Upper School Handbook Courses starting from September 2021
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Contents The challenge of the Upper School ................................................................................................................... 5 Opportunity and Choice ................................................................................................................................... 5 The International Baccalaureate Diploma or GCE A-levels? ............................................................................. 5 Choosing your academic subjects .................................................................................................................... 7 Choosing your academic course and subjects .................................................................................................. 9 A guide to subject requirements for degree courses ..................................................................................... 10 A comparison of A-level and IB Diploma Programme ...................................................................................... 13 Suitability of subjects for university ................................................................................................................. 14 A-LEVELS ......................................................................................................................................................... 15 A-level Subject Grid 2021–23 (Provisional February 2021) ............................................................................. 16 A-level subject listings .................................................................................................................................... 17 A-LEVEL ART: CRITICAL AND CONTEXTUAL STUDIES.............................................................................. 17 A LEVEL ART AND DESIGN: FINE ART (SPECIALISING IN SCULPTURE OR PAINTING, PRINT AND MIXED MEDIA), TEXTILES DESIGN OR THREE DIMENSIONAL DESIGN ................................................... 18 A-LEVEL BIOLOGY ....................................................................................................................................... 19 A-LEVEL BUSINESS ..................................................................................................................................... 20 A-LEVEL CHEMISTRY .................................................................................................................................. 21 A-LEVEL CLASSICAL CIVILISATION ............................................................................................................ 22 A-LEVEL COMPUTER SCIENCE .................................................................................................................. 23 A-LEVEL DESIGN AND TECHNOLOGY ........................................................................................................ 24 A-LEVEL DRAMA AND THEATRE STUDIES ................................................................................................. 25 A-LEVEL ECONOMICS ................................................................................................................................. 26 A-LEVEL ENGLISH LITERATURE ................................................................................................................. 27 A-LEVEL FRENCH ........................................................................................................................................ 28 A-LEVEL GEOGRAPHY ................................................................................................................................ 29 A-LEVEL GERMAN ....................................................................................................................................... 30 A-LEVEL CLASSICAL GREEK....................................................................................................................... 31 A-LEVEL HISTORY ....................................................................................................................................... 32 A-LEVEL LATIN ............................................................................................................................................. 33 A-LEVEL MATHEMATICS ............................................................................................................................. 34 A-LEVEL FURTHER MATHEMATICS ............................................................................................................ 35 Pre-U MUSIC ................................................................................................................................................. 36 A-LEVEL PHILOSOPHY ................................................................................................................................ 37 A-LEVEL PHYSICS ....................................................................................................................................... 38 A-LEVEL POLITICS ....................................................................................................................................... 39 A-LEVEL PSYCHOLOGY .............................................................................................................................. 40 A-LEVEL RELIGION & PHILOSOPHY ........................................................................................................... 41 A-LEVEL SPANISH ....................................................................................................................................... 42 A-LEVEL SPORT SCIENCE .......................................................................................................................... 43 BTEC BUSINESS .......................................................................................................................................... 44 BTEC SPORT AND EXERCISE SCIENCE .................................................................................................... 45 The International Baccalaureate Diploma Programme ................................................................................... 46 The Core of the IB Diploma Programme ......................................................................................................... 47 Creativity, Activity and Service ....................................................................................................................... 47 FAQs ............................................................................................................................................................. 48 IB Diploma Subject Grid 2021–23 (Provisional February 2021) 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IB Subject Index for September 2021 ............................................................................................................. 50 Group 1 – Language ......................................................................................................................................... 51 IB ENGLISH A LITERATURE ......................................................................................................................... 51 IB GERMAN A LANGUAGE and LITERATURE HL ........................................................................................ 53 Group 2 – Language ......................................................................................................................................... 54 Modern Languages ........................................................................................................................................ 55 IB FRENCH, GERMAN and SPANISH SL and HL .......................................................................................... 55 IB ITALIAN ab initio (beginners) ..................................................................................................................... 56 IB SPANISH ab initio (beginners) ................................................................................................................... 57 IB CLASSICAL GREEK ................................................................................................................................. 58 IB LATIN ........................................................................................................................................................ 59 Group 3 – Individuals and Societies ................................................................................................................ 60 IB BUSINESS AND MANAGEMENT .............................................................................................................. 60 IB ECONOMICS ............................................................................................................................................ 61 IB ENVIRONMENTAL SYSTEMS AND SOCIETIES ....................................................................................... 62 IB GEOGRAPHY ........................................................................................................................................... 63 IB GLOBAL POLITICS ................................................................................................................................... 64 IB HISTORY .................................................................................................................................................. 65 IB PHILOSOPHY ........................................................................................................................................... 66 IB PSYCHOLOGY ......................................................................................................................................... 67 Group 4 – The Sciences ................................................................................................................................... 68 IB BIOLOGY .................................................................................................................................................. 68 IB CHEMISTRY ............................................................................................................................................. 69 IB COMPUTER SCIENCE (SL) ...................................................................................................................... 70 IB DESIGN TECHNOLOGY ........................................................................................................................... 71 IB ENVIRONMENTAL SYSTEMS AND SOCIETIES ....................................................................................... 72 IB PHYSICS .................................................................................................................................................. 73 IB SPORTS, EXERCISE AND HEALTH SCIENCE ......................................................................................... 74 Group 5 – Mathematics .................................................................................................................................... 75 IB MATHEMATICS ........................................................................................................................................ 75 Group 6 – The Arts ........................................................................................................................................... 76 IB MUSIC ...................................................................................................................................................... 76 IB THEATRE ................................................................................................................................................. 77 IB VISUAL ART ............................................................................................................................................. 78
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The challenge of the Upper School Opportunity and Choice The Upper School experience at Oakham should be fun, challenging and exciting. Learning and living will be very different to how it has been in the Middle School and you therefore need to choose the direction of your academic programme and develop a capacity for self-motivated study. You will have many opportunities for individual development, but with these come the need to take an increasing personal responsibility for your own progress and achievements. We do understand that this booklet is full of words and not many pictures – but taking a little bit of time to read and consider will help you make the best possible choices.
The International Baccalaureate Diploma or GCE A-levels? To provide you with the best possible options, the Upper School academic curriculum offers the International Baccalaureate as well as A-levels. You are free to choose either to take A-levels, or study for the IB Diploma. We also offer BTEC and Pre-U qualifications, which can be chosen alongside A-levels. The decision to choose between the IB Diploma and the A-level programme will be individual and personal. Both are accepted as university entrance qualifications. You will be offered advice and guidance during the course of this year which will allow you to choose the best route for you, taking into account your ability, your higher education and career plans, as well as your personal preferences.
1. The IB Diploma Programme (IBDP) In the IB DP, you study a wide range of subjects, but may specialise through your choice of Higher Levels, which go into subject depth like an A-level would. All external examinations take place at the end of the two-year course in May, but each subject has considerable coursework elements, such as essays and oral exams and therefore offers a wide range of different types of assessment. For more information, please read p.46. All students study six subjects, three at Higher Level and three at Standard Level, plus a course in Theory of Knowledge. Students also conduct some academic research for their Extended Essay. Creativity, Activity and Service contribute as part of the core to the holistic learning experience. Oakham School has been teaching the Diploma Programme since 2001 and has a wealth of experience in delivering the courses. Many of our staff are IB workshop leaders, examiners or develop curriculum for the IB. We have one of the largest IB DP cohorts in the UK with most of our IB students being British nationals. Our results are far above the global average and have been above 36 points for over the past five years.
2. A-level, Pre-U, BTEC The reforms instigated by former Education Secretary Michael Gove include, amongst other adjustments, a change to the structure of A-level qualifications. These replace the old AS/A2 regime with terminally examined A-levels. There has also been significant change in assessment at A-level. AS-levels are now ‘standalone’ qualifications, having been decoupled from A-levels. This means that any AS examination taken under the new arrangements will not contribute to the overall A-level grade. In the reformed A-levels, the School is only offering the full, two-year courses: it will not be possible to sit the AS examination at the end of Form 6. Music is offered as a ‘Pre-U’; this is a two-year, A-level equivalent qualification. We also offer two BTEC courses, in Business and in Sport and Exercise Science. These are also ‘Level 3’ A-level equivalent qualifications, with the Sport and Exercise Science course being worth two A-levels. The course content and assessment differ from their A-level equivalent: they have a modular approach rather than big final examinations in June of Form 7. This may make them more suitable for some students, and the bigger Sport qualification provides a very strong foundation for those wishing to pursue a university pathway in sport after leaving Oakham. Oakham Upper School Handbook_12_2_2021 Page | 5
Although three A-level subjects is the minimum, we strongly recommend that most or all students should start off studying four A-levels or equivalent. This gives greater breadth and, consequently, more opportunity to develop the qualities prescribed by employers and universities. In addition, many of the courses available in the Upper School will either be completely new to students, or will manifest in a way that is very different from the GCSE equivalent, and the option to drop to three would be helpful and, obviously, would not be possible if only three were selected from the outset. The breadth afforded by four subjects would also be of benefit to students with high academic ambitions. Students starting with four A-levels or, exceptionally, five, who wish to drop one or more subjects will have the opportunity to apply to do so at a number of points in the Upper School. The A-level programme has no formal requirement for ‘Creativity Activity and Service’; however A-level students need to ensure that they too make the most of their time outside the classroom or laboratory and we expect all students to engage regularly in our co-curricular programmes.
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Choosing your academic subjects Your choice of what to study should reflect your own aptitudes, ambitions and interests. Your enjoyment of a subject, or the motivation provided by clear career aims, should be key factors in deciding what to study at A-level or in the IB Diploma Programme. What minimum GCSE grades do you need? Careers advice and guidance can help you make decisions which are both well matched to your talents, and realistic. To be successful at A-level or at Higher Level in the IB DP, most students need to achieve at least a grade B/6 at GCSE in each of the subjects (or a related subject) they want to study. For Standard Level IB courses, this is, perhaps, not quite so crucial. In contrast, our experience is that, in some subjects, students would be ill-advised to embark on a course without at least an A/7 or even an A*/8/9 in the relevant GCSE course: examples including IB Higher Level Mathematics, A-level Mathematics and A-level Further Mathematics. Upper School courses are more challenging than their GCSE equivalents, and it is unlikely that you will do better at A-level that at GCSE. In practice this means a minimum of four B/6 grades at GCSE within a total of at least seven GCSE passes at a minimum of grade C/4, or equivalent, if you are to keep your A-level options open or to feel confident with the breadth of the IB Diploma. In particular, you must gain at least a C/4 grade in both English Language and Mathematics. If you enter the Upper School with grades of less than a C/4 in English Language and Mathematics you will be expected to undertake remedial work and then re-sit. This is the minimum for university entry, however, some universities may require grades 5 or 6 in Mathematics or English Language. Housemasters/Housemistresses and Tutors are in the best position to advise you whether you are likely to fulfil the entry standard for the Upper School at Oakham. If this looks unlikely, then during the course of Form 5, with the help of the Careers Department, you should consider the various alternatives to A-levels or the IB DP. ICT Skills and laptops ICT is an important tool for Upper School students, and you will need a range of ICT skills whatever subjects you choose to study. Depending on your particular course there will be more or less emphasis on particular ICT areas, but all Upper School students are expected to be able to make effective use of software for word processing, spreadsheets, presentation (e.g. PowerPoint), internet research and email. The ICT department is able to provide assistance if you need to improve your ICT skills, through a combination of self-learning courses and personal help, and there is also the option to take the ECDL (European Computer Driving Licence) if you would like to gain a recognised qualification. All Upper School students are expected to own their own laptop and be able to bring this to School if required. Succeeding Talent alone will not bring examination success. You will need to be determined and well organised. By approaching study in this way you will be surprised at your results compared to the results of those who just ‘tick over’ and who will probably end up disappointing themselves. ‘Time management’ is particularly important if your choice of subjects includes some that require coursework. Being naturally good in a particular subject is not, in itself, any guarantee of a high grade in the Upper School. In the Spring Term of Form 6, with the help of your tutor, you will be setting targets for your exam grades. You must be ambitious but realistic. Every extra grade at A-level or point in the IB means more opportunities from which to choose after Oakham. Assessment Regular Subject Cohort Assessments (SCA) are in place to help you, your tutor, your Housemaster and others to see how you are doing. In each term in the Upper School (except in the Summer Term for Form 7), you will receive a Progress Report (PR), which provides a summary of your present standing and of the effort you are making.
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The Deputy Head (Academic) and the Head of Upper School consider effort grades to be of equal importance to attainment grades. Whatever your marks, nobody is justified in criticising you if you are working hard to improve your understanding and performance in a subject. Your teachers should discuss with you their suggestions for how you can improve. You should also make it a priority to attend the parent/teacher evenings in Form 6 and Form 7 together with your parents or guardians. If your education is being discussed you should be there, even if they are unable to attend. Your Tutor Your Upper School Tutor will help you meet the demands your teachers will place upon you, and the other challenges you will have to face. He or she will help and guide you in the decisions you need to make about what to do after Oakham. You need to help your Tutor to compose the best possible reference for your application form that records your ambitions for when you leave Oakham. Total Curriculum Learning at Oakham takes place in the classroom, but also beyond it. In the classroom the focus of learning is academic. However, this academic learning is complemented by broader learning achieved through the Total Curriculum. It is this quality and breadth of the broader learning that is a distinguishing feature of Oakham. The range and variety of opportunities offered by the Total Curriculum means that when you come to leave, whether to university or elsewhere, you will be able to demonstrate academic ability and important life skills. In the Upper School you have considerable choice about what you learn and where (making such choices are themselves an important aspect of learning). Your aim, in consultation with your Tutor, should be to choose a Total Curriculum that plays to your strengths and aspirations, and is both challenging and enjoyable. So, in addition to your lessons you should aim be to be involved in other aspects of school life, and through this involvement learn. Indeed, it is expected that Oakhamians will take at least one weekly activity alongside any sport, music and drama. Universities and employers are looking for much more than pure academic achievement. “Most employers are less interested in the precise details of what (undergraduates) have studied than in what the experience has taught them….What matters is that (graduates) have the framework which allows them to keep on learning” Richard Lambert, Director General CBI, 2010 Enjoy it! Academic life in the Upper School is not easy. It is, and is meant to be, a challenge. But meeting this challenge should prove to be a rewarding, satisfying and, most of all, an enjoyable experience. Oakham also excels in the enormous variety of opportunities it provides outside the classroom for sport, service, leadership, teamwork, individual initiative, music, art, drama and societies as part of the total A-level or IB Curriculum. The more you put in, the more you get out. Work hard and stretch yourself!
Mrs Lesley Asher-Roche Assistant Head of Upper School lea@oakham.rutland.sch.uk
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Choosing your academic course and subjects The decision to choose between the IB Diploma and A-level will be individual and personal. During the course of this year you will be able to discuss your ideas with subject teachers, tutors, housemaster and your parents. Although many of you will not make a final career choice for several years, career and higher education ideas need to be discussed alongside the decisions about Form 6 courses so that as much future choice as possible is retained. Every Form 5 student has an individual guidance interview with one of the members of the Careers team. The interviews take place in the Winter Term. The results of the Morrisby series of psychometric tests will be available to you for discussion at the interview. We will suggest further research using the various sources in the Careers Library and using online tools. We will suggest careers experience to help you clarify your ideas and to appreciate the varied demands of the workplace. A written summary of the interview, including suggestions for further research on courses and careers, is available in your online dasboard. All Form 5 will also participate in the careers part of the activities programme. The course you take in the Upper School, whether IB or A-level, requires you to narrow the range of subjects you studied at GCSE. You also need to consider some new subjects which have not been available at GCSE. Here are some questions which you should ask yourself about your subject choices:
Am I interested in the subject and will I enjoy it? What are the differences between the A-level and IB syllabuses for the subjects I am interested in? Do I need any particular subjects for a career choice? Do I need any particular subjects for a higher education course? What are the right abilities to succeed in the subject? What are the differences between the subject at GCSE and at IB DP or A-level? Do I want variety in my courses or subjects that relate to each other? Do any of the new subjects use my talents? Do I want to develop any particular skills through my choice of course? How much coursework is involved? Which will suit me better, A-level or the IB DP?
Tutors will be asking you for preliminary choices once the interviews are completed. Students who are unsure about their suitability for the academic route of A-level or the IB may need to explore alternatives to this path. There are two BTEC options available at Oakham. NVQs, BTECs and apprenticeships, are also available in local colleges and offer an alternative, more vocational route into higher education or employment. You and your parents are welcome to come along at any time to the Careers Department for further discussion or to use the resources of the Careers Library. Students applying to join the Upper School from outside Oakham are particularly encouraged to come and discuss their subject choices. The Careers Department is also available after GCSE results for any further discussion that might be needed. If you discover that you have made the wrong choice, you may be able to adjust your choice of subjects in the first weeks of Form 6. Further delay means that catching up will be difficult.
Oakham School Careers Department careers@oakham.rutland.sch.uk
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A guide to subject requirements for degree courses This document is a guide only for both A-level and IB DP courses. For IB DP, where a subject is specified, it is likely to be at Higher rather than Standard Level. Full details of degree requirements can be found on university websites and course entry requirements on UCAS (www.ucas.com). The more competitive or specialised the course, the more prescriptive the subject requirements are likely to be. The Russell Group of UK universities has produced an online guide to subject requirements for some of their courses (https://www.informedchoices.ac.uk/). This document should be used with care: although the advice is of general use, universities not in the Russell Group may be more flexible. Some universities offer a foundation year for some subjects whose requirements are less strict. The majority of Universities now require a 4 or above in English Language and Mathematics GCSE. Some require a 5 or 6. If students do not have a first language English Language IGCSE/GCSE and are taking A-Levels, they will likely need to take an English language exam (IELTS) for university entry. At Oakham, we can provide weekly lessons, which are chargeable, in either individual or small groups. MEDICAL Dentistry
At least two Sciences/Mathematics including Chemistry.
