

The IB Higher Level Mathematics courses are stimulating and challenging. Both courses involve eight periods a week but are fast-paced and require considerable commitment outside of class. Successful students will probably have found GCSE relatively straightforward and have obtained a top grade; a willingness to grapple with difficult problems and work independently is 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 and applications. As well as significant focus on statistical methods, the syllabus introduces new topics including matrices and graph theory.

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) will need to choose this course. The syllabus extends topics covered at GCSE such as algebra, geometry, trigonometry, probability and vectors, and introduces new topics such as calculus and complex numbers. This course requires fluency in algebra.

For more information, and sample Explorations, do consult the IB pages at www.nlcsmaths.com.

Music (GROUP 6)

The 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 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 selfmanage 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).

Assessment

There are essentially 4 components:

1. Exploring music in context (20% HL or 30% SL, externally assessed).

Exploring as a researcher: • 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)

Exploring as a creator: • 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).

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

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

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

Presenting as a creator: • 2 compositions – a Christmas Carol and a Music

Technology composition (max 6 minutes in total)

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

4. HL only – Collaborative Project (30% HL Only, internally assessed) Pupils investigate the opportunities, limitations and demands of being a musician in the 21st century. The task is to create a ‘real life, multimedia project’, collaborating with other students.

Visual Arts (GROUP 6)

The Visual Arts IB course can be taken at Standard Level or at Higher Level.

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

Discrete disciplines include Painting (oils or water colours), Sculpture, Ceramics, Photography, Fashion & Textiles, Product Design and Architecture.

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 a coherent and extended body of work over five terms.

There is no timed test at the end of the course but in its place, students mount an end of year exhibition, sending a video recording of their work to the IBO for moderation and producing rationale explaining the process and ideas within their working practice.

Compulsory elements for both Standard and Higher Level courses include:

• Studio (practical) work in a range of media which shows pursuit of a personal visual language, developed toward a final self-curated exhibition.

• A 3,000 word illustrated digital comparative essay examining three works of the student’s choice.

Students are required to analyse and compare chosen artworks, objects or artefacts by different artists, from different times and global contexts.

Students are encouraged to select subjects that support their own practice, and are taught specific Art Historical and Analysis skills. • Personal portfolios and 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.

• Students following this course will also be supported in developing an application portfolio for university study.

As contextual study is a core element of the course, trips to local and international galleries are offered in both the first and second year, with most students choosing to participate in cultural symposia and national Art History public speaking competitions.

Theatre (GROUP 6)

Theatre 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.

Electives (GROUP 6)

Instead 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:

• Literature and Performance (SL only) • French • German • Italian • Spanish • Russian • Mandarin Chinese (SL only) • Classical Greek • Latin • Economics • Geography • History • Politics • Philosophy • Biology • Chemistry • Physics (HL only) • 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.

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

Theory of Knowledge

(CORE REQUIREMENT)

Theory 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 that technology poses

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. 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 technology). 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.

The Extended

Essay (CORE REQUIREMENT)

In the course of studying for the IB Diploma, each student writes an Extended Essay, a major piece of formally presented, structured writing based on indepth 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 subject, including an abstract, 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.

Creativity, Activity

& Service (CORE REQUIREMENT)

The 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.

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 people or assisting at local primary 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, street children 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.

CONTENTS

45

A Level courses: Making Choices

53

English Literature

46

Art and Design

54

Geography

58

Mathematics and Further Mathematics

62

Science Subjects:

Biology 62 Chemistry 63 Physics 64 Computer Science 65

59

Modern Languages

French, German, Italian, Mandarin, Russian, Spanish

66

Drama and Theatre

47

Classical Subjects:

Latin and Greek 47 Classical Civilisation 49

55

Politics

60

Music

67

The Extended Project Qualification

51

Economics

56

History

61

Philosophy and Theology

A Level courses: Making choices

Details 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 11.

Students should choose:

(a) either three principal subjects (b) 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 in the course of Year 12; those 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.

When choosing their subjects, students should attempt to construct a broadly coherent programme, while ensuring that they are choosing those subjects in which they have the greatest potential for enjoyment and excellence.