Health Sciences
Variable, but one or two sciences (preferably Biology and/or Chemistry) advisable, for Nursing, Biomedical Sciences, Speech Therapy, Physiotherapy, Occupational Therapy, Nutrition. For Physiotherapy, Biology is often required. For Dietetics, Chemistry is often required.
Radiography
One or two Sciences required. Check courses for specific subjects.
Medicine
A good spread of Sciences and Non Science GCSEs. At least two Sciences or Mathematics, including Chemistry and/or Biology at Alevel or HL IB. A few universities ask for Chemistry and other Sciences or Mathematics. Three Sciences and Mathematics provide strong profile especially for those courses requiring BMAT as an entry Aptitude Test, see www.medschools.ac.uk IB Maths is accepted at most medical schools in combination with two Sciences at HL (typically Chemistry and Biology). It is sometimes accepted as the 2nd Science in combination with Chemistry.
Optometry
Science subjects are required. Maths is often acceptable.
Pharmacy / Pharmacology
Chemistry required and preferably two of Biology, Physics, Mathematics.
Veterinary Science
Chemistry and Biology are required at most universities.
Sport Science
An A-level Science subject often Biology preferred. PE required for some Sport Study courses. For Sport and Exercise Science at Loughborough the BTEC Level 3 National Diploma is accepted with grades D*D* including Distinctions in all units and in combination with a grade A in a preferred A-level subject. The preferred subjects are: Biology, Human Biology, Mathematics, Physics, Chemistry, Psychology, PE/Sports Science. For the Sport and Recreation Management course at Edinburgh University, the BTEC Sport Science course is not suitable as they will only accept one BTEC Level 3 Extended Certificate in combination with two A-levels.
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SCIENTIFIC Agriculture, Horticulture, Forestry
One or two Mathematics/Biological Science subjects required. Geography may be accepted as a Science at some universities.
Food Science
Chemistry and another Science; for management/marketing options, the Science requirements are less, although one science is useful.
Biochemistry
Chemistry and Biology.
Biology
Biology, Chemistry and a science/Mathematics for some courses.
Genetics/Biotechnology
Biology and Chemistry usually required.
Microbiology
Usually Biology and Chemistry required.
Chemistry
Two Science subjects including Chemistry.
Computer Science
Mathematics required for most courses. Computer Science is useful.
Environmental Science
Two Sciences (Mathematics, Physics, Chemistry, Geography, Biology). Chemistry/Biology may be required.
Geology
Two Sciences (Chemistry advised) or Maths required.
Geophysics
Mathematics and Physics recommended.
Mathematics
Mathematics (and possibly Further Mathematics and/or STEP). [IB Mathematics – Higher Level only required.]
Physics
Mathematics and Physics.
Statistics
Mathematics.
Psychology
Two types of degree, BSc or BA. A Science/Mathematics subject is usually required. Some universities like a broad mix of Mathematics/Science combined with a Humanity or Social Science Subject.
ENGINEERING / TECHNOLOGY / DESIGN / ARCHITECTURE Engineering
Usually Mathematics and Physics but sometimes Mathematics and another Science is okay. Mathematics and Chemistry for Chemical Engineering.
Architecture
Artistic ability in terms of drawing skills may be preferred and a portfolio asked for in many cases. Mathematics and/or Physics are sometimes required.
Surveying
Mathematics sometimes asked for Quantity/Construction Surveying.
Design
A relevant IB or A-Level Art or Design course. Mathematics and/or Physics required for some courses (product design, industrial design etc).
SOCIAL SCIENCES Business / Management
Mathematics useful (required for some courses). Language required for European/International Business courses. Business Studies/Economics gives useful background, but not required. Good grade in GCSE Mathematics often required if A-Level not offered.
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Economics
Mathematics, either A-Level or IB HL, is required for certain types of courses. Sometimes SL maths is acceptable with a higher score. For the more competitive courses such as LSE and Oxbridge Further Mathematics is an advantage. Economics/ Business Studies gives useful background, but not required.
Accountancy / Finance
Mathematics required for Financial Analysis/Actuarial Science.
Geography
Geography is usually required. Two types of course (Science or Arts/Social Science). Maths or Science subjects preferred for BSc courses.
Law
No specified subjects. Essay subjects such as English and History may be helpful.
PPE
Mathematics can be required by some universities, but access does not explicitly require any of the consitutional subjects prior to entry.
Politics / International Relations
Politics useful but not required. Other useful subjects include English, History, Geography, Economics, and Languages.
Sociology / Social Studies / Anthropology
A wide range of subject combinations acceptable. Biology and Geography may be preferred for some Anthropology courses.
ARTS Archaeology
Not specified, although a Science and Classical Language can be useful.
Art
Many students go on to do a one year Foundation Course, prior to a degree in Art/Design areas. The basic requirement is a good portfolio of work, although in general a student would be expected to study Art or Design.
History of Art
Critical and Contextual Studies useful but not required. History is preferred on some courses.
Drama
Drama and Theatre. English. Many students go on to study a degree or an acting foundation course at a Drama School and whilst the audition is paramount, there is much to be gained from having studied Theatre at a higher level and to have played an active role in productions.
Education
No specific subject; PGCEs require relevant degree subjects.
History / Economic History
History is usually required.
Music
Music generally required, plus an instrumental grade.
Philosophy
No specific requirements.
Languages
Usually the relevant language is required for French, German, Spanish, and Italian, with a specified grade. Two Languages give more scope.
African Oriental Asian Studies
Many places do not require a language, but SOAS does - so Language advised.
Classics
Latin is usually required to study Classics but Greek is not. For a Classical Studies course, Classical Civilisation is recommended but there is no ancient language requirement. Latin may also be studied as part of a joint degree with another subject such as a modern language or history, in which case a modern language/history may be required.
English
English Literature. Foreign language useful for joint courses.
European Studies
A Modern Language usually required.
American Studies
English, Humanities subjects, Social Sciences, or a Language preferred.
Russian and East European Studies
One or two Modern Languages often required.
Linguistics
Modern Language often useful. English may be required.
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A comparison of A-level and IB Diploma Programme A-level
IB DP
Numbers of Subjects
Usually three or four subjects at A-level
Three subjects at Higher Level, plus three subjects at Standard Level
Compulsory elements
None
English Lit, a Language, a Humanity, a Science, Mathematics ToK Essay 1,200 to 1,600 words Extended Essay 4,000 words CAS, first year only
Subject combination
Any combination that can be timetabled
A subject from each of the 6 groups BUT instead of a Group 6 subject, one extra subject is allowed from groups 2-4 (2 Languages, 2 Humanities, 2 Sciences) Environmental Systems and Societies can be used as either a group 3 and 4, so frees up lesson time for 3 languages, 2 arts, or another Humanity or Science
F6 Teaching Time (per week)
Four subjects Six periods per subject Total periods = 24
Five periods per HL subject Three periods per SL subject Theory of Knowledge = 2 periods per week (4.5 terms only)
+ CCF/DofE/Community Service
Total periods = 26 CAS: not timetabled
F7 teaching
The courses finish in June
The Diploma finishes in May
Depends on whether three or four subjects are being studied.
Teaching hours remain the same in term one.
Prep
16 hours per week
13.2 hours per week
Public Examinations
Linear
Linear
Coursework
Most subjects do not have coursework - see individual subject sections
All subjects have coursework.
Individual subjects graded
Diploma average is based on subjects, EE and ToK
Grades A-level; A*, A, B, C, D, E, U
Grades for SL and HL: 1 to 7 points per subject ToK and EE maximum of 3 points Maximum possible, 45 points Diploma awarded for at least 24 points
Grades
BTEC; D*, D, M, P
Varies by subject from 20% to 50% (100% in Art), see individual subject sections
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Suitability of subjects for university . The Russell Group represents 24 leading universities below:
University of Birmingham University of Bristol University of Cambridge Cardiff University Durham University University of Edinburgh University of Exeter University of Glasgow Imperial College London King's College London University of Leeds University of Liverpool London School of Economics and Political Science University of Manchester Newcastle University University of Nottingham University of Oxford Queen Mary, University of London Queen's University Belfast University of Sheffield University of Southampton University College London University of Warwick University of York
The Russell Group previously published a list of subjects the so called ‘facilitating subjects’ which could be particularly useful for pupils who were not sure what to study at university. It was sometimes suggested that facilitating subjects were the only subjects pupils should consider to get into a Russell Group university, or that you must take them for any degree. The Russell Group have advised that this was not the case.and have recently launched their new website (www.informedchoices.ac.uk) providing information about suitable subject choices and combinations. Please note also that there are many other good universities and courses which are not members of the Russell Group so you should not limit your research to the above list of universities. It is important to check the entry requirements for courses at individual universities when choosing your Upper School subjects.If you are at all concerned about the link between subjects and university entrance you should check the most recent literature and the websites of a sample of universities.
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A-LEVELS A-level represents a well-established and widely understood route to university or employment. A-levels are graded from A* to U. The most competitive universities often make offers based on A*, such as A*AA. With A* being awarded to those who are academically exceptional, for those who aspire to a top university the implication is clear: work hard! Don’t choose to take A-levels, in preference to the IB Diploma, based on the erroneous perception that A-levels are somehow easier, or that less work is involved. The IB represents a coherent, broad program of study, which explicitly develops a Learner Profile. In contrast, Alevel makes no such claim. Rather, each individual subject stands alone, with no overarching curriculum or educational principles connecting them. Hence, within A-level it is entirely possible to create a combination of courses that are very narrow in the skills developed. For some destinations a narrow range of skills does not represent a significant issue. This is particularly so for university courses where specific subjects are specified, for example medicine, which often requires Chemistry (and often Biology as well: see “A Guide to Subject Requirements for Degree Courses” on page 10). For an aspirant medic, their curriculum is narrow in that it will be science orientated, and often with a third science or Mathematics. That this curriculum doesn’t develop skills such as essay writing, languages or creativity is not a weakness given the proposed destination. However, there is a risk that a narrow A-level curriculum can limit course choice should the plan to apply for medicine change. In contrast, it is equally possible within A-level to create a combination of courses that are very broad in the skills developed. So, for the aspirant Lawyer, where grades matter more than subjects, a broad curriculum is appropriate and indeed, arguably, beneficial. Such a curriculum might be History, Mathematics, Physics and French. Another example might be if the post-Oakham destination is Geography at university, then taking Geography at A-level is sensible. The decision is then what other subjects to offer alongside this core subject. Again, by selecting subjects carefully it is possible to assemble a broad curriculum which creates an attractive portfolio of skills to an admission tutor whilst also offering an interesting course of study. Within the Total Curriculum many useful skills can be developed away from the classroom. In thinking about what subjects to take, also think about how activities can be used to complement classroom learning, and how involvement in the Total Curriculum can be used most effectively to evidence the acquisition of a range of skills. Within IB this widening of learning beyond the classroom is essentially the role of CAS. In contrast, if you take the A-level route the onus is on the individual, in the absence of the structured IB programme, to choose Total Curriculum commitments that offer a similar outcome. Arguably, this makes A-level a more challenging route for holistic learning.
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A-level Subject Grid 2021–23 (Provisional February 2021) You should generally choose FOUR subjects, no more than ONE subject from EACH column below. A
B
C
D
E
Business
Biology
Biology
Biology
Art & Design
Chemistry
Business
Business
Chemistry
Business
Design & Technology
Critical & Contextual Studies
Chemistry
Economics
Computer Science
Economics
Economics
Classical Civilisation
French
Economics
Geography
Maths & Further Maths+
English Literature
Latin
English Literature
German
History
French
Maths & Further Maths+
Geography
Classical Greek*
Mathematics
Geography
History
Music (Pre-U)
Physics
Physical Education
History
Mathematics
Physics
Politics
Politics
Mathematics
Psychology
Politics
Spanish
Psychology
Physical Education
Drama and Theatre
Religion and Philosophy
Spanish
Philosophy
BTEC Sport and Exercise Science^
BTEC Sport and Exercise Science^
BTEC Business Management~
+If you wish to study A-level Further Mathematics, please select ‘Maths and Further Maths’ in both columns B and D. The course includes A-level Mathematics, so do not select Mathematics elsewhere. Music and Art are offered as a Pre-U qualification: this is a two-year A-level equivalent course. ^BTEC Sport and Exercise Science must be selected in both columns B and C, as it is the equivalent to two Alevel courses. BTEC Business Management may be chosen as the equivalent to one A-level subject. Oakham Upper School Handbook_12_2_2021 Page | 16
A-level subject listings
Student study pages for CCS coursework
A-LEVEL ART: CRITICAL AND CONTEXTUAL STUDIES Head of Department – Ms Elinor Brass
erb@oakham.rutland.sch.uk
Prerequisites
You will need to enjoy looking at and discussing art.
Extra-Curricular Opportunities
Visits to exhibitions and museums in London, Cambridge and Birmingham. Developing exhibitions in the Wheelhouse Gallery.
Possible Career Pathways
Students go on to study a wide range of subjects at University, in social science as well as creative courses such as Film, Fine Art, Architecture and History of Art.
ORGANISATION OF WORK: A modern approach to art history that suits both the academic and the practical student. The course helps students to develop research, writing and presentation skills. EXAMINATION BOARD AND SYLLABUS: OCR
Module
Topic Covered
Personal Investigation
A portfolio of investigations into a range of art works. Students will learn the formal critical language of art analysis as well understanding function and meaning in art. Similarly a wide range of media is covered from painting, sculpture, architecture and photography to installation and video. The students learn about curation, the art market and art museums.
When examined
Assessment Method
May
Internally assessed and externally moderated
60%
15 hour exam plus preparatory work.
40%
Form 7
% of grade
The students submit a ‘Related Study’, which Is a written piece presented alongside and in support of the practical work. . Externally Set Task
Students receive an exam paper in February of Form 7, which presents them with a series of starting points. They have around 12 weeks to develop a project which leads to a 15 hour exam.
May Form 7
Internally assessed and externally moderated
Oakham Upper School Handbook_12_2_2021 Page | 17
Detail from artwork by Pre-U Art Student Daisy Streatfeild
A LEVEL ART AND DESIGN: FINE ART (SPECIALISING IN SCULPTURE OR PAINTING, PRINT AND MIXED MEDIA), TEXTILES DESIGN OR THREE DIMENSIONAL DESIGN Head of Department – Ms Elinor Brass
erb@oakham.rutland.sch.uk
Prerequisites
‘B’ grade in GCSE Art
Extra-Curricular Opportunities
Visit to London exhibitions. Artist-led workshops. Student exhibitions.
Possible Career Pathways
The study of art is essential for careers such as architecture, graphic design, film, animation, photography, media and fashion. It is a good pathway for careers in marketing, publishing, TV, advertising, PR, tourism and game design.
DIFFERENCE BETWEEN GCSE and A LEVEL: The course builds on the working methods of GCSE; though as with all Upper School Art courses there is an increased emphasis on drawing, experimentation and the development of personal ideas. ORGANISATION OF WORK: This is a two-year course. You will specialise in either Textiles Design, Fine Art: Painting, Print and Mixed Media, Fine Art: Sculpture or Three Dimensional Design. There is considerable freedom to develop individual styles, themes and skills and also exploring the work of other artists and makers. EXAMINATION BOARD AND SYLLABUS: EDUQAS The students studying painting, print and mixed media are entered for the Fine Art specification. Textiles students take the Textiles Design course and there is the choice between Fine Art: Sculpture or Three Dimensional Design for those wanting to work in 3D. Module
Topic Covered
When examine d
Assessment Method
% of grade
Personal Investigation
Developing skills in a wide range of traditional and new media and techniques intended to build and extend the breadth and depth of learners’ creative practice.
May
Internally assessed and externally moderated
60%
15 hour exam plus preparatory work.
40%
Form 7
The students submit a ‘Related Study’, which Is a written piece presented alongside and in support of the practical work. Externally Set Task
Students receive an exam paper in February of Form 7, which presents them with a series of starting points. They have around 12 weeks to develop a project which leads to a 15 hour exam.
May Form 7
Internally assessed and externally moderated
Oakham Upper School Handbook_12_2_2021 Page | 18
A-LEVEL BIOLOGY Head of Department – Dr Patricia Ingles
pji@oakham.rutland.sch.uk
Prerequisites
GCSE Double Award Science (or Biology) Grade 66, or Separate Science Biology and Chemistry Grades 6.
Extra-Curricular Opportunities
All students will do Biology fieldwork. There will be opportunities for visits to universities and conferences. The Biology Society ('BioSoc') –a range of topical lectures by external speakers, and visits. Further Biology - seminars aimed at stimulating the interest of the more ambitious pupils. Dissection club is an optional activity. EPQ or CREST award. The British Biology Olympiad competition.
Possible Career Pathways
A-level Biology lays foundations for further study in university courses ranging from Agriculture to Medicine, and Sports Science to Zoology. Biology is a natural partner to Chemistry, and has areas of overlap with Physics and Geography allowing entry to Biochemistry, Biophysics and Biogeography courses. It is a versatile qualification.