Art and Design (OCR A LEVEL)

Art and Design (unendorsed)

The A Level Art and Design course is an exciting and rigorous journey that enables students to extend their skills, studies and explorations to more exciting and ambitious outcomes, supported by the contextual analysis of Art and Design from different times and cultures and helping them to develop and demonstrate important problem-solving skills.

The OCR course offers students a wide-ranging art experience that includes opportunities for developing high quality use of drawing, painting, sculpture, printmaking, working with digital media, textiles, ceramics, photography, film-making and more.

The first year of the course provides students with a forum to develop confidence and flair with a broad range of processes and media, after which they may choose to specialise in the second year of their course in topic areas including Architecture, Fashion and Textiles, Graphics and Digital Media or Product and Furniture Design.

Though many students choose to take Art and Design to university, the course is designed also to meet the needs of students seeking high quality degrees in other subject areas, and our first year course includes a study of global art and design history and also of human anatomy, making drawings from the human skeleton and offering also an option to attend life-drawing classes.

The development and refinement of the student’s own choice of skills is central to the course and students will maintain their own personal research journal, in which they will research, draw, analyse and collect ideas, developing individual projects and writing reflectively about their growing practice, informed by regular tutorials with their teachers. Contextual study is a vital and core element of the course, and trips to local and international galleries are offered in both the first and second year, with most students choosing to participate in cultural symposia and national Art History public speaking competitions.

THE OCR SYLLABUS REQUIRES

- A coursework portfolio of independent enquiry supported by class-led instruction to extend and refine skills, working in a broad range of media, developed by the student as they choose their specialism and subject matter. Students curate and show an exhibition of their own work at the end of Year 13.

- An extended written exploration of an area of global Art or Design practice linking to the student’s own fields of interest (past topics chosen by students have included the impact of digital technologies, comparisons of contemporary architecture in London and Hong Kong and paintings produced by survivors of the Holocaust).

- A 15-hour controlled test, in which students produce an extended outcome in their own choice of medium and process informed by investigations and enquiry made in response to their choice of external brief set by OCR .

Students are encouraged to choose this course to enrich applications for a broad range of ambitious university degrees, but of course, the department offers specific mentoring with portfolio development for application for degrees in Art, Fashion, Design, Film-making/Production and Architecture.

Latin and Greek (OCR A LEVEL)

Latin 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, from theatre to history writing, and from language to literature. 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.

Students may take either Latin or Greek, or both, with prior study at GCSE required for either course.

The A Level courses are thought-provoking and challenging, yet immensely satisfying. They provide a wonderful opportunity for students to explore the breadth of 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. Through this 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. Also useful in terms of the skills developed, including an understanding of the workings of language at an abstract level, these subjects are 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 and conferences in London, Oxford and Cambridge, as well as productions of Greek drama and optional trips abroad to classical sites, and national competitions.

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 prescribed prose text, alongside a prescribed verse text. For Latin, the prose text might be an episode from the historian Tacitus, or a powerful Cicero speech in all its rhetorical glory; the poetry text, meanwhile, might come from Virgil’s Aeneid or from the poetry of Catullus. For Greek, the prose text might be a section of the subtle and sophisticated historical writing of Thucydides or a passage from the works of the famous Athenian philosopher, Plato.

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 also learn vocabulary from a list created by the department but will also be expected to build up their own list from everything they read to offer a broad base from which to translate.

YEAR 13

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 building up their own extensive lists from their exposure to new words in both parts of the courses.

Further literary texts will also be studied in depth, drawn from either additional passages of the same authors or different authors altogether. As in Year 12, the texts studied are of the highest calibre and interest. During Year 13, further skills are developed, particularly as students experience a wider range of literature. Through structured guidance, students are prepared to tackle increasingly challenging essay questions on the texts, both on the rhetorical detail of individual passages and broad themes and comparative issues between works.

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 (including analysis of prescribed verse texts), Prose Literature (focussing on prescribed prose texts), Unseen Translation (with one verse and one prose passage) and Prose Composition/ Comprehension. In this way, the main skills of literary analysis, translation and comprehension are all tested at the end of the course.

Appreciation of both language and literature is developed in both years of 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 by broader reading of classical magazines and other publications, as well as further texts in translation. Teachers in the Classics Department are happy to make recommendations for such further study and to support students as they explore their own developing interests in the subject.

Classical Civilisation (OCR A LEVEL)

A Level Classical Civilisation provides an excellent opportunity for students to gain a broad and deep 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 quite how much our own society owes to its classical origins in so many areas of life.

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 should 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 need for any knowledge of Greek or Latin, or any prior knowledge / study of the classical world. Students develop their powers of literary analysis and their ability to form and express their own views on a variety of texts and other materials. Classical Civilisation combines extremely well with all other arts subjects, particularly English (given its strong literary focus and the study of seminal texts underpinning much of subsequent European literature), History and languages, as it provides a valuable and stimulating background to literary, artistic and historical studies. Equally, Classical Civilisation works well as a contrast 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 study material in three main areas of study. The first unit, entitled ‘The World of the Hero’ offers students the chance to study one of Homer’s epic poems, the Iliad or Odyssey, alongside Virgil’s Aeneid, arguably the most famous and influential piece of Latin literature, which responds directly to its Homeric forerunners. Both texts 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 importance of the gods and fate, and the role of women.

A second paper deals with a topic concerning ‘Beliefs and Ideas of the Ancient Greeks and Romans’. 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 looking at some of the key ideas which were aired about democracy as a political form in the work of a range of ancient writers. A strong focus is placed here on the setting of particular ideas in a wider context, taking in the study of both literary sources and visual/ 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.

For the Culture and the Arts paper, students study the Greek theatre, including three of the most influential Greek plays in the socio-political context of contemporary ancient Athens. As the birth-place 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 extant tragedians, namely 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 an awareness of the presentation of the theatre in contemporary Greek art.

Alongside classroom study, there are many opportunities for students to pursue their interest in the ancient world far beyond 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.

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 Brexit under different scenarios.

WHAT WILL A 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 global inequalities. In fact, most 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.

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.

All three papers are assessed through a range of multiple and supported choice questions, a data response question and either one or two essays.

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 by 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.

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 International Monetary Fund and the World Trade Organisation. Finally, we learn about economic development - why some countries are poorer than others and what can be done to improve their prospects.

CONSIDERING STUDYING ECONOMICS BEYOND A LEVEL?

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)

There 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 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.

Geography (EDEXCEL A LEVEL)

The 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 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. 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.

Physical Geography:

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 water security and future water conflicts. 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: 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.

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. Either: Health, Human Rights and Intervention Or Migration, Identity and Sovereignty

All students will complete an Independent Investigation, which will be a non-examined assessment and based on fieldwork which is worth 20% of the A Level. There will be a three day residential field course in the UK as part of the course in the October of Year 13. Other field trip opportunities will also be offered to A Level Geography students. Recent destinations have included Morocco, Iceland, Nepal and Croatia.

Politics (EDEXCEL A LEVEL)

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 politics-related 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. 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.

History (AQA A LEVEL)

Studying 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 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

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.

DEPTH STUDY: THE MAKING OF MODERN BRITAIN 1951-2007

Exploring this era according to the major political, economic and social changes that occurred, students will gain a deep understanding of the impact of de- colonisation 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 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 practise 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.

Mathematics and Further

Mathematics (OCR A LEVEL)

Continuing the study of Mathematics in the Sixth Form is valuable and stimulating. It suits students who have enjoyed the subject so far, and are enthusiastic about developing high-order problem-solving skills. These skills can then support many other fields of study.

A LEVEL MATHEMATICS

A Level Mathematics is a demanding and stimulating course. Students must be prepared to grapple with difficult problems and put in a significant amount of time outside class from the very start. 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.

As part of the course students study Pure Mathematics, Mechanics and Statistics, and are taught by two teachers. The course is examined by three two-hour examinations 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 strong mathematicians who get a kick out of 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 and rewarding 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 and Statistics – and there is an emphasis on problemsolving and developing a deep understanding from the beginning of the course. Students taking A Level Further Mathematics sit four 90-minute papers at the end of Year 13 in addition to their A Level Mathematics exams.

Students who are thinking of reading Mathematics, Computer Science, Physics or Engineering ought to take Further Mathematics, and it is strongly recommended for those who wish to study Economics at university. Please contact the Head of Mathematics, Will Galton, at wgalton@nlcs.org.uk for further guidance.

Modern Languages (A LEVEL)

French, German and Spanish (AQA), Italian and Russian (Edexcel) and Mandarin (Pre-U).