DIFFERENCE BETWEEN GCSE and A-level: Pupils will find that A-level Biology progresses naturally from GCSE. However, there is far more detail, and the approach is much more analytical, and more quantitative, so a questioning approach is vital. If you have coped well with GCSE Science, you should cope with the analytical approach in A-level Biology. ORGANISATION OF WORK: Students will be expected to do background reading in preparation for lessons, and maintain an orderly folder. Teaching will be split between two teachers to correspond to the different topics. EXAMINATION BOARD AND SYLLABUS: Edexcel Biology A (Salters-Nuffield) Module
Topic Covered
When examined
Assessment Method
% of grade
Paper 1 The natural environment and species survival
Topic 1: Lifestyle, Health and Risk
June
2 hour exam
33%
Topic 2: Genes and Health
Form 7
2 hour exam
33%
2 hour exam
33%
Topic 3: Voice of the Genome Topic 4: Biodiversity and Natural Resources Topic 5: On the Wild Side Topic 6: Immunity, Infection and Forensics BN0/01.
Paper 2 Energy, Exercise and Co-ordination
Topics 1-4 and
June
Topic 7: Run for your Life
Form 7
Paper 3 - General and Practical Applications in Biology
Includes questions from topics 1-8. A prereleased scientific article released 8 weeks before the examination will underpin one section of the paper.
Topic 8: Grey Matter. June Form 7
Oakham Upper School Handbook_12_2_2021 Page | 19
A-LEVEL BUSINESS Head of Department – Mrs Sarah Donlevy sdy@oakham.rutland.sch.uk Prerequisites
B or 6 in GCSE Maths and English or equivalent is desirable.
Extra-Curricular Opportunities
Trips and excursions across the UK to visit businesses varying from Jaguar, JCB and Emma Bridgewater, plus notable industry speakers.
Possible Career Pathways
Multitude of career opportunities across all industries, with an additional insight into jobs in international business.
DIFFERENCE BETWEEN GCSE and A-LEVEL: Business Studies is a new subject at A-level and therefore there is no assumed knowledge when students start the course. ORGANISATION OF WORK: Students will be expected to do background reading from the business press in preparation for lessons, and to maintain an orderly folder. Research tasks, presentations, written responses and case studies will be set. Teaching will be split between two teachers to correspond to the differing themes of work. EXAMINATION BOARD AND SYLLABUS: Edexcel Module
Topic Covered
When examined
Assessment Method
% of grade
Theme 1
Marketing and people: focus on the role of entrepreneurship; how businesses understand markets in order to develop marketing strategy and the management of people.
June
Paper 1
35%
Form 7
2 hour exam
Managing business activities: focus on the core functions of finance and production, as well as competitiveness on local and global scales.
June
Business decisions and strategy: focus on the strategic management of a business and how leaders must examine both internal and external influences in their decision-making.
June
Paper 2
Form 7
2 hour exam
Global business: focus on how UK businesses trade within a single, global market, exploring the opportunities and constraints that will determine competitiveness.
June
Industry-specific context released in November of Form 7: focus on the broader business context of an industry or market that provides opportunity to conduct independent learning and research.
June
Paper 3
Form 7
2 hour exam
Theme 2
Theme 3
Theme 4
Pre-released context
(Themes 1 and 4) Form 7 35%
(Themes 2 and 3) Form 7
30%
(synoptic paper based on context)
Oakham Upper School Handbook_12_2_2021 Page | 20
A-LEVEL CHEMISTRY Head of Department – Mrs Joanne Griffiths
jeg@oakham.rutland.sch.uk
Prerequisites
GCSE Dual Award Science Grade 66 or Chemistry Grade 6 or equivalent. (At least a grade 6 but preferably grade 7 in the Chemistry paper).
Extra-Curricular Opportunities
Opportunities will include practical extension sessions, discussion groups, Olympiad challenge, a trip to a student conference and visiting speakers.
Possible Career Pathways
Chemistry is essential for those considering Medicine, Dentistry or Veterinary Science. Students will acquire a wide variety of skills which are useful in many careers. To find out about your future in chemistry see www.RSC.org.
DIFFERENCE BETWEEN GCSE and A-LEVEL: A-level students should be able to build upon the skills developed within GCSE, particularly in terms of quantitative chemistry, energetics, organic chemistry and bonding. There is an increase in the level of mathematical demand required and smaller groups ensure that students develop really confident practical skills. ORGANISATION OF WORK: Teaching will be split between two teachers covering different topic areas within the syllabus. Students will be expected to use their textbooks and notes to support the development of their understanding as they work through the course. Some background reading is encouraged through journals such as Chemistry Review. EXAMINATION BOARD AND SYLLABUS: OCR Chemistry A Module
Topic Covered
When examined
Assessment Method
% of grade
Paper 1: Periodic table, elements and physical chemistry
Periodic table and periodicity, group 2 and the halogens, enthalpy changes, entropy and free energy, reaction rates and equilibrium, pH and buffers, redox and electrode potentials, transition elements.
June
Multiple choice and structured questions 2hr 15 min
37%
Paper 2: Synthesis and analytical techniques
Organic Chemistry: hydrocarbons, alcohols and haloalkanes, aromatic compounds, carboxylic acids and esters, nitrogen compounds, polymers, organic synthesis and analytical techniques.
June
Multiple choice and structured questions 2hr 15 min
37%
Paper 3: Unified chemistry
Structured summative questions and extended response questions covering aspects from the whole course.
June
1hr 30 min
26%
Practical endorsement
Reported separately to exam grade, emphasises development of practical skills over the two year course.
Non-exam
Teacher assessed in lessons
0%
Form 7
Form 7
Form 7
Oakham Upper School Handbook_12_2_2021 Page | 21
A-LEVEL CLASSICAL CIVILISATION Head of Department – Mrs Caroline Lomas
cml@oakham.rutland.sch.uk
Prerequisites
None
Extra-Curricular Opportunities
Opportunities will include trips to the British Museum and Classical plays.
Possible Career Pathways
Combines well with English Literature, Theatre Studies, Philosophy, Politics, Latin, Greek, and History. It may lead to a university course in Classical Studies.
DIFFERENCE BETWEEN GCSE and A-LEVEL: The topics are three stand-alone topics, none of which are covered at GCSE except for an introduction to Homer and the ancient world in general. All literature is read in English; there is no element of Latin or Greek language. There is no coursework. ORGANISATION OF WORK Teaching will be split between two/three teachers to correspond to the differing module content. EXAMINATION BOARD AND SYLLABUS: OCR
Module The World of the Hero (H408/11)
Topic Covered Homer, Odyssey selections (the adventures of Odysseus on his ten-year voyage home from Troy)
When examined June Form 7
Assessment Method 2 hr 20 mins paper 100 marks
% of grade
June Form 7
1 hr 45 mins paper 75 marks
30%
June Form 7
1 hr 45 mins paper 75 marks
30%
40%
Virgil, Aeneid selections (the fall of Troy and the rise of Rome)
Greek Theatre (H408/21)
Sophocles, Oedipus the King Euripides, The Bacchae Aristophanes, The Frogs (tragedy and comedy in ancient Greece)
Politics of the Late Republic (H408/33)
The study of the period when the Roman Republican elite ridded themselves of a potential dictator only to lose political freedom to an emperor - a period of big personalities, political intrigue and murder.
Oakham Upper School Handbook_12_2_2021 Page | 22
A-LEVEL COMPUTER SCIENCE Head of Department – Mr Michael Crofts
mdc@oakham.rutland.sch.uk
Prerequisites
GCSE Computer Science Grade B or 6. Students who have not studied GCSE Computer Science but have a strong interest are encouraged to first discuss this with Mr Crofts.
Extra-Curricular Opportunities
Students have the opportunity to go on a variety of field trips, including visits to The National Museum of Computing at Bletchley Park and Warwick University Computer Science in Action. Students may opt to take the British Informatics Olympiad competition in December.
Possible Career Pathways
Computer Science has become an essential tool for many Science, Technology, Engineering and Maths (STEM) degrees. For instance, consider the work of the 2013 Nobel Prize winners for Chemistry who “took the chemical experiment into cyberspace” by building complex computer simulation software to understand chemical processes. “Today the computer is just as important a tool for chemists as the test tube” (Michael Levitt, Nobel Prize winner). In addition to STEM pathways it can successfully combine with many other disciplines to provide pathways into new and exciting careers, such as Geography as a pathway into Geoinformatics or Business / Economics as a pathway into Data Science.
DIFFERENCE BETWEEN GCSE and A-LEVEL: A Level Computer Science is a chance to build upon skills developed at GCSE, particularly computer hardware and programming. There is wider scope for students to immerse themselves in developing computer systems of their choice. Smaller groups offer more potential for collaborative development and discussion. ORGANISATION OF WORK: Students will be expected to complete preparation work for lessons and maintain an orderly folder. Written questions, group research/presentations and project work will be set. EXAMINATION BOARD AND SYLLABUS: OCR – Syllabus H446 Component
Topic Covered
When examined
Assessment Method
% of grade
Paper 1 Computer Systems
Information representation, communication and internet technologies, hardware, processor fundamentals, system software, security privacy and data integrity, ethics and ownership, database and data modelling.
Summer
2 hour 30 minutes exam
40%
Paper 2 Algorithms and Programming
Algorithm design and problem-solving, data representation, programming, software development.
Summer
2 hour 30 minutes exam
40%
Programming Project
Computational thinking and problem-solving, algorithm design methods, further programming, software development.
Summer Form 6 to Spring Form 7
Coursework
20%
Form 7
Form 7
Oakham Upper School Handbook_12_2_2021 Page | 23
A-LEVEL DESIGN AND TECHNOLOGY Head of Department – Mr Timothy Weston Prerequisites
Extra-Curricular Opportunities
Possible Career Pathways
tcw@oakham.rutland.sch.uk
It is possible to study Design and Technology at advanced level with no previous experience (please contact TCW first). Preferably, students will have taken GCSE Design and Technology. The department is open to students after games on Tuesday/Thursday afternoons and Saturday and Sunday afternoons 2.00-5.30pm. DT visits include factory tours in the UK and an optional trip to Bologna. Guest speakers are also invited to the school to lecture on engineering, product and sustainable building design. Pupils can also participate in the Engineering Education Scheme. Most students go to their first choice university to study a product design, industrial design, architecture or engineering degree. Universities include Newcastle, Leeds, Brunel, Northumbria and Loughborough. Some students have combined the subject with Maths and Physics and have gone on to read Engineering at Cambridge. The subject also has close links with art and design related courses.
DIFFERENCE BETWEEN GCSE and A-LEVEL: Students should be able to build upon the skills developed throughout GCSE: analysis of products, material properties and manufacturing processes. Pupils learn how to select appropriate materials and processes to design and make products, as well as consider ergonomics, sustainability and safety. They will also have opportunities to explore the impact of technology on society and manufacturing, how social and political issues influenced design movements and the design of everyday products. ORGANISATION OF WORK: Students will be expected to complete some preparation work for lessons, and maintain an orderly folder. Written questions, group research/presentations and project work will be set. EXAMINATION BOARD AND SYLLABUS: AQA Design and Technology: Product Design (7552) Module
Topic Covered
When examined
Assessment Method
% of grade
Paper 1: Written Exam
Core technical principles and core designing and making principles
June
Mixture of short answer, multiple choice and extended response
25%
Paper 2: Written Exam
Commercial manufacture.
June
Section A: Product Analysis.
25%
Product Analysis
Short answer questions based on visual stimulus of product(s). Section B: Mixture of short and extended response questions Non examined assessment (coursework)
Practical application of technical principles, designing and making principles and specialist knowledge.
June
Written or digital design portfolio and evidence of final prototype.
50%
Oakham Upper School Handbook_12_2_2021 Page | 24
A-LEVEL DRAMA AND THEATRE STUDIES Director of Drama – Mrs Gilly Norell
gn@oakham.rutland.sch.uk
Prerequisites
GCSE in Drama is incredibly useful but more important is a keen and driving interest in theatre. However (at least) B or 6 grades in English, Religious Studies or History are a good an indicator that you will be able to cope with the written components.
Extra-Curricular Opportunities
A wide range of Theatre visits. A one week trip to the National Student Drama Festival and a bi annual trip to the Edinburgh Fringe.
Possible Career Pathways
Theatre – acting, directing, producing. TV and film. For those not wishing to pursue a career in the profession, the confidence and skill to effectively use your voice and the development of enhanced presentation skills are vital in each and every pathway.
DIFFERENCE BETWEEN GCSE and A-LEVEL: More in depth study of play texts involving the creative exploration of plays as well as more sophisticated devising work. ORGANISATION OF WORK: Teaching will be divided between two teachers to reflect the structure of the modules. EXAMINATION BOARD AND SYLLABUS: Eduqas Module
Topic Covered
When examined
Assessment Method
% of grade
Component 1
Students participate in the creation, development and performance of a piece of theatre based on a re-interpretation of an extract from a play. The piece is developed using the techniques of an influential theatre practitioner. A creative log is part of the assessment.
June
Internally Assessed, externally moderated
20%
Students will participate in the creation, development and performance of two pieces of theatre based on a stimulus. One is devised and one is from a script. A process and evaluation report is part of the assessment.
May
Externally Assessed by Visiting Examiner
40%
Sections A & B are questions based on both Pre-1956 and Post 1956 plays. Section C is based on a specific extract from The Curious Incident of the Dog in the Night-Time.
June
2 ½ hour written exam
40%
Theatre Workshop
Component 2 Text in Action
Component 3
Form 6
Form 7
Form 7
Oakham Upper School Handbook_12_2_2021 Page | 25
A-LEVEL ECONOMICS Head of Department – Mr Paul Nutter pn@oakham.rutland.sch.uk Prerequisites
GCSE Maths Grade B or 6 and GCSE English Language Grade B or 6, or equivalent. An interest in current affairs and the world around you.
Extra-Curricular Opportunities
Include a range of speakers, trips to London and abroad.
Possible Career Pathways
Students will acquire a wide variety of skills, useful in many careers.
DIFFERENCE BETWEEN GCSE and A-LEVEL: The subject is not offered in the Middle School at Oakham. Therefore we assume students have no theoretical knowledge. We move from zero to hero over the course! ORGANISATION OF WORK: Activities, discussions and presentations will be incorporated into lessons. Students will be expected to do background preparation for lessons, and maintain an orderly folder. Written essays and some calculations will be set. Multiple choice questions and definitions tests will also be used. EXAMINATION BOARD AND SYLLABUS: AQA Module
Topic Covered
When examined
Assessment Method
% of grade
Markets and market failure
Market structure (competition), market failure (environmental), government solutions, the labour market and poverty and inequality.
Summer of Form 7
Data response and essay
33%
National and International economy
Inflation, unemployment, growth, development, economic policy, financial markets and the international economy.
Summer of Form 7
Data response and essay
33%
Economics principles and issues
All of the above.
Summer of Form 7
Multiple choice and case study
33%
Oakham Upper School Handbook_12_2_2021 Page | 26
A-LEVEL ENGLISH LITERATURE Head of Department – Mrs Helen Jones
hej@oakham.rutland.sch.uk
Prerequisites
IGCSE or GCSE Language and Literature B or 6 grades.
Extra-Curricular Opportunities
An English Enrichment group will encourage all students to consider reading English at university; attendance is required for Oxbridge candidates. There are periodic theatre trips, visits and lectures.
Possible Career Pathways
Students will acquire a wide variety of skills which are useful in many careers: law, journalism, media, teaching and many others; any career area in which critical thinking and research skills are required.
DIFFERENCE BETWEEN IGCSE and A-LEVEL: a greater number of texts will be studied, including critical texts, building upon the skills learnt at IGCSE and developing skills that will be used in many subjects at university. ORGANISATION OF WORK: students will be expected to undertake reading and research in preparation for lessons and to play a full role in discussions. Teaching will be split between two teachers. EXAMINATION BOARD AND SYLLABUS: Edexcel Module
Topic Covered
When examined
Assessment Method
% of grade
Component 1: Drama
One Shakespeare play and one other tragedy/ comedy (pre or post 1900); critical essays from the anthology.
June
2 hours 15 minutes exam.
30%
Component 2: Prose
Two prose texts from a chosen theme. At least one text must be pre-1900.
June
1 hour.
Form 7
One comparative essay on chosen theme. Open (clean) texts.
Component 3: Poetry
One poetry selection of post-2000 works (anthology); one chosen collection from a period or a poet.
June
2 hours 15 minutes.
Form 7
Two essays: one comparative; one thematic.
Component 4: Coursework
Two linked and complete texts in any genre, not studied elsewhere in the specification.
June
One comparative essay
Form 7
Two essays. Open (clean) texts.
Form 7
20%
30%
20%
Oakham Upper School Handbook_12_2_2021 Page | 27
A-LEVEL FRENCH Head of Department – Miss Sarah Angove
sla@oakham.rutland.sch.uk
Prerequisites
A* or 8 or A or 7 grade at IGCSE (or equivalent). It is usual to score a grade below GCSE performance, if you get an A or 7 grade or below.
Extra-Curricular Opportunities
Work Experience Trip to France in Form 6. Also various day project opportunities, business and international journalism.
Possible Career Pathways
Commonly Law, Accountancy, International Relations, International Business, Marketing, Journalism.