The study of Modern Languages promotes and develops sensitivity to language and rigorous literary skills as well as in-depth knowledge of target language cultures. In addition, students gain the practical skill of fluency in a foreign language, which can be used and experienced on a daily basis. Modern Languages in the Sixth Form are an exciting and engaging discipline, and the knowledge of foreign languages is highly prized by universities and employers. Students therefore often combine Modern Language study with other Arts and Science subjects. They also take Modern Languages in order to study them at the top universities in the UK and abroad.

The French, German and Spanish Departments follow the AQA A Level course, whilst the Russian and Italian Departments follow the Edexcel A Level course, the Mandarin Department follows the Pre-U course. All courses combine the study of contemporary issues with analysis of literary texts and films. Students find the step up from IGCSE stretching and rewarding, and they have plenty of time over their two years in the Sixth Form to develop their confidence, linguistic competence and literary skills.

The AQA A Level course consists of three papers. Paper 1 tests listening, reading and translation skills. For Paper 2, pupils must write two essays, one on each work studied. Paper 3 is the oral examination which gives pupils the chance to present a topic as well as discuss a range of current affairs. For Edexcel, the course consists of three papers. Paper 1 tests listening, reading, and translation skills. Paper 2 requires students to write responses to the literary texts and/or films they have studied. Paper 3 is an oral examination, which gives students the opportunity to speak about a topic they have researched independently.

In all six languages, students have nine periods per week divided between two teachers. They also have a compulsory conversation lesson with an assistant in both years of the course. The topics are taught through a wide variety of written and spoken media, and students will also be expected to listen to, and to read, a wide variety of authentic written and audio material in this course, and to keep a note of their reading and listening. Extensive use is also made of ICT, including online news broadcasts, a range of websites and all groups have at least one period a week when they practise their listening comprehension skills.

As a part of our provision for those studying Modern Languages in the Sixth Form the MFL Department offers a range of trips and exchanges to countries where the respective languages are spoken. This cultural and linguistic immersion is essential for those students wishing to reach their full potential at advanced level study and it is anticipated that each student participate in at least one of these trips per language taken.

Music (AQA A LEVEL)

The 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 to a visiting examiner 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 focussing 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. • 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

Philosophy

and Theology (OCR A LEVEL)

The Philosophy and Theology 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 applying to universities to study PPE, Theology, Philosophy, Liberal Arts or Social Sciences. The course is divided into three topic areas which are equally weighted and are assessed entirely by examination at the end of Year 13.

Course Content:

Paper 3 - Developments in Theology

This topic 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 look at the relationship between faith and reason: Is religion opposed to science or can the two be compatible?

Can science and religion be mutually supportive or is Richard Dawkins right to say that they are impossible to reconcile?

We also look at competing answers to the question, ‘What, if anything, happens to me after I die?’ and evaluate philosophical views about human nature.

Paper 1 - Philosophy of Religion

Topics to be studied include foundational questions in philosophy: ‘Where does knowledge come from?’ ‘Are morals just relative to a society?’ and “Are we truly free if the universe is determined?”

Paper 2 - Ethics

This topic is designed to introduce candidates to some of the key ethical theories and their application in relation to selected contemporary issues. Areas for study include Kant, utilitarianism, existentialism, and the roots of virtue ethics in the ideas of Aristotle. The following contemporary and relevant issues are then explored: war and peace; abortion and euthanasia; embryo research and genetic engineering; environmental ethics and business ethics.

Biology (CIE INTERNATIONAL A LEVEL)

Biology 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. At North London Collegiate School we follow the CIE International A Level specification; this provides rigorous, exciting content which also reflects the school’s international outlook.

COURSE CONTENT

Biology is assessed through a two-year linear pathway, with final examinations at the end of Year 13. Practical skills are assessed through a dedicated practical examination, also sat towards the end of Year 13.