DIFFERENCE BETWEEN GCSE and A-LEVEL: The language, of course, remains the same, but the course is a step up from GCSE. A solid core of grammar has to be developed early with topic-specific vocabulary being a priority. Topics covered are listed below. Form 7 includes literary and film study and an individual project which feeds into the oral examination. ORGANISATION OF WORK: Two teachers to deliver topics with public examinations at the end of Form 7. EXAMINATION BOARD AND SYLLABUS: AQA Module
Topic Covered.
When examined
Assessment Method
% of grade
1 Social issues and trends
Aspects of French speaking society: The changing state of the family, The digital world, Youth culture
June Form 7
Paper 1 2hr 30 min combined listening, reading and writing exam – student controls listening
50%
Multiculturalism: Immigration, racism and integration 2 Political and artistic culture
Aspects of French-speaking society: the changing nature of family, the cyber society, the place of voluntary work Current Issues: Positive features of a diverse society, life for the marginalised, how criminals are treated
3 Literary texts and films
Students will study one film and one text
June Form 7
Paper 2 2hr written exam on the film and text they have studied
20%
4 Individual research project
Student will identify one aspect or key question which is of personal interest to them and related to a country where French is spoken – this is discussed in the oral exam
June Form 7
Paper 3 20 min oral exam using a stimulus card to discuss topic areas. Presentation and discussion of Individual Research Project
30%
Oakham Upper School Handbook_12_2_2021 Page | 28
A-LEVEL GEOGRAPHY Head of Department – Mr Howard Collison
hac@oakham.rutland.sch.uk
Prerequisites
GCSE Geography Grade B or 6
Extra-Curricular Opportunities
Students have the opportunity to go on a variety of field trips. Compulsory trips include a visit to Birmingham and a 3 day residential stay in Yorkshire. The department also runs a biennial field trip to Italy. Other trips in the past have included Iceland, Switzerland and the USA.
Possible Career Pathways
Geography is an intellectually challenging subject and at degree level has one of the highest employment rates of any university course. Students will acquire a wide variety of skills useful in a vast array of careers. These include directly and indirectly related careers such as Environmental Consultancy, Urban Planning, Property Development, The Foreign Office, Law, Business and Finance.
DIFFERENCE BETWEEN GCSE and A-LEVEL: A-level students should be able to build upon the skills developed by GCSE, particularly numeracy, literacy and analytical. Data manipulation, statistical and fieldwork skills will also be further enhanced. ORGANISATION OF WORK: Students will be expected to do background reading in preparation for lessons, and maintain an orderly folder. Short answer questions, as well as longer essay style tasks will be set. Teaching will be split between two teachers according to module content. EXAMINATION BOARD AND SYLLABUS: Cambridge International A-level Module
Topic Covered
When examined
Assessment Method
% of grade
Paper 1
Physical Geography In this unit students will study Hydrology, Atmosphere and Weather and Plate Tectonics
June Form 7
1.5 hour exam
25%
Paper 2
Human Geography In this unit students will study Population, Migration and Settlement dynamics.
June Form 7
1.5 hour exam
25%
Paper 3
Advanced Physical Options In this unit students will study Coastal Environments and Hazardous Environments
June Form 7
1.5 hour exam
25%
Paper 4
Advanced Human Options In this unit students will study Globalisation, Tourism and Economic Geography.
June Form 7
1.5 hour exam
25%
Oakham Upper School Handbook_12_2_2021 Page | 29
A-LEVEL GERMAN Head of Department – Mrs Phillipa Sykes
pjs@oakham.rutland.sch.uk
Prerequisites
9-6 grade at IGCSE is preferred.
Extra-Curricular Opportunities
Planned Form 6 trip to Berlin in the Summer Term. Work experience and immersion course opportunities in Austria and Germany.
Possible Career Pathways
Commonly Law, Accountancy, International Relations, International Business, Marketing, Journalism. There is no limit.
DIFFERENCE BETWEEN GCSE and A-LEVEL: The course is a step up from GCSE and a solid core of grammar is developed early. Topic-specific vocabulary is a priority. There is also literary and film study in Form 7. ORGANISATION OF WORK: Two teachers to deliver topics over two years. EXAMINATION BOARD AND SYLLABUS – AQA Module
Topic Covered.
When examined
Assessment Method
% of grade
1 Social issues and trends
Aspects of German-speaking society: The changing state of the family, The digital world, youth culture
June Form 7
Paper 1 2hr 30 min combined listening, reading and writing exam – student controls listening
50%
Multiculturalism: Immigration, racism and integration 2 Political and artistic culture
Artistic culture: Festivals and traditions, art and architecture, Cultural life in Berlin, past and present Aspects of political life: Germany and the European Union, Politics and youth, German re-unification and its consequences
3 Literary texts and films
Students will study one film and one text
June Form 7
Paper 2 2hr written exam on the film and text they have studied
20%
4 Individual research project
Students will identify one aspect or key question of personal interest which relates to a country where German is spoken
June Form 7
Paper 3 20 min oral exam using a stimulus card to discuss topic areas. Presentation and discussion of Individual Research Project
30%
Oakham Upper School Handbook_12_2_2021 Page | 30
A-LEVEL CLASSICAL GREEK Head of Department – Mrs Caroline Lomas
cml@oakham.rutland.sch.uk
Prerequisites
GCSE Greek Grade 6.
Extra-Curricular Opportunities
Opportunities will include a trip to the British Library and Classical plays including the Greek play at Cambridge or Oxford.
Possible Career Pathways
Law, Foreign Office, GCHQ, Civil Service and the City. As an A-level, it combines well with English, History, Philosophy, Languages and Mathematics.
DIFFERENCE BETWEEN GCSE and A-LEVEL: As Greek is demanding at GCSE, the transition to A-level is relatively smooth. The grammar is already covered and the pace considerably less than Gratin. The literary passages are longer but the technique is essentially similar to GCSE. There is no coursework. ORGANISATION OF WORK: Teaching will be split between two/three teachers to correspond to the differing module content. EXAMINATION BOARD AND SYLLABUS: OCR Module
Topic Covered
When examined
Assessment Method
% of grade
Component 1
Translation of unseen Greek prose and verse
June Form 7
1 hour 45 mins exam
33%
Prose author: Thucydides Verse author: Sophocles Component 2
Prose Composition (English to Greek)
June Form 7
1 hour 15 mins exam
17%
Component 3
Prose Literature
June Form 7
2 hour exam
25%
June Form 7
2 hour exam
25%
Study of extracts from Herodotus, Book 7 in Greek. Further study of chosen prose author’s work in English to understand the context of the set text. Component 4
Verse Literature Study of extracts from Homer, Iliad 9. Further study of chosen verse author’s work in English to understand the context of the set text.
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A-LEVEL HISTORY Head of Department – Mr James Roberts jnr@oakham.rutland.sch.uk Prerequisites
GCSE History Grade B or 6 or GCSE English Language and Literature Grade B or 6 if History was not studied.
Extra-Curricular Opportunities
Trips on offer will include the opportunity to go on our biennial History Tour to Moscow and St Petersburg.
Possible Career Pathways
Journalism, Law, Business, Civil Service and Banking. Students will acquire a wide variety of skills which are useful in many careers.
DIFFERENCE BETWEEN GCSE and A-LEVEL: A-level students will build on skills developed by GCSE, particularly analytical and evidence-based skills. There is wider scope for independent learning, particularly when students move on to the coursework option. Smaller groups offer more potential for discussion and debate. There is opportunity to study a greater variety of History from contrasting periods: ranging from the collapse of autocratic rule in Russia, to the modern political, economic, social and cultural history of the United Kingdom. Students will also have the opportunity to study how slavery was abolished by the British Parliament in the early nineteenth century. The qualification is assessed through two exams at the end of the two-year course and through a single coursework essay. ORGANISATION OF WORK: Background reading, essays, document work and maintaining an orderly folder are expected. Teaching is split between two teachers according to module content. Pupils will be mentored for their coursework but need to be able organise their time effectively and take responsibility for meeting key deadlines. EXAMINATION BOARD AND SYLLABUS: AQA A-level 7042 Component
Topic Covered
When examined
Assessment Method
% of grade
Paper 1:
The failure of Tsarist reforms and the causes of the Russian Revolution; Communist Russia under Lenin, Stalin and Khrushchev
June
Exam
40%
Form 7
2 hours 30 minutes
Post-War Britain: the Affluent Society & the Sixties Revolution; the end of the Post-War Consensus (1970s) and Thatcherism; New Labour and Tony Blair.
June
Exam
Form 7
2 hours 30 minutes
Why slavery came to be abolished in the British Empire; was it the humanitarian movement or was it because slavery no longer made economic sense?
June
3500 word essay
Tsarist and Communist Russia, 1855-1964 Paper 2: The Making of Modern Britain, 1951 - 2007 Student Historical Investigation (NEA): The Campaign for the Abolition of Slavery, 1730 - 1838
Form 7
40%
20%
(assessed internally)
Oakham Upper School Handbook_12_2_2021 Page | 32
A-LEVEL LATIN Head of Department – Mrs Caroline Lomas
cml@oakham.rutland.sch.uk
Prerequisites
GCSE Latin Grade 6
Extra-Curricular Opportunities
Opportunities will include a trip to the British Library and Classical plays.
Possible Career Pathways
Law, Foreign Office, GCHQ, Civil Service and the City. As an A-level, it combines well with English, History, Philosophy, Languages and Mathematics.
DIFFERENCE BETWEEN GCSE and A-LEVEL: As Latin is demanding at GCSE, the transition to A-level is relatively smooth. The grammar is already covered. The literary passages are longer but the technique is essentially similar to GCSE. There is no coursework. ORGANISATION OF WORK: Teaching will be split between two/three teachers to correspond to the differing module content. EXAMINATION BOARD AND SYLLABUS: OCR Module
Topic Covered
When examined
Assessment Method
% of grade
Component 1
Translation of unseen Latin prose and verse
June Form 7
1 hour 45 mins exam
33%
Prose author: Livy Verse author: Ovid Component 2
Prose Composition (English to Latin)
June Form 7
1 hour 15 mins exam
17%
Component 3
Prose Literature
June Form 7
2 hour exam
25%
June Form 7
2 hour exam
25%
Study of extracts from Tacitus, Histories 1, in Latin. Further study of chosen prose author’s work in English to understand the context of the set text. Component 4
Verse Literature Study of extracts from Virgil, Aeneid 11, in Latin. Further study of Virgil, Aeneid in English to understand the context of the set text.
Oakham Upper School Handbook_12_2_2021 Page | 33
A-LEVEL MATHEMATICS Head of Department – Mrs Wendy Singhal
ws@oakham.rutland.sch.uk
Prerequisites
GCSE Mathematics at least a grade 7 is required; a grade 8 or 9 is recommended.
Extra-Curricular Opportunities
Students may opt to take the UK Senior Maths Challenge in November. Senior Maths Team practices are open to all in the Winter term.
Possible Career Pathways
Mathematics is an essential tool for many scientific degrees, and students have gone on to study Science, Engineering, Medicine, Economics and, of course, Mathematics at university. Joint Honours between Maths and other subjects is a possibility.
DIFFERENCE BETWEEN GCSE and A-LEVEL: A-level students will build upon the skills developed by GCSE, particularly algebraic manipulation and the presentation of rigorous mathematical arguments. ORGANISATION OF WORK: Teaching will be shared between two teachers. Students will be expected to keep an orderly folder and complete weekly preps. EXAMINATION BOARD AND SYLLABUS: Edexcel Module
Topic Covered
When examined
Assessment Method
% of grade
Paper 1:
Proof, algebra and functions, coordinate geometry, sequences and series, trigonometry, exponentials and logarithms, differentiation, integration and vectors.
June Form 7
2 hour examination
33.3%
Proof, algebra and functions, coordinate geometry, sequences and series, trigonometry, differentiation, integration and numerical methods.
June Form 7
2 hour examination
33.3%
Statistical sampling, data representation and interpretation, probability, statistical distributions and hypothesis testing.
June Form 7
2 hour examination
33.3%
Pure Mathematics 1
Paper 2: Pure Mathematics 2
Paper 3: Statistics and Mechanics
Kinematics, forces and Newton’s laws and moments.
Oakham Upper School Handbook_12_2_2021 Page | 34
A-LEVEL FURTHER MATHEMATICS Head of Department – Mrs Wendy Singhal
ws@oakham.rutland.sch.uk
Prerequisites
Mathematics GCSE at a high grade 9 is required.
Extra-Curricular Opportunities
Students take the UK Senior Maths Challenge in November. Senior Maths Team practices are open to all in the Winter term.
Possible Career Pathways
Many have studied Mathematics, Natural Science, Economics or Engineering at top universities. Many Further Maths students successfully apply for Oxbridge and the most competitive London universities, with others pursuing courses at top universities elsewhere.
DIFFERENCE BETWEEN GCSE and A-LEVEL: This course extends mathematical knowledge at a rapid pace beyond GCSE, with a significant reliance on algebraic fluency and accuracy. ORGANISATION OF WORK: Teaching will be split between four teachers and students will be expected to keep an orderly folder. EXAMINATION BOARD AND SYLLABUS: Edexcel Module
Topic Covered
When examined
Assessment Method
% of grade
Paper 1:
Proof, complex numbers, matrices, further algebra and functions, further calculus and further vectors
June
1.5 hour examination
25%
Complex numbers, further algebra and functions, further calculus, polar coordinates, hyperbolic functions and differential equations.
June
1.5 hour examination
25%
Linear regression, statistical distributions, correlation, hypothesis testing and Chi squared tests.
June
1.5 hour examination
25%
Momentum and impulse, collisions, centres of mass, work and energy and elastic strings and springs.
June
1.5 hour examination
25%
Further Pure Mathematics 1 Paper 2: Further Pure Mathematics 2 Paper 3: Further Statistics 1
Paper 4: Further Mechanics 1
Form 7
Form 7
Form 7
Form 7
Oakham Upper School Handbook_12_2_2021 Page | 35
Pre-U MUSIC Director of Music – Mr Peter Davis
pd@oakham.rutland.sch.uk
Prerequisites
Ideally a minimum of Grade 6 at GCSE Music, but strong instrumentalists/singers with sufficient theoretical/harmonic understanding may opt for the course having first consulted Mr Davis.
Extra-Curricular Opportunities
Regular curricular concert trips, plus everything offered by Music Department’s vibrant and exciting extra-curricular programme.
Possible Career Pathways
Obviously working as a professional musician/teacher. However, the transferable skill-set of a trained musician makes them exceptionally attractive to graduate recruiters in any employment field.
DIFFERENCE BETWEEN GCSE and PRE-U: There is a similar course structure (Listening/Composing/Performing), but with more in-depth analysis of a set work and contextual understanding of set periods. There is a natural progression from GCSE of all course elements, plus the opportunity to specialise in Component 4 to shape the course to your strengths. A Grade 7 standard is ideally required for the compulsory performance elements (Grade 8 for Advanced Recital). ORGANISATION OF WORK: Strong organisation skills required, including maintaining an orderly folder, balancing preps from three teachers, and a strict programme of coursework deadlines during Form 7 to spread the workload. EXAMINATION BOARD AND SYLLABUS: CAIE Module
Topic Covered
When examined
Assessment Method
% of grade
Component 1
Listening, Analysis and Historical Study:
June
30%
The Symphony in the Classical Period Orchestral Music in the 19th Century Choral Music in the Baroque Period General questions.
Form 7
2 x 90 min exams
Performing
March Form 7
Exam in front of external examiner
22.5%
Recital (15-20 minutes) [15%] Extended Performing (8-10 minutes) [7.5%]. Composing
Form 7:
Portfolio of 10 stylistic exercises [7.5%] One ‘commissioned’ composition [7.5%] Stylistic exercise exam [7.5%].
by Easter by Easter June
Coursework Coursework 2 hr exam
Personal Study - one of the following options:
Form 7:
Coursework
Dissertation (41) 3,500 words on any topic Advanced Recital (42) 30 mins, plus essay Free Composition (43) two contrasting pieces Music Tech (44) arrangement/composition.
by Feb exeat
Component 2
Component 3
Component 4
22.5%
25%
Oakham Upper School Handbook_12_2_2021 Page | 36
A-LEVEL PHILOSOPHY Head of Department – Mrs Megan Fairley Prerequisites
mjf@oakham.rutland.sch.uk
GCSE Grade B or 6 in Religious Studies and/or History and a GCSE Grade B or 6 in Mathematics. It is possible to study the A-level without having studied GCSE RS, and students who do so will not be significantly disadvantaged.
Extra-Curricular Opportunities
Opportunities include the Philosophy Society, which organises regular lectures and discussions.
Possible Career Pathways
Law, Finance, Journalism, Marketing, PR, Politics, Civil Service, business. Students will acquire a variety of useful skills much sought after by a wide range of employers.
DIFFERENCE BETWEEN GCSE and A-LEVEL: The evaluative skills developed in GCSE Religious Studies are built on in the A-level course and there is some continuity in content in the Metaphysics of God module. However, the focus is on logical reasoning and textual analysis so the approach is very different from the GCSE. Students wishing to study Philosophy of Religion or religious beliefs and practices should consider the A-Level in Religion and Philosophy. ORGANISATION OF WORK: Students will be expected to complete questions in preparation for class discussion, further note-taking in lessons and to engage fully in class discussions. Teaching will be split between two teachers, with one teacher covering Moral Philosophy and Metaphysics of God and the other, Epistemology and Metaphysics of Mind. EXAMINATION BOARD AND SYLLABUS: AQA Module
Topic Covered
Moral Philosophy
What it means to live ‘the good life’, looking at three classical approaches, how these approaches apply to real life and what it means to say that an action is ‘good’.
Epistemology
The study of what it means to have knowledge and to what extent we can have knowledge of the external world.
Metaphysics of Mind
An in-depth exploration of whether we can know that humans have a mind, that I have a mind, that other people have minds; and if so, what the nature of this mind is.
When examined
Assessment Method
% of grade
Exam (shorter questions & evaluative essays)
50%
3 hrs Summer
Metaphysics of God
An analytical study of the logic used to support the nature and existence of the ‘God of the philosophers’ and what, if anything, we are discussing when we refer to ‘God’.
Form 7 Exam (shorter questions and evaluative essays)
50%
3 hrs
Oakham Upper School Handbook_12_2_2021 Page | 37
A-LEVEL PHYSICS Head of Department – Dr John Chilton
jac@oakham.rutland.sch.uk
Prerequisites
The standard GCSE subjects which support A-level Physics are Maths, Physics and Chemistry. Ideally you should have at least Grade ‘B’ or 6 but preferably ‘A’ or 7 in Physics and Maths.
Extra-Curricular Opportunities
Huge amounts including The Physics Society, Further Physics and extra FP sessions in the evenings, the Engineering Scheme, CREST, EPQ, The Physics Challenge and Olympiad and a Physics Books Club.
Possible Career Pathways
Physics is important for Engineering, Design or Architecture, Medicine, Dentistry or Veterinary Science, Physiotherapy or Sports Science, Metallurgy or Materials Science, Geology or Environmental Science, Computer Science or Archaeology. It is a key qualification for those interested in Chemistry, Mathematics, Biology, Pharmacy, Philosophy and Psychology.
DIFFERENCE BETWEEN GCSE and A-LEVEL: GCSE is the start of a journey for Physics. It lays down the foundation that the higher levels build on. It is important to get the GCSE knowledge as strong as possible when you remember that Physics is the study of nature. By this we mean absolutely everything from objects smaller than atoms to objects larger than the universe! In Physics we try to understand nature – try to explain why everything is the way it is. This makes Physics the major pure science. It underpins all other pure and applied sciences as well as most areas of engineering and medicine. ‘How’ and ‘why’ are important questions for the Physicist – knowing that something happens is not good enough. The Physicist tries to understand the basic reasons driving all events. Physics explores such questions as “Why is the sky blue?”; “What makes the sun shine and what will happen when the sun dies?”; “What is matter made of?”; “How do forces push and pull?”; “How did the universe begin and will it ever end?” Physics explains how a pile of sand may be an opaque solid (a ‘brick’), a transparent solid (glass) or the chip at the heart of every computer. ORGANISATION OF WORK: The classes are team taught by two teachers and like all subjects in A-level or IB, students are expected to pour effort into the subject to ensure they get a grip of all they meet. Topic areas are Mechanics, Electricity, Physical Properties, Fields and Forces, Medical Physics, Thermal, Atomic and Nuclear, Astrophysics, Waves, Energy and Power. EXAMINATION BOARD AND SYLLABUS: OCR – Syllabus A Module
Topic Covered
When examined
Assessment Method
% of grade
Modelling Physics
Forces, Motion, Work, Energy, Thermal, Astrophysics.
June Form 7
Exam
37%
Exploring Physics
Waves, Electricity and Magnetism, Particles, Medical.
June Form 7
Exam
37%
Unified Physics
All areas
June Form 7
Exam
26%
Oakham Upper School Handbook_12_2_2021 Page | 38
A-LEVEL POLITICS Head of Department – Mr Laurence Ward
law@oakham.rutland.sch.uk
We live in a complex world with significant challenges including global terrorism, poverty, economic instability, weapons proliferation, failing states and environmental. degradation. This course encourages discussion and debate and requires students to study and present different global perspectives as well as interpreting competing and contestable claims. In short, Politics is ultimately about people. Prerequisites
GCSE Grade B or 6 in History / Geography or Religion is desirable as constructing arguments / evaluating evidence are key skills.
Extra-Curricular Opportunities
Highly recommend MUN activity which leads to Dublin, Edinburgh and Amsterdam Conferences. We do visit UK / EU Parliament, Crown /Supreme Court and visit Washington DC every two years.
Possible Career Pathways
Law, Journalism, Foreign Office, NGOs, Banking and Management.
WHAT SKILLS DO YOU NEED TO STUDY POLITICS? Politics is a subject that should appeal to pupils who take an active interest in current affairs. Some of the skills that you will need when studying the subject are similar to those you may have developed when studying History or other Humanities subjects earlier in your school career (e.g. essay writing or data response).The special skills of wanting to know more about Politics as well as asking how and why things are happening around the world. Developing an interest in, and engagement with, contemporary politics is essential. ORGANISATION OF WORK: The course is taught in a variety of learning styles from debates, presentations and supplemented by textbooks. If you’re in the habit of reading a quality newspaper, or listening to the broadcast news, then you’ll have noticed that there is always a Politics story. The willingness to keep up to date with current issues is an important attribute. Our best pupils combine their passion for the subject with solid academic skills of good time management and organisation. EXAMINATION BOARD AND SYLLABUS: Edexcel (Pearson) Module
Topic Covered
When examined
Assessment Method
% of grade
UK Politics
Elections, Political Parties, Democracy and Voting Behaviour.
June
2 hour exam
33.3
Form 7
UK Government
Parliament, Prime Minister, Constitution, Supreme Court and optional Political Ideas
2 hour exam
33.3
Form 7
International Politics
Superpower status, UN, Human Rights, Terrorism, Poverty and State Sovereignty.
2 hour exam
33.3
June
June Form 7
Oakham Upper School Handbook_12_2_2021 Page | 39
A-LEVEL PSYCHOLOGY Head of Department – to be confirmed
lfd@oakham.rutland.sch.uk
Prerequisites
Ideally GCSE English grade 6, GCSE Maths grade 6
Skills required and developed
With its emphasis on scientific data analysis, interpretation of literature, and essay writing, a good understanding of maths, English and the sciences is fundamental. Psychology develops awareness of ethical issues in research work and brings in moral and cultural aspects of human behaviour. Tolerance of the wide diversity of human behaviour will be encouraged.
Possible Career Pathways
A psychology degree can lead to careers in many fields, including health and caring professions, psychiatry, management, education, criminology, media studies and advertising.
INTRODUCTION: Psychology is the scientific study of mind, behaviour and experience. It aims to offer academic explanations and insights into the behaviour and mental processes that are part of our everyday experiences. The course includes the study of different psychological theories, research findings, case studies and the different methods used to collect data ORGANISATION OF WORK: Students will be expected to do background reading in preparation for lessons, and maintain an orderly folder. Short answer questions, as well as longer essay style tasks will be set. EXAMINATION BOARD AND SYLLABUS: to be confirmed Module
Topic Covered
When examined
Assessment Method
% of grade
Paper 1
Introductory Topics in Psychology
June Form 7
2 hour exam
33.3%
June Form 7
2 hour exam
33.3%
June Form 7
2 hour exam
33.3%
Social influence, memory, attachment, psychopathology.
Paper 2
Psychology in Context Approaches in psychology, biopsychology, research methods.
Paper 3
Issues and Options in Psychology Issues and debates in psychology, plus three topics from a choice of options: relationships, gender, cognition and development, schizophrenia, eating behaviour, stress, aggression, addiction, forensic psychology.
Oakham Upper School Handbook_12_2_2021 Page | 40
A-LEVEL RELIGION & PHILOSOPHY Head of Department – Mrs Megan Fairley mjf@oakham.rutland.sch.uk Prerequisites
GCSE Grade B or 6 in Religious Studies and/or History and a GCSE Grade B or 6 in English Literature. It is possible to study A Level RP without having taken it at GCSE but students wishing to do so should speak to Mrs Fairley in the first instance.
Extra-Curricular Opportunities
Opportunities include the Philosophy Society, which organises regular lectures and discussions.
Possible Career Pathways
Law, Finance, Journalism, Marketing, PR, Politics, Civil Service, business. Students will acquire a variety of useful skills much sought after by a wide range of employers.
DIFFERENCE BETWEEN GCSE and A Level: The evaluative skills developed in GCSE Religious Studies are built on in the A Level and the content is quite clearly a development on, and extension of, the GCSE course. However, the Ethics module is primarily philosophical, rather than religious, in approach and the Religious Thought module focuses more on the place of religion in society and the resulting issues, rather than the beliefs and practices of the faith. ORGANISATION OF WORK: Students will be expected to complete questions and similar activities in preparation for class discussion, further note-taking in lessons and to engage fully in class discussions. EXAMINATION BOARD AND SYLLABUS: OCR Module
Topic Covered
Paper 1 Philosophy of Religion
Paper 2 Ethics
Paper 3 Developments in Religious Thought
Nature of the body & soul Arguments for the existence of God The problem of evil Issues with the nature of God Religious language Ethical theories: how do we decide what is morally right? Conscience Sexual ethics Applied ethics: Business ethics & euthanasia Ethical language
Study of Islamic beliefs, values & identity
Islam in contemporary society including feminist issues, integration & globalisation, the role of the State and Shariah Law, tolerance, justice & liberty
When examined
Assessment Method
% of grade
Exam (evaluative essays)
33.3%
2hrs
Summer Form 7
Exam (evaluative essays)
33.3%
2hrs Exam (evaluative essays)
33.3%
2hrs
Oakham Upper School Handbook_12_2_2021 Page | 41
A-LEVEL SPANISH Head of Department – Mr Cameron Pauls
cmp@oakham.rutland.sch.uk
Prerequisites
A* (8) or A (7) grade at IGCSE (or equivalent). It is usual to score a grade below GCSE performance, if you get an A (7) grade or below.
Extra-Curricular Opportunities
Lightning Trip to Madrid, Summer Term Form 6. Immersion Week to Salamanca combining staying with host family, language classes and work experience, first week October half term in Form 7. Also various project day opportunities, business and international journalism.
Possible Career Pathways
Commonly Law, Accountancy, International Relations, International Business, Marketing, Journalism.
DIFFERENCE BETWEEN GCSE and A-LEVEL: The language, of course, remains the same, but the course is ultimately a step up from GCSE. A solid core of grammar has to be developed early with topic specific vocabulary being a priority. Topics covered (see below) there is also literary and film study in the 7th form. ORGANISATION OF WORK: Two teachers to deliver topics over two years, this is a linear course with public examinations held at the end of the second year of study. EXAMINATION BOARD AND SYLLABUS: AQA Topics Covered
When examined
Assessment Method
% of Alevel grade
1.
Social Issues and trends. Aspects of Hispanic Society: modern and traditional values, cyberspace, equal rights. Multiculturalism in Hispanic Society: Immigration, racism, integration
May Form 7
50%
2.
Political and artistic culture. Artistic culture in the Hispanic world: modern day idols, Spanish regional identity, cultural heritage or cultural landscape. Aspects of political life in the Hispanic world: Today's youth, tomorrow's citizens, monarchies, republics and dictatorships, Popular movements
Paper 1 2 hours 30 min combined listening, reading and writing exam – student controls listening
May Form 7
Paper 2 2 hours written examination – on the studied film and text
20%
May
Paper 3 20 mins oral exam discussing a stimulus card based on the topic areas followed by a presentation and discussion of the Individual Research Project
30%
3.
Literary Texts and films. Students will study one film and one text
4.
Individual Research Project. Student will identify one aspect or key question which is of personal interest to them and related to a country where Spanish is spoken – this is discussed in the oral exam
Form 7
Oakham Upper School Handbook_12_2_2021 Page | 42
A-LEVEL SPORT SCIENCE Head of Department – Mrs Heidi Cannie Prerequisites
hjc@oakham.rutland.sch.uk
No prerequisites but an interest in sport is essential. Advantageous to have studied IGCSE PE.
Extra-Curricular Opportunities
Trips to Loughborough University, Leicester Tigers RFC to observe Sport Science in action
Possible Career Pathways
Sport Scientist; Medicine, Physiotherapist, Sports Psychology, Military, Sports Media, Journalism, Teaching, Coaching, Engineering
DIFFERENCE BETWEEN IGCSE and A-LEVEL: the structure is similar to the IGCSE course in that it is linear. Topics are covered in far more detail; the key focus is on the application and understanding of theory. Class sizes are generally smaller so there is plenty of opportunity for Sport Science research. ORGANISATION OF WORK: Teaching is split between four teachers to ensure that each component of the course is delivered by an expert in their field. Pupils are expected to engage in the material and produce a combination of short and long answers under examination conditions. EXAMINATION BOARD AND SYLLABUS: OCR Module
Content overview
When examined
Assessment method
% of grade
H555
Applied anatomy & physiology Exercise physiology Biomechanics
June Form 7
2 hour written paper 90 marks
30%
Skill acquisition Sport Psychology
June Form 7
1 hour written paper 60 marks
20%
Sport & Society Contemporary issues
June Form 7
1 hour written paper 60 marks
20%
Performance or coaching Evaluation and Analysis of Performance for improvement
June Form 7
Coursework 60 marks
30%
Oakham Upper School Handbook_12_2_2021 Page | 43
BTEC BUSINESS Head of Department – Mrs Sarah Donlevy sdy@oakham.rutland.sch.uk Prerequisites
The Level 3 BTEC Extended Certificate in Business is a suitable study route for students who have a genuine interest in learning about the business sector. There are no prerequisites for the course.
Extra-Curricular Opportunities
Participation in trips to large and small businesses and business-related lectures.
Possible Career Pathways
Wide variety of options related to business.
SIZE AND STRUCTURE: Equivalent in size to one A-level; 4 units of which 3 are mandatory and 2 are external. ORGANISATION OF WORK: Coursework and examination. EXAMINATION BOARD AND SYLLABUS: Pearson BTEC Unit
Topic Covered
Assessment Method
Mandatory units 1
Exploring Business
Internal
2
Developing a Marketing Campaign
External (supervised task)
3
Personal and Business Finance
External (written examination)
Optional units – learners complete 1 unit from: 4
Recruitment and selection process
Internal
Investigating Customer Service Market Research The English Legal System Work Experience in Business
Oakham Upper School Handbook_12_2_2021 Page | 44
BTEC SPORT AND EXERCISE SCIENCE Head of Department – Mrs Heidi Cannie
hjc@oakham.rutland.sch.uk
Prerequisites
The Level 3 BTEC Diploma in Sport and Exercise Science is a suitable study route for students who have a genuine interest in sport and physical activity, through participation with School or clubs, and most likely through previous study of Physical Education at IGCSE or similar, although this is not a requirement. The course structure would also suit students who are involved in élite pathways.
Extra-Curricular Opportunities
Participation in School sport and sports-related lectures.
Possible Career Pathways
Sports Science, Sports Coaching, Sports Therapy/ Physiotherapy, PE Teacher, Sports Psychology, Sports Management, Sports Development. Strength and Conditioning.
DIFFERENCE BETWEEN IGCSE and BTEC: The BTEC Level 3 Diploma is mainly coursework based and is equivalent to two A-levels. Over the two year course students take 8 units from the list below. The diploma is graded, pass, merit, distinction and distinction*. Two of the units are assessed through examination and one through an internal written assessment. Students will need excellent organisational skills and be disciplined about submission dates. ORGANISATION OF WORK: Coursework and examination. EXAMINATION BOARD AND SYLLABUS: Pearson BTEC Unit
Topic Covered (* = mandatory unit)
Assessment Method
1
Sport and exercise physiology*
1.5 hours exam
2
Functional anatomy*
1.5 hours exam
3
Applied sport and exercise psychology*
2 hours Case study
4
Field- and laboratory-based fitness testing*
Coursework
5
Applied research methods in Sport and Exercise Science *
Coursework
6
Coaching for performance and fitness*
Coursework
7
Biomechanics in Sport and Exercise Science
Coursework
8
Specialised fitness training
Coursework
9
Research project in Sport and Exercise Science
Coursework
10
Physical activity for individual and group-based exercise
Coursework
11
Sports massage
Coursework
12
Sociocultural issues in sport and exercise
Coursework
Oakham Upper School Handbook_12_2_2021 Page | 45
The International Baccalaureate Diploma Programme The IB Diploma Programme is the perfect pre-university qualification for all students who are open-minded, do not yet want to only specialise, embrace the idea of critical thinking skills, value opportunities within a holistic curriculum which prepare them to work and think with others, debate and present as well as enjoy scholarly work within an international context. The IB Diploma combines breadth in Standard Level subjects with depth in academically rigorous Higher Level subjects and each subject combination can be tailor made for the individual student. Intrinsic to the Diploma Programme are not just academic qualifications, but many interesting opportunities to learn how to communicate effectively, research and write on a high academic level, think creatively and independently and to develop excellent working and time management habits together with the ability to reflect on one’s own learning and progress. You will choose 6 subjects, 3 at Higher Level and 3 at Standard Level. You will also engage in the Core of the Diploma, too. Each subject is assessed out of 7 points + 3 core points = 45 points. Internal Assessment (coursework) plays an integral part in all subjects and contributes to the final grade. Oakham School average in 2020: 36.7 points (worldwide average: 29.7 points) The IB Diploma is highly regarded by UK and US universities and employers. Most subjects offer different levels to suit the academic ability of each student, no one is expected to be equally good at every subject – there are for instance:
3 different levels of Mathematics new languages for beginners DT, Sports, Health and Exercise Science, and Environmental Systems and Societies as Sciences
Students choose their individual subject combination to support their passions and interests out of:
English Another language A Humanities subject A Science Mathematics And a sixth subject of their choice: another language, another humanities subject, another Science or Visual Art or Theatre
Specialisation for Medicine, Engineering, up to 3 languages, two Humanities and Visual Art is possible! Simply talk to us about options.
Oakham Upper School Handbook_12_2_2021 Page | 46
The Core of the IB Diploma Programme Theory of Knowledge (ToK) ToK brings together everything you’ve learned in your other subjects. Its purpose is to make you think reflectively about what you’ve learned, and to ask the questions ‘How do I really know that?’ and, ‘Is that really true?’ In ToK you’ll ask (and perhaps find answers to) questions like…
How do I know that 2+2=4? How do I know that events in History really happened? How do I know what art is? Does it even exist? How do I know that scientific experiments work? Do scientific experiments work? How do I know that the books I’m studying in English are worth studying?
ToK is assessed entirely through coursework, there is no exam. In Form 6 you will be asked to produce an Exhibition that explores how ToK manifests itself in the world around us, and in Form 7 you will write a 1,600 word essay where you’ll try to answer a question like one of those above. Extended Essay The EE is an extended piece of academic writing in the student’s choice of subject and topic. You will undertake academic research with the support of a supervisor and the library and engage for the first time in higher end research tasks both in traditional and online resources. It may seem a daunting task - 4000 words is no mean feat. In order to prepare you for this important part of the diploma, we offer induction seminars, ICT workshops on how to use the Oakham APA template, guidance with regard to referencing, the bibliography and the tools of the Microsoft Word programme. The EE process starts in December of IB6 with a structured timetable of reading and writing days, and is handed in at the beginning of IB7. The EE is the foundation of all Internal Assessment in the Diploma Programme, but more importantly, the best possible preparation for academic research and writing at university.
Creativity, Activity and Service The CAS programme challenges you to develop new skills outside the classroom and learn more about yourself through critical reflection. You will learn to ‘think globally; act locally’, and take the initiative in improving the society in which you live and learn. The list of CAS activities at Oakham is extensive and may be tailored to the individual. Activities may be regular or form part of a longer service project. However, all experiential learning will push you to:
see the application of your learning in and beyond school life become a confident, capable and reflective individual develop your emotional intelligence bring real benefit to yourself or others make decisions that have real consequences be proactive and positive in your approach to planning and problem solving
CAS is at the core of the IB experience and is closely linked to TOK and the Extended Essay. It is not formally assessed and it is not about ‘logging’ hours. Rather, you must show personal development through a sustained commitment to activities and careful written reflection.
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FAQs Is there a university or course which does not accept the IB? After A-levels and Scottish Highers, the IB Diploma is the third most common university entrance exam in the UK. More and more schools are offering the IB in the UK (state and independent) and some schools only offer the IB in the Upper School. All universities in the UK accept the IB for all courses and the IB is highly regarded throughout the world for both its high academic standard and its philosophy. For university requirements (IB points scores) please consult the UCAS website and our website for a list of offers which have been made to our students over the years. For more information, please contact the Careers department or the Head of Upper School. Is it harder than A-levels? It is different. Students study all 6 subjects over the course of the two years (5 terms). It will appear to some that IB students have fewer study periods than A-level students – this is perception, not necessarily reality. IB students have totally different times of “pressure” during the course of the diploma – there will be times when they have less to do than A-level students, and times when A-level students have less to do than IB students. Anyone who wants to do the IB can do the IB – there are more subjects to juggle, organisation needs to be good (or to be learnt), students need to be motivated. On the other hand, the range of subjects and the core of the diploma keep a greater variety of subjects, activities and prep during the week. We also hear that IB students hit the ground running when they get to university, because they are used to giving presentations and have the academic skills which are needed. Is it easier to get a top grade at A-level than a 7 at IB? Whether any grade, or points score, is easy or not depends on so many variables; your ability, motivation, organisation and so on. With the introduction of the A* grade at A-level, getting the top grade will become more difficult. Only those who get an average of 90% will get an A*. Although the marks needed for a 7 vary from subject to subject, recent experience suggests that somewhere around 80% is required. Will I still see my friends who are not doing the IB? Yes! In house, in tutorials, in games, activities, on Dof E, in the theatre…everywhere apart from lessons. But not all A-level students are in the same set either… Are all Oakhamians able to achieve the IB Diploma? If a student has made the entry requirements for the Upper School and works well, then yes. It is important, however, to discuss with your tutor, Head of Middle/Upper School which Upper School course suits you best. What if I don’t do well at the end of the course in the exams? Every subject has an element of internal assessment which will be completed before the exams in May in Form 7 and counts towards the final grade. All written exams can be retaken the following May (or November at other IB schools in the UK and abroad). The concept of terminal exams can be frightening, but students are very well prepared for them by the beginning of May and have enough exam practice to do well.
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IB Diploma Subject Grid 2021–23 (Provisional February 2021) Subjects are organized according to the IB Diploma subject groups. IB students should select one subject from each of the six columns, choosing 3 subjects at Higher Level (HL) and 3 at Standard Level (SL) . Subjects in the same vertical column are taught at the same time, hence only one subject from each column can be chosen Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Language
Language (Other)
Individuals & Societies
Sciences
Mathematics
Arts/Electives
A English A Literature HL/SL
German A Language & Literature HL French B HL/SL German B HL/SL Spanish B HL/SL Italian ab initio SL Spanish ab initio SL Classical Greek* HL/SL
Business Management HL Economics HL/SL Geography HL/SL Global Politics HL/SL History HL/SL Philosophy HL/SL Psychology* HL/SL
Biology HL/SL Chemistry SL Computer Science + SL Environmental Systems & Societies SL
Mathematics: Analysis & Approaches (AA) HL/SL
Biology HL
Mathematics: Applications & Interpretations (AI) SL
Design Technology HL/SL
Chemistry HL
Economics HL French B HL
Physics HL/SL
Geography HL/SL
Sports, Exercise & Health Science HL/SL
History HL/SL Italian ab initio SL Latin HL/SL Music+ HL/SL Theatre + HL/SL Visual Arts HL/SL
NB For timetable reasons, selecting HL Mathematics with HL English is not possible. * Classical Greek HL/SL Psychology HL/SL: the placement of these might be flexible. +Music,Theatre and Computer Science may only be offered if a sufficient number of students choose it. All students must choose Mathematics at either HL or SL. For SL, common core courses will run before students decide on one of two options: Applications & Interpretation (AI) or Analysis & Approaches (AA). HL students will follow the Analysis and Approaches (AA) course. AI HL may be available depending upon demand. German students wishing to comply with KMK regulations should confirm with their local authority, but they will need to take Mathematics OR Bio/Chem/Phys at HL. They should take German A Lang & Lit HL and English A Lit SL at Oakham, but do not need to take another language (though possible).They may choose either option of Maths at SL provided that there is a science at HL and university options have been checked. All subjects listed above in group 3 are accepted. Oakham Upper School Handbook_12_2_2021 Page | 49
IB Subject Index for September 2021 Group 1
2
Language, A
Languages, B
Languages, ai
3
Individuals and Society
Subject
HL
SL
English Literature
German Language and Literature
German
French
Latin
Classical Greek
Spanish
Spanish
Italian
Business Management
Economics
Environmental Systems and Societies
4
Sciences
Geography
Global Politics
History
Philosophy
Psychology
Biology
Chemistry
Computer Science Design Technology
Environmental Systems and Societies Physics
Sports, Health and Exercise Science
5
Mathematics
Mathematics
6
The Arts
Music
Theatre
Visual Arts
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Group 1 – Language
IB ENGLISH A LITERATURE Head of Department – Mrs Helen Jones
hej@oakham.rutland.sch.uk
Prerequisites
Grade B or 6 at IGCSE or GCSE English Literature and English Language
Extra-Curricular Opportunities
An English Enrichment group will encourage all students consider reading English at university; attendance is required for Oxbridge candidates. There are periodic theatre trips, visits and lectures.
Possible Career Pathways
This qualification is highly relevant for any career that requires communication or expression: the Law, Medicine, Teaching, Journalism, Business and many more.
DIFFERENCE BETWEEN GCSE and IB DP Higher Level/Standard Level: IB English includes oral assessments and the study of translated texts. ORGANISATION OF WORK: Students will study 9 works at SL and 13 at HL. Higher Level
Topic Covered
Assessment Method
% of grade
Part 1
Guided literary analysis. The paper consist of two unseen passages from two different literary forms, each accompanied by a question. Students write an analysis of each of the passages.
Examination
35%
Comparative essay. 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.
Examination
Internal Assessment
Individual Oral. Students offer a prepared response for 10 minutes on two texts, followed by 5 minutes of teacher questioning. The presentation must respond to a Global Issue of choice. One text must be in translation.
Oral examination & external moderation
20%
Coursework Essay
Higher Level Essay. Students submit an essay on one literary text studied during the course. 1200 – 1500 words in length
Externally marked
20%
Standard Level
Topic Covered
Assessment Method
% of grade
Part 1
Guided literary analysis. The paper consists of two unseen passages from two different literary forms, each accompanied by a question. Students choose one passage and write an analysis of it.
Examination
35%
Comparative essay. 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.
Examination
Individual oral. Students offer a prepared response for 10 minutes on two texts, followed by 5 minutes of questioning from the teacher. The
Oral examination &
Part 2
Part 2
Internal Assessment
(2 h 15 m) 25%
(1 h 45 m)
(1 h 15 m) 35%
(1 h 45 m) 30%
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presentation must respond to a Global Issue of choice. One of the texts must be studied in translation.
external moderation
Part 4
Options. Three texts SL. Pupils present to the class on one of the works studied for 10-15 minutes.
Individual oral presentation
15%
Part 5
Guided Literary analysis. Pupils write on one of two passages in response to two questions.
Paper 1
20%
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IB GERMAN A LANGUAGE and LITERATURE HL Head of Department – Mrs Phillipa Sykes
pjs@oakham.rutland.sch.uk
Prerequisites
The course is only available to native speakers of German; formal native speaker German lesson in a middle school are a strong advantage.
Extra-Curricular Opportunities
The German department offers a wide range of opportunities through the German Society.
Possible Career Pathways
Degrees in German, languages, comparatives studies, law, politics and more are well served by this course. The analytical skills through literature appreciation and an understanding how language creates meaning are valuable skills in many different professional fields.
DIFFERENCE BETWEEN GCSE and IB DP Higher Level/Standard Level: This course is only offered at HL and does not correspond to a GCSE in German. ORGANISATION OF WORK: Students learn to research and write substantial essays, give presentations and how to engage in group discussions; analysis of prose, drama and poetry; students develop an appreciation of how language is used to create meaning and how different types of texts reach different audiences; students also ready literary and non-literary texts in translation. Higher Level
Topic Covered
Assessment Method
% of grade
Students learn to identify literary and non-literary texts by their particular features and how authors use language to create meaning and reach an audience.
Paper 1 Guided textual analysis
35%
Texts are chose from a variety of countries and continents, genres and times, to allow for the students to make contextual links and identify Global Issues which overarch the texts and their meaning.
2 hrs 15 min
Literary and non-literary texts are read in comparison and specific skills trained at the same time, such as research skills, analysis, presentation skills and communication skills.
Paper 2 Comparative essay
Authors may include Friedrich Schiller, Theodor Fontane, Friedrich Duerrenmatt, Alfred Andersch, Khaled Hosseini, Graham Greene and Erich Fried, but also, Axel Hacke, Yuval Noah Harari, Greta Thunberg, authors of comics/cartoons, a range of journalistic texts as well as advertising.
1 hr 45 min
25%
Individual oral
20%
15 min
Students research a particular topic for their Higher level essay, which we support through our FOSIL framework. The individual oral benefits from free choice by the students, which allows them to decide which literary and non-literary texts they wish to be examined on.
Higher level essay
20%
Throughout the course, the students develop a portfolio of their notes and ideas from which to draw on for their assessments. Oakham Upper School Handbook_12_2_2021 Page | 53
Group 2 – Language There are different levels of language within the IB. You must select your language(s) from this group appropriate to your current language levels as well as inclinations. Language B HL – French, German, Spanish, Latin, Classical Greek This course is for strong linguists: you will probably have gained a top grade at GCSE or its equivalent. This is certainly the level to take if thinking about continuing with language study at university. Language B SL – French, German, Spanish, Latin, Classical Greek This course would suit students who are good at languages but who know that they will probably not wish to continue with the subject at university level. Language ab initio SL – Italian, Spanish This course is for beginners, students with no previous experience of learning the language. This would suit either students who have not enjoyed great success with their existing language study or students who are keen to explore new linguistic experiences. Latin B, Classical Greek B These courses are for students who have gained a good grade at GCSE or its equivalent. The HL course would suit students with a strong prior attainment: this is certainly the level to take if considering the study of classical languages at university. The SL course would suit students who, while skilled in and enthusiastic for classical studies, know that they will probably not wish to continue with the subject at university level.
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Modern Languages
IB FRENCH, GERMAN and SPANISH SL and HL Head of Languages Department – Mr Ed Milner
ejm@oakham.rutland.sch.uk
Prerequisites
A good grade of A (or 7) or above at IGCSE is highly recommended. For Higher Level, the difficulty is similar to A-Level. Standard Level is significantly more accessible and would be appropriate to those who were solid IGCSE linguists.
Extra-Curricular Opportunities
It is highly recommended to visit a country which speaks the language which you study during the Upper School. Work Experience Trips are offered in form 7. Also various day project opportunities in Business and International Journalism
Possible Career Pathways
Commonly Law, Accountancy, International Relations, International Business, Marketing, Journalism. Anything which can be done with English or History degrees.
DIFFERENCE BETWEEN GCSE and IB: The Language remains the Language. There is a step up in difficulty, but this is bridged in the early stages of the course. The big difference from the IGCSE exam is that candidates learn to write in a range of styles, rather than just traditional essays. This is taught throughout the course from the very beginning. Literature is examined at Higher Level only, in the oral exam. ORGANISATION OF WORK: HL is typically taught by 2 teachers, split by topic, SL by 1. Higher Level
Topic Covered
Assessment Method
% of grade
Writing - One essay (450-600 words) from a choice of 3. Topics covered include Health, Leisure, Customs and Traditions, Technology, Law and Order, Globalisation etc
Paper 1
25%
Listening and Reading Comprehension - Comprehension exercises on 3 audio passages and 3 written texts drawn from the five topic themes.
Paper 2
50%
Speaking - Individual Oral Assessment. A discussion of a literary passage from a work previously studied in class followed by discussion of one or more topic themes from the syllabus
Oral Exam
25%
Writing - One essay (250-400 words) from a choice of 3. Topics covered include Health, Leisure, Customs and Traditions, Technology, Law and Order, Globalisation etc
Paper 1
25%
Listening and Reading Comprehension - Comprehension exercises on 3 audio passages and 3 written texts drawn from the five topic themes
Paper 2
50%
Speaking - Individual Oral Assessment. A discussion of a visual stimulus followed by discussion of one or more topic themes from the syllabus
Oral Exam
25%
Standard Level
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IB ITALIAN ab initio (beginners) Head of Department – Mr Richard Breag
rsb@oakham.rutland.sch.uk
Prerequisites
A desire to study a language from scratch. Having studied another language in Middle School is an advantage though not essential.
Extra-Curricular Opportunities
Trip to Venice and/or Urbania (Forms 6 and 7). Film and pizza evening, guest speakers
Possible Career Pathways
The sky is the limit. Commonly Law, Accountancy, International Relations, International Business, Marketing, Journalism.
DIFFERENCE BETWEEN GCSE and IB: The course is exciting as it provides the opportunity to study a language from scratch. The course is accelerated. As an Upper School learner you will have the opportunity to reach a high level of proficiency in 2 years – beyond GCSE. The topics covered are: Identities; Experiences; Human ingenuity; Social organization; Sharing the planet. Each topic provides you with opportunities to practise and explore the language as well as to develop intercultural understanding, receptive, productive and interactive skills. When you finish the course you will be able to use Italian in real life situations. ORGANISATION OF WORK: Two teachers, split evenly by topic, supported by conversation class with native speaker to develop spoken skills. Standard Level
Topic Covered
Assessment Method
% of grade
Paper 1
A one-hour writing paper. Two written tasks of 70-150 words.
Written
25%
Paper 2
Listening comprehension and reading comprehension: Comprehension exercises on three audio passages and three written texts, drawn from all five themes.
Written and listening.
50%
Internal assessment
A conversation with the teacher, based on a visual stimulus and at least one additional course theme.
Oral (internally assessed by teacher – externally moderated).
25%
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IB SPANISH ab initio (beginners) Head of Department – Mr Cameron Pauls
cmp@oakham.rutland.sch.uk
Prerequisites
A desire to study a language from scratch. Having studied another language in Middle School is an advantage though not essential.
Extra-Curricular Opportunities
6th form trip to Madrid, 7th form work experience trip to Granada. Termly film and pizza evenings, Business Language Champions Experience Days
Possible Career Pathways
The sky is the limit. Commonly Law, Accountancy, International Relations, International Business, Marketing, Journalism.
DIFFERENCE BETWEEN GCSE and IB: The course is exciting as it provides the opportunity to study a language from scratch. The course is accelerated. As an Upper School learner you will have the opportunity to reach a high level of proficiency in 2 years – beyond GCSE. The topics covered are: Identities; Experiences; Human ingenuity; Social organization; Sharing the planet. Each topic provides you with opportunities to practise and explore the language as well as to develop intercultural understanding, receptive, productive and interactive skills. When you finish the course you will be able to use Italian in real life situations. ORGANISATION OF WORK: Two teachers, split evenly by topic, supported by conversation class with native speaker to develop spoken skills. Standard Level
Topic Covered
Assessment Method
% of grade
Paper 1
A one-hour writing paper. Two written tasks of 70-150 words.
Written
25%
Paper 2
Listening comprehension and reading comprehension: Comprehension exercises on three audio passages and three written texts, drawn from all five themes
Written and listening.
50%
Internal assessment
A conversation with the teacher, based on a visual stimulus and at least one additional course theme.
Oral (internally assessed by teacher – externally moderated).
25%
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IB CLASSICAL GREEK Head of Department – Mrs Caroline Lomas
cml@oakham.rutland.sch.uk
Prerequisites
GCSE Classical Greek Grade 6
Extra-Curricular Opportunities
Opportunities will include a trip to the British Library and Classical plays including the Greek play at Cambridge or Oxford.
Possible Career Pathways
Law, Foreign Office, GCHQ, Civil Service and the City. As an A-level, it combines well with English, History, Philosophy, Languages and Maths.
DIFFERENCE BETWEEN GCSE and IB Higher Level/Standard Level: The advantage of it being a demanding GCSE is that there is very little step-up in difficulty from GCSE, as the grammar is already covered, and the pace considerably less frantic than Gratin. There are longer passages to cover in literature but the technique is essentially the same as at GCSE. ORGANISATION OF WORK: Teaching will be split between two/three teachers to correspond to the differing module content. Higher Level
Topic Covered
Assessment Method
% of grade
Language
Translation of unseen Greek
Paper 1
35%
Set vocabulary list and use of dictionary in exam. Literature
Study of two authors, Homer and Herodotus.
Paper 2
45%
Research Dossier
A collection of primary sources researched and annotated, based on a field trip e.g. to the British or Fitzwilliam Museum.
IA
20%
Translation of unseen Greek
Paper 1
35%
Standard Level Language
Set vocabulary list and use of dictionary in exam. Literature
Study of two authors, Homer and Herodotus.
Paper 2
45%
Research Dossier
A collection of primary sources researched and annotated, based on a field trip e.g. to the British or Fitzwilliam Museum.
IA
20%
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IB LATIN Head of Department – Mrs Caroline Lomas
cml@oakham.rutland.sch.uk
Prerequisites
GCSE Latin Grade 6.
Extra-Curricular Opportunities
Opportunities will include a trip to the British Library and Classical plays.
Possible Career Pathways
Law, Foreign Office, GCHQ, Civil Service and the City. As an A-level, it combines well with English, History, Philosophy, Languages and Maths.
DIFFERENCE BETWEEN GCSE and IB: The advantage of it being a demanding GCSE is that there is very little step-up in difficulty from GCSE, as the grammar is already covered. There are longer passages to cover in literature but the technique is essentially the same as at GCSE. ORGANISATION OF WORK: Teaching will be split between two/three teachers to correspond to the differing module content. Higher Level
Topic Covered
Assessment Method
% of grade
Language
Translation of unseen Latin
Paper 1
35%
Set vocabulary list and use of dictionary in exam. Literature
Study of three authors, Caesar and Livy (prose) and Virgil (verse).
Paper 2
45%
Research Dossier
A collection of primary sources researched and annotated, based on a field trip to e.g. Hadrian’s Wall, Bath, Rome.
IA
20%
Translation of unseen Latin.
Paper 1
35%
Standard Level Language
Set vocabulary list and use of dictionary in exam. Literature
Study of two authors, Caesar (prose) and Virgil (verse).
Paper 2
45%
Research Dossier
A collection of primary sources researched and annotated, based on a field trip to e.g. Hadrian’s Wall, Bath, Rome.
IA
20%
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Group 3 – Individuals and Societies
IB BUSINESS AND MANAGEMENT Head of Department – Mrs Sarah Donlevy sdy@oakham.rutland.sch.uk Prerequisites
B or 6 in GCSE Maths and English or equivalent is desirable.
Extra-Curricular Opportunities
Trips and excursions across the UK to visit businesses varying from Jaguar, JCB and Emma Bridgewater, plus notable industry speakers.
Possible Career Pathways
Multitude of opportunities across all industries, plus opportunities to develop a career in international business.
ORGANISATION OF WORK: Regular reading about both profit and not-for-profit organisations is essential as the exam expects students to discuss real examples around the themes of Ethics, Innovation, Globalisation, Culture, Change and Strategy. Prep is set weekly using past questions and research tasks. Lessons involve numerate techniques such as accounting and costing; research and presentation tasks; and discursive writing based on case studies. The Internal Assessment is based on investigating a decision made in an organisation of the student’s choice, with support and guidance from teachers. Teaching will be split between two staff to correspond to the differing concepts and themes of work. Higher Level
Topic Covered
Assessment Method
% of grade
Unit 1
Business organisation and management – types of organisation, objectives, stakeholders and the external influences on contemporary businesses.
Paper 1
35%
Unit 2
Human resource management – how we manage people through organisational structure, leadership, motivation and corporate culture.
Unit 3
Finance and accounts – how we manage the finance function, examining budgets, profit and loss accounts, cash flow and decisions on how to invest money.
Unit 4
Marketing – examines how businesses manage the marketing function including research, promotion an e-commerce in both local and global contexts.
Unit 5
Operations management – examining the varying production methods, including research and development and the management of quality.
Internal Assessment (IA)
An individual research project that allows students to demonstrate skills and knowledge and pursue personal interests in a business context, without the constraints associated with written examinations.
2 hours 15 mins
Paper 2
40%
2 hours 15 mins
2,000 word report
25%
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IB ECONOMICS Head of Department – Mr Paul Nutter pn@oakham.rutland.sch.uk Prerequisites
GCSE Maths Grade B or 6 and GCSE English Language Grade B or 6, or equivalent. An interest in current affairs and the world around you.
Extra-Curricular Opportunities
Opportunities to be approved by SLT, but these have included a range of speakers, trips abroad and into London in recent years.
Possible Career Pathways
Students will acquire a wide variety of skills, useful in many careers.
DIFFERENCE BETWEEN GCSE and IB LEVEL: The subject is not offered in the Middle School at Oakham. Therefore we assume students have no theoretical knowledge. We move from zero to hero over the course! ORGANISATION OF WORK: Activities, discussions and presentations will be incorporated into lessons. Students will be expected to do background preparation for lessons, and maintain an orderly folder. Written essays and some calculations will be set. Multiple choice questions and definitions tests will also be used. Standard Level
Key concepts Covered - Scarcity, Choice, Efficiency, Equity, Economic Well-being, Sustainability, Change, Interdependence and Intervention
Assessment Method
% of grade
Paper 1
Assesses the whole course where students are expected to demonstrate a holistic and critical understanding of how economics helps us to understand real world issues.
Essay
30%
Paper 2
Offers students the opportunity to work with qualitative and quantitative data, by applying theories, models, tools and ideas to real world scenarios and case studies.
Data response and extended response
40%
Commentaries on news articles
Choose 3 topics and three articles in the news to comment upon using economic theories to explain the world around you.
IA
30%
Paper 1
Assesses the whole course where students are expected to demonstrate a holistic and critical understanding of how economics helps us to understand real world issues.
Essay
20%
Paper 2
Offers students the opportunity to work with qualitative and quantitative data, by applying theories, models, tools and ideas to real world scenarios and case studies.
Data response and extended response
30%
Paper 3
Uses the skills from papers 1 and 2 to write a discussion paper, culminating in policy advice to decision makers on topical issues.
Policy paper
30%
Commentaries on news articles
Choose 3 topics and three articles in the news to comment upon using economic theories to explain the world around you.
IA
20%
Higher Level
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IB ENVIRONMENTAL SYSTEMS AND SOCIETIES Head of Department – Mrs Sue Healey smh@oakham.rutland.sch.uk Prerequisites
Preferably GCSE Biology and Geography but not essential. An interest in global environmental issues would be beneficial.
Extra-Curricular Opportunities
Fieldwork, local sites and residential in Pembrokeshire. Visits to Twycross Zoo, Rutland Water, and the local aquarium. Guest speakers and specialists from the local environment.
Possible Career Pathways
To study at degree level in Environmental Sciences/Management, Biogeography, Development and Cultural Affairs, International Relations, Environmental Law, Environmental Engineering.
DIFFERENCE BETWEEN GCSE and IB DP Higher Level/Standard Level: There is only a Standard Level course offered in this subject. It is a Transdisciplinary subject fulfilling the requirements of both groups 3 and 4 and meets the aims of both groups. This course has a Holistic approach allowing students to make reasoned and balanced judgements using appropriate, economic, historical, cultural, socio-political and scientific sources. Therefore it prepares students for many disciplines. ORGANISATION OF WORK: Students will be expected to do individual and group background research in preparation for lessons and investigation of case studies. The aim of this course is to provide students with a coherent perspective of the interrelationships between environmental systems and societies. Topics studied include:
Foundations of Systems and Models Water Systems and Pollution Energy Production and Climate Change Human Systems and Resource Use Ecosystems and Ecology Biodiversity and Conservation Human Population Dynamics Soil Systems and Food Production Atmospheric Systems
Standard Level
Topics Covered
Assessment Method
% of grade
Paper 1
Resource paper – case study
1 hour exam
25%
Paper 2
Section A: Short answer and data-based questions
2 hour exam
50%
Individual investigation
25%
Section B: Two structured essay questions. IA
An individual investigation report
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IB GEOGRAPHY Head of Department – Mr Howard Collison
hac@oakham.rutland.sch.uk
Prerequisites
Ideally GCSE Geography Grade B or 6.
Extra-Curricular Opportunities
Students have the opportunity to go on a variety of field trips. Compulsory trips include visits to Bedford, London and Cambridge. The department also runs a biennial field trip to Italy. Other trips in the past have included Switzerland and the USA.
Possible Career Pathways
Geography is an intellectually challenging subject and at degree level has one of the highest employment rates of any university course. Students studying Geography acquire a wide variety of skills which are useful in a vast array of careers. These include directly and indirectly related careers such as Environmental Consultancy, Urban Planning, Property Development, The Foreign Office, Law, Business and Finance.
DIFFERENCE BETWEEN GCSE and IB DP Higher Level/Standard Level: IB students should be able to build upon the skills developed by GCSE, particularly numerical, literacy and analytical. The main difference between HL and SL is that HL students undertake 3 options rather than 2 and also complete a course on Globalisation and Global Interactions. ORGANISATION OF WORK: Students will be expected to do background reading in preparation for lessons, and maintain an orderly folder. Both HL and SL students will encounter a range of data analysis, short answer and extended response style questions. Fieldwork is a key part of the IA. Teaching will be split between two teachers to correspond to the differing module content. Many Geography students also complete their EE in Geography. Higher Level
Topic Covered
Assessment Method
% of grade
Core Theme
Population, Disparities, Environmental Issues, Resource Consumption and Sustainability.
Paper 1
25%
3 Options
Hazards and Disasters, Urban Environments, Leisure, Sport and Tourism.
Paper 2
35%
HL Extension
Globalisation and Global Interactions.
Paper 3
20%
Fieldwork
2500 word Fieldwork report.
IA
20%
Core Theme
Population, Disparities, Environmental Issues, Resource Consumption and Sustainability.
Paper 1
40%
2 Options
Hazards and Disasters, Leisure, Sport and Tourism.
Paper 2
35%
Fieldwork
2500 word Fieldwork report.
IA
25%
Standard Level
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IB GLOBAL POLITICS Head of Department – Mr Laurence Ward
law@oakham.rutland.sch.uk
Prerequisites
GCSE History / English Grade B or 6 are desirable as constructing arguments / evaluating evidence are key skills.
Extra-Curricular Opportunities
Highly recommend MUN activity which leads to Dublin, Edinburgh and Amsterdam Conferences. We do visit UK / EU Parliament, Crown /Supreme Court and visit Washington DC every two years.
Possible Career Pathways
Law, Foreign Office, NGO, Journalism, Banking or Management.
STANDARD AND HIGHER LEVEL STUDENTS: All 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
ORGANISATION OF WORK: Our teaching will encourage dialogue and debate, nurturing the capacity to interpret competing and contestable claims. Higher Level
Topic Covered
Assessment Method
% of grade
Higher Level students will also examine two current global political challenges, using a case studies approach through oral presentations, chosen from the following:
IA
20
Paper 1
20
Paper 2
40
IA
20
Paper 1
30
Paper 2
45
IA
25
Security
Poverty
Identity / Borders
Environment .
Engagement Activity Standard Level
Engagement Activity
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IB HISTORY Head of Department – Mr James Roberts
jnr@oakham.rutland.sch.uk
Prerequisites
GCSE History Grade B or 6 or GCSE English Language and Literature Grade B or 6 if History was not studied.
Extra-Curricular Opportunities
Trips include a 5-day visit to Russia and a possible visit to the USA.
Possible Career Pathways
Journalism, Law, Business, Civil Service and Banking. Students will acquire a wide variety of skills which are useful in many careers.
DIFFERENCE BETWEEN GCSE and IB DP Higher Level/Standard Level: IB students study an international course that covers longer periods of time than GCSE – up to sixty years on some topics. There are similarities in assessment: one essay paper for Standard Level, two essay papers for Higher Level, and a source paper and a course work investigation for both. ORGANISATION OF WORK: Students will be expected to do background reading in preparation for lessons. Teaching for Higher Level will be split between two teachers. Pupils will be mentored in their production of the coursework but must be able organise their time effectively and take responsibility for meeting key deadlines. Higher Level
Topic Covered
Assessment
% of grade
Paper 1 1 hour, 4 source Qs
20
International relations 1918‑36
Terms and impact of the Paris Peace Treaties 1919‑20
Depression and threats to international peace and collective security: Manchuria (1931-3) and Abyssinia (1935-6).
Causes, practices and effects of wars
Paper 2 1½ hours – 2 essays
25
The Cold War
Different types and nature of 20th century warfare civil, guerrilla, limited, revolutionary, total war Origins and causes of war long-term, short-term and immediate causes Nature of 20th century wars Technological developments, Tactics and strategies Resistance and revolutionary movements.
Aspects of the history of the Americas
The nature of the Depression The Cold War and the Americas 1945‑1981
35
A study on the international stand-off between the USSR and America and how it impacted on the countries involved. Civil rights and social movements in the Americas
Paper 3 2½ hours – 3 essays]
IA 2000 words
20
Historical Investigation
The Investigation enables students to demonstrate the application of their skills and knowledge, and to pursue their personal interest.
Standard Level
Studies all of the modules above with the exception of Paper 3 – Aspects of the history of the Americas.
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IB PHILOSOPHY Head of Department – Mrs Megan Fairley
mjf@oakham.rutland.sch.uk
Prerequisites
GCSE Grade B or 6 in Religious Studies and/or History, and a GCSE Grade B or 6 in English Language.
Extra-Curricular Opportunities
All IB Philosophy students are members of the Philosophy Society, which organises regular lectures and discussions.
Possible Career Pathways
Law, Finance, Journalism, Marketing, PR, Civil Service. Students will acquire a variety of useful skills much sought after by a wide range of employers.
DIFFERENCE BETWEEN GCSE and IB DP Higher Level/Standard Level: The evaluative skills developed in GCSE Religious Studies are built on in the IB and there is some continuity in content in the form of the ethics module. However, it is possible to study the IB without having studied GCSE RS, and students who do so will not be significantly disadvantaged. ORGANISATION OF WORK: Students will be expected to complete questions in preparation for class discussion and further note-taking in lessons and to engage fully in class discussions. Higher Level
Topic Covered
Assessment Method
% of grade
Paper 1
Being Human: an exploration of what it is that separates humans from animals; human nature and the nature of existence
Written paper
40%
2h30
Ethics: a study of what makes an action right or wrong; reasons for behaving morally; and the meaning of ethical language Political Philosophy: analysing theories of justice, liberty and democracy Paper 2
Paper 3
IA
Plato’s Republic: a study of Plato’s most famous work and its implications and impact on philosophy
Written paper
Doing Philosophy: an opportunity to reflect on what it means to ‘do’ philosophy, how it should be studied and the history of philosophical method
Written paper
20%
1h 20%
1hr15
A philosophical analysis of a non-philosophical stimulus e.g. a study the moral code proposed in The Dark Knight
Coursework
20%
Being Human and Political Philosophy as above
Written paper
50%
Standard Level Paper 1
1h35 Paper 2
Plato’s Republic as above
Written paper
25%
1h IA
As above
Coursework
25%
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IB PSYCHOLOGY Head of Department – to be confirmed
lfd@oakham.rutland.sch.uk
Prerequisites
Ideally GCSE Grade B or 6 in Maths and Dual Science/Biology
Possible Career Pathways
A psychology degree can lead to careers in many fields, including health and caring professions, psychiatry, management, education, criminology, media studies and advertising.
INTRODUCTION: Psychology is the rigorous and systematic study of mental processes and behaviour. It is a complex subject which draws on concepts, methods and understandings from a number of different disciplines. There is no single approach that would describe or explain mental processes and behaviour on its own as human beings are complex animals, with highly developed frontal lobes, cognitive abilities, involved social structures and cultures. This requires a multidisciplinary approach and the use of a variety of research techniques whilst recognising that behaviour is not a static phenomenon, it is adaptive, and as the world, societies and challenges facing societies change, so does behaviour. The knowledge, concepts, theories and research that have developed the understanding in these fields will be studied and critically evaluated to answer some of the questions being asked by psychologists today. The options provide an opportunity to take what is learned from the study of the approaches to psychology and put it into the context of specific lines of inquiry, broaden students’ experience of the discipline and develop the students’ critical inquiry skills. The focus is on applied Psychology. Surrounding the approaches and the options are the overarching themes of research and ethics. A consideration of both is paramount to the nature of the subject. As a part of the core syllabus, DP psychology promotes an understanding of the various approaches to research and how they have been used in order to critically reflect on the evidence as well as assist in the design, implementation, analysis and evaluation of the students’ own investigations. ORGANISATION OF WORK: During the course, students will be expected to take part in group work, but also demonstrate the application of their skills and knowledge, and to pursue their personal interests without the time limitations and other constraints that are associated with written examinations within their own experimental investigation. Higher Level/
Topic Covered
Assessment Method
% of grade
Biological, cognitive and sociocultural approaches to understanding behaviour
Paper 1
HL40%
Approaches to research behaviour
Paper 3 (HL only)
HL 20%
Paper 2
HL 20%
Standard Level Core
Options
Abnormal psychology
SL 50%
Developmental psychology
SL 25%
Health psychology Psychology of human relationships Internal
Report on an experimental study
Assessment
Internal Assessment
HL 20% SL 25%
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Group 4 – The Sciences
IB BIOLOGY Head of Department – Dr Patricia Ingles
pji@oakham.rutland.sch.uk
Prerequisites
GCSE Double Award Science (or Biology) grade 66, or Separate Science Biology and Chemistry Grades 6.
Extra-Curricular Opportunities
Biology field work. The Biology Society ('BioSoc') –a range of topical lectures by external speakers, and visits. Further Biology - seminars aimed at stimulating the interest of the more ambitious pupils. CREST award. The British Biology Olympiad competition.
Possible Career Pathways
Range from agriculture to medicine, sport science to zoology. Biology is a natural partner to Chemistry, and has areas of overlap with Physics and Geography allowing entry to Biochemistry, Biophysics and Biogeography courses. It is a versatile qualification.
DIFFERENCE BETWEEN GCSE and IB: IB Biology progresses naturally from GCSE but with greater detail. The approach is more analytical and more quantitative. The SL level course offers a smoother transition from GCSE and is a good general Biology course for non-specialists. ORGANISATION OF WORK: Students will be expected to do background reading in preparation for lessons, and maintain an orderly folder. Teaching will be split between two teachers to correspond to the different topics. Topic Covered
Assessment Method
% of grade
Higher Level
Core topics: Cells; Molecular Biology; Genetics; Biochemistry; Ecology; Human physiology Additional Higher level material (AHL): Nucleic acids; Metabolism; Plant Biology; Genetics and Evolution; Animal Physiology.
Paper 1
40 multiple-choice questions on core and AHL material.
1 hour exam
20%
Paper 2
Data-based questions on core and AHL material.
2¼ hour exam
36%
Paper 3
Section A: experimental skills and techniques, analysis and evaluation using unseen data linked to the core material and AHL material. Section B: Questions from one option.
1¼ hour exam
24%
IA
One scientific investigation.
Externally moderated
20%
Standard Level
Core topics: Cells; Molecular Biology; Genetics; Biochemistry; Ecology; Human Physiology
Paper 1
30 multiple-choice questions on core material.
¾ hour exam
20%
Paper 2
Data-based questions on core material.
1¼ hour exam
40%
Paper 3
Section A: experimental skills and techniques, analysis and evaluation, using unseen data linked to the core material. Section B: Questions from one option.
1 hour exam
20%
IA
One scientific investigation.
Externally moderated
20%
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IB CHEMISTRY Head of Department – Mrs Joanne Griffiths
jeg@oakham.rutland.sch.uk
Prerequisites
GCSE Dual Award Science Grade 66 or Chemistry Grade 6 or equivalent. (At least a grade 6 but preferably grade 7 in the Chemistry paper.)
Extra-Curricular Opportunities
Opportunities will include practical extension sessions, discussion groups, Olympiad challenge, a trip to a student conference and visiting speakers.
Possible Career Pathways
Chemistry HL is essential for those considering Medicine, Dentistry or Veterinary Science. Students will acquire a wide variety of skills which are useful in many careers. To find out about your future in chemistry see www.RSC.org.
DIFFERENCE BETWEEN GCSE and IB Higher Level/Standard Level: IB students should be able to build upon the skills developed within GCSE, particularly in terms of quantitative chemistry, energetics, organic chemistry and bonding. There is an increase in the level of mathematical demand required for both HL and SL and smaller groups ensure that students develop really confident practical skills. ORGANISATION OF WORK: Teaching will be split between two teachers covering different topic areas within the syllabus. Students will be expected to use their textbooks and notes to support the development of their understanding as they work through the course. Background reading from journals such as Chemistry Review will be essential in developing ideas for the IA. Higher Level
Topic Covered
Assessment Method
% of grade
Paper 1
Multiple choice questions on core and AHL content across all topics including atomic structure, periodicity, and bonding.
Paper 1 1hr
20%
Paper 2
Short-answer and extended response questions on core and AHL content across all topics including thermochemistry, kinetics, organic chemistry, acids and bases and redox processes.
Paper 2 2 hr 15 min
36%
Paper 3
A data based question based on material from the core and AHL as well as from experimental work, in addition to questions from one area chosen between: Materials, Biochemistry, Energy or Medicinal Chemistry.
Paper 3 1hr 15min
24%
IA
One individual scientific investigation as for SL.
IA
20%
Paper 1
Multiple choice questions on core content across all topics as for HL.
Paper 1 45min
20%
Paper 2
Short-answer and extended response questions on core content across all topics as for HL.
Paper 2 1hr 15 min
40%
Paper 3
A data based question based on material from the core as well as from experimental work, in addition to questions from one option.
Paper 3 1hr
20%
IA
One individual scientific investigation incorporating aspects of exploration, analysis and evaluation.
IA
20%
Standard Level
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IB COMPUTER SCIENCE (SL) Head of Department – Mr Michael Crofts
mdc@oakham.rutland.sch.uk
Prerequisites
GCSE Computer Science is desirable, but not required; the course can be studied without having studied it previously. Some programming experience would help, though programming is taught on the course and fully supported by video tutorials for students wishing to learn at their own pace.
Extra-Curricular Opportunities
Students have the opportunity to go on a variety of field trips, including visits to The National Museum of Computing at Bletchley Park and Warwick University Computer Science in Action. Students may opt to take the British Informatics Olympiad competition in December.
Possible Career Pathways
We stand on the brink of a technological transformation, known as the Fourth Industrial Revolution, that will fundamentally alter the way we live, work and relate to one another. In its scale, scope and complexity, the transformation will be unlike anything humankind has experienced before. We do not yet know just how it will unfold, but one thing is clear: an understanding of the fundamentals of computers and the ability to read and write code is becoming increasingly important for every aspect of our lives. Aspects of Computer Science permeate every industry, as well as every corner of our lives. For this reason it successfully combines with many other disciplines within the IB DP curriculum to reach myriad careers, such as: Geography as a pathway into Geoinformatics; Business Management / Economics as a pathway into Data Science; Psychology as a pathway into Cognitive Science; and Visual Arts as a pathway into Game Design. In addition, it can also directly lead into software engineering, database administration, cyber security, games design and web development, or simply add breadth to your IB DP portfolio of courses. Whatever your interest, an understanding of Computer Science principles and core skills seems a valuable investment given the technological changes afoot in society.
DIFFERENCE BETWEEN GCSE and IB DP Standard Level: IB students should be able to build upon the skills developed by GCSE, particularly programming. Students have a greater degree of control over their study with the selection of an Option for Paper 2 which can be made on an individual basis. ORGANISATION OF WORK: Students will be expected to complete preparation work for lessons and maintain an orderly folder. Written questions, group research/presentations and project work will be set. Standard Level
Topic Covered
Assessment Method
% of grade
Core Theme
System fundamentals, Computer organisation, Networks, Computational thinking, problem-solving and programming.
Paper 1
45%
1 Option
Databases, Modelling & simulation, Web science, Object-oriented programming (OOP)
Paper 2
25%
Programming Project
Practical application of skills through the development of a product and associated documentation
IA
30%
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IB DESIGN TECHNOLOGY Head of Department – Mr Tim Weston
tcw@oakham.rutland.sch.uk
Prerequisites
It is possible to study Design Technology with no previous experience, but students wishing to do this should first discuss this with Mr Weston. Preferably, students will have taken GCSE Design and Technology or another similar course.
Extra-Curricular Opportunities
The department is open after games on Tuesday/Thursday afternoons so that students wishing to use the facilities can continue with their work. The department is also open on Saturday and Sunday afternoons 2.00-5.30pm. DT visits include factory tours in the UK and an optional trip to Bologna. In addition, we invite guest speakers to the school to lecture on engineering, product and sustainable building design. Pupils can also participate in the Engineering Education Scheme.
Possible Career Pathways
Most students go to their first choice university, many of which choose to study a Product Design, Industrial Design, Architecture or Engineering degree. Universities include Newcastle, Leeds, Brunel, Northumbria and Loughborough.
DIFFERENCE BETWEEN GCSE and IB Higher Level/Standard Level: Students should be able to build upon the skills developed by GCSE, particularly in the design and make project which accounts for 40% of the final mark. Syllabus content includes the study of human factors and ergonomics, sustainable production, modelling strategies, classic design, innovation and design material properties and commercial production. Higher level topics include user centred design, innovation and markets. Design Technology is a Group 4 Sciences subject. ORGANISATION OF WORK: Students will be expected to complete some preparation work for lessons, and maintain an orderly folder. Written questions, group research/presentations and project work will be set. Higher Level
Topic Covered
Assessment Method
% of grade
40 Multiple-choice questions on the core and HL material.
Paper 1
20%
One data-based question, several short and extended answer questions based on the core.
Paper 2
20%
3 structured questions on the HL extension material.
Paper 3
20%
Project – Design, make and evaluate a marketable outcome.
IA
40%
30 Multiple-choice questions on the core material.
Paper 1
30%
One data-based question, several short and extended answer questions based on the core.
Paper 2
30%
Project – Design, make and evaluate a marketable outcome.
IA
40%
Standard Level
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IB ENVIRONMENTAL SYSTEMS AND SOCIETIES
Head of Department – Mrs Sue Healey smh@oakham.rutland.sch.uk Prerequisites
Preferably GCSE Biology and Geography but not essential. An interest in global environmental issues would be beneficial.
Extra-Curricular Opportunities
Fieldwork, local sites and residential in Pembrokeshire. Visits to Twycross Zoo, Rutland Water, and the local aquarium. Guest speakers and specialists from the local environment.
Possible Career Pathways
To study at degree level in Environmental Sciences/Management, Biogeography, Development and Cultural Affairs, International Relations, Environmental Law, Environmental Engineering.
DIFFERENCE BETWEEN GCSE and IB Higher Level/Standard Level: There is only a Standard Level course offered in this subject. It is a transdisciplinary subject fulfilling the requirements of both groups 3 and 4 and meets the aims of both groups. This course has a Holistic approach allowing students to make reasoned and balanced judgements using appropriate, economic, historical, cultural, socio-political and scientific sources. Therefore, it prepares students for many disciplines. ORGANISATION OF WORK: Students will be expected to do individual and group background research in preparation for lessons and investigation of case studies. The aim of this course is to provide students with a coherent perspective of the interrelationships between environmental systems and societies. Topics studied include:
Systems and models The Ecosystem Human Population and Recourse Use Conservation and Biodiversity Pollution Management Issues of Global Warming Environmental Value Systems
Standard Level
Topics Covered
Assessment Method
% of grade
Paper 1
Short answer and data based questions.
1 hour exam
30%
Paper 2
Section A: An Environmental Impact Assessment [Resource Paper]
2 hour exam
50%
Continuous assessment
20%
Section B: Two structured essay questions. IA
A series of scientific investigations both laboratory and fieldwork based. A portfolio of practical work is built up over the course.
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IB PHYSICS Head of Department – Dr John Chilton
jac@oakham.rutland.sch.uk
Prerequisites
The standard GCSE subjects which support the IBDP course are Maths, Physics and Chemistry. Ideally you should have at least Grade ‘B’ or 6 but preferably ‘A’ or 7 in Physics and Maths.
Extra-Curricular Opportunities
Huge amounts including The Physics Society, Further Physics and extra FP sessions in the evenings, the Engineering Scheme, CREST, EPQ, The Physics Challenge and Olympiad and a Physics Books Club.
Possible Career Pathways
Physics is important for Engineering, Design or Architecture, Medicine, Dentistry or Veterinary Science, Physiotherapy or Sports Science, Metallurgy or Materials Science, Geology or Environmental Science, Computer Science or Archaeology. It is a key qualification for those interested in Chemistry, Mathematics, Biology, Pharmacy, Philosophy and Psychology.
DIFFERENCE BETWEEN GCSE and IB Higher Level/Standard Level: GCSE is the start of a journey for Physics. It lays down the foundation that the later levels build on. It is important to get the GCSE knowledge as strong as possible when you remember that Physics is the study of nature. By this we mean absolutely everything from objects smaller than atoms to objects larger than the universe! In Physics we try to understand nature – try to explain why everything is the way it is. This makes Physics the major pure science. It underpins all other pure and applied sciences as well as most areas of engineering and medicine. ‘How’ and ‘why’ are important questions for the Physicist – knowing that something happens is not good enough. The Physicist tries to understand the basic reasons driving all events. Physics explores such questions as “Why is the sky blue?”; “What makes the sun shine and what will happen when the sun dies?”; “What is matter made of?”; “How do forces push and pull?”; “How did the universe begin and will it ever end?”. Physics explains how a pile of sand may be an opaque solid (a ‘brick’), a transparent solid (glass) or the chip at the heart of every computer. ORGANISATION OF WORK: The courses are taught by one (SL) or two (HL) teachers and, like all subjects in Alevel or IB, students are expected to pour effort into the subject to ensure they get a grip of all they meet. Topic areas are: Higher Level
Topic Covered
Assessment Method
% of grade
Mechanics, Electricity, Astrophysics, Fields and Forces, Thermal, Atomic and Nuclear, Waves, Energy and Power
Paper 1 Paper 2 Paper 3
20% 36% 24%
IA
20%
Paper 1 Paper 2 Paper 3
20% 40% 20%
IA
20%
Standard Level Mechanics, Electricity, Astrophysics, Fields and Forces, Thermal, Atomic and Nuclear, Waves, Energy and Power
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IB SPORTS, EXERCISE AND HEALTH SCIENCE Head of Department – Mrs Heidi Cannie Prerequisites
hjc@oakham.rutland.sch.uk
No prerequisites but an interest in sport is essential.
Extra-Curricular Opportunities Possible Career Pathways
Sports scientist; physiologist, psychologist, biomechanist. Sports agent, sports media, physiotherapy, teaching, coaching.
DIFFERENCE BETWEEN GCSE and IB Higher Level/Standard Level: The IB SEHS sits as a group IV option and considers the science behind sport. Much of the content covered looks at how sports science is used to develop élite performers and improve the health of the nation. ORGANISATION OF WORK: Skills of being a sports scientist are learnt and opportunity is given to put this into practice by designing and carrying out experiments through the IA. Standard Level 30 multiple-choice questions on the core syllabus; Anatomy, Exercise Physiology, Energy Systems, Movement Analysis, Skill in Sport, Measurement and evaluation of human performance.
Paper 1 – 45 min exam
20%
Section A: one data-based question and several short answer questions on the core syllabus Section B: one extended- response question (choice of 3).
Paper 2 – 1 hour 15 min exam
32%
Several short answer questions in the two options studied: Psychology of Sport and Nutrition for sport, exercise and Health.
Paper 3 – 1 hour exam
24%
30 hours of individual investigation 10 hours on Group 4 project.
IA
24%
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Group 5 – Mathematics
IB MATHEMATICS Head of Department – Mrs Wendy Singhal Prerequisites
ws@oakham.rutland.sch.uk
Maths HL: Maths GCSE at a high grade 9, or equivalent, is strongly recommended Maths SL: Maths GCSE at a good grade 6 is desirable, or equivalent
Extra-Curricular Opportunities
HL students take the UK Senior Maths Challenge in November. SL students may opt to do so. Senior Maths Team practices are open to all in the Winter term.
Possible Career Pathways
Mathematics is an essential tool for many scientific degrees; students have gone on to study Science, Engineering and Economics at university. The most competitive universities worldwide often ask for Maths HL for these subjects.
Students will follow a common core (either at HL or separately at SL) before choosing either the Analysis and approaches option or the Applications and interpretation option. Students who want to take a university course with a substantial mathematical element should choose the Analysis and approaches option. Those thinking about social sciences, humanities, certain economics, statistics and engineering courses and the arts will be well prepared by the Applications and interpretation option. All courses will have an internally assessed component. Analysis and approaches– Designed for students who enjoy developing their mathematics to because fluent in the construction of mathematical arguments and develop strong skills in mathematical thinking. They will explore real and abstract applications, sometimes with technology, and will enjoy the thrill of mathematical problem solving. Applications and interpretation– Designed for students who are interested in developing their mathematics for describing our world, modelling and solving practical problems using the power of technology. Students will be those who enjoy mathematics best when seen in a practical context.
Analysis and Approaches SL
Analysis and Approaches HL
Areas Covered (to varying degrees)
Assessment Method
% of