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 experiment

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. Students will explore wide-ranging topics from within the Biological Sciences in depth, while also developing their skills of investigation, analysis and evaluation through regular experimental work which enhances their understanding of the material they are covering. This content will be split across the two year programme of study as follows:

Year 1:

• Cell structure • Biological molecules • Enzymes • Cell membranes & transport • The mitotic cell cycle • Nucleic acids and protein synthesis • Transport in plants • Transport in mammals • Gas exchange and smoking • Infectious disease • Immunity

Year 2:

• Energy and respiration • Photosynthesis • Homeostasis • Control and co-ordination • Inherited change • Selection and evolution • Biodiversity, classification and conservation • Genetic technology

Assessment

The course is assessed by means of a terminal examination at the end of Year 13, consisting of five examined papers. The papers consist of: • Paper 1: Multiple-choice questions assessing the fundamental principles of Biology (1 hr) • Paper 2: Structured questions drawn from fundamental principles of Biology (1hr 15 mins) • Paper 3: Practical skills, assessed by means of a 2hr practical examination in our laboratories • Paper 4: Structured questions drawn from more advanced application of principle (2 hrs) • Paper 5: Written answers based on the practical skills of planning, analysis and evaluation (1hr 15 mins)

Towards the end of Year 12, students attend a three day Biology field trip course held at Flatford Mill where they practise ecological techniques.

Chemistry (CIE INTERNATIONAL A LEVEL)

At 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.

Physics (CIE INTERNATIONAL A LEVEL)

Physics 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 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. The A Level specifications cover all aspects of Physics. The core content includes: Particle Physics, Mechanics, Electricity, Fields, Nuclear Physics and Waves. The topics often are application-led. This means that theory is placed in a relevant context. There is a good proportion of practical work. Students are required to carry out varieties of practicals for A Level and the knowledge of their practical skills is tested in the written paper at the end of the course.

Also included is ‘How Science Works’ in other words, how scientific knowledge is developed, validated and communicated. Students are asked to consider ethical and environmental issues and are encouraged to report their findings to the rest of the class after experiments, or after doing some library/internet research.

The concurrent study of A Level Mathematics is essential for those who wish to take Physics further. The course aims to provide training in scientific thought and method that will be useful later in any area of science. The methods of working emphasise reasoning, understanding and an increasing degree of independence.

Computer Science (AQA A LEVEL)

Computer Science is the study of the theory that underpins the design and use of computers. It embraces the study of methodical procedures (or algorithms) that underlie the acquisition, representation, processing, storage, communication of and access to information.

A computer scientist specialises in the theory of computation and the design of computational systems.

Course Structure

1. Fundamentals of programming 2. Data structures 3. Fundamentals of algorithms 4. Theory of computation 5. Data representation 6. Fundamentals of computer systems 7. Computer organisation and architecture 8. Consequences of using computing 9. Communication and networking 10. Databases and Big Data 11. Functional programming 12. Systematic approach to problem solving 13. NEA – computing practical project Assessment for the A Level is as follows:

Paper 1

On-screen exam: 2hrs 30mins 40% of A Level This paper tests a student’s ability to program, as well as their theoretical knowledge of Computer Science from subject content 1 – 4 above. Preliminary material is issued together with a skeleton program and where appropriate, test data, for use in the exam.

Paper 2

Written exam: 2hrs 30mins 40% of A Level

Non Examined Assessment

20% of A Level This paper tests a student’s ability to answer questions from subject content 5 – 11 above. Students answer a series of short-answer and extended-answer questions.

Assesses the ability of a student to solve or investigate a practical problem. Students follow a systematic approach to problem solving.

Drama and Theatre (EDEXCEL A LEVEL)

The 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

Component 1: Devising

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

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. 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.

The Extended Project Qualification

EXTENDED RESEARCH PROJECT

A Level students in the North London Collegiate School Sixth Form complete an Extended Project Qualification (EPQ) during Year 12. This is an externally accredited qualification, equivalent to half an A Level, and is recognised by universities.

EPQ students receive training in research methods in the Autumn term of Year 12 and then decide on a research topic. They also choose a format. Whilst most students at North London opt to write a research essay, some prepare dramatic performances, create artworks and robots, or conduct scientific studies. After the topic and format have been decided, students work independently but with regular meetings with a designated supervisor. Throughout this time, they conduct in-depth research and record and reflect on their progress. At the end of the course, they present their findings to their peers.

The EPQ is a crucial part of the A Level pathway and provides an invaluable bridge between school and university. As feedback from former students indicates, the skills that it develops of independence and scholarly rigour are essential for university-level study.

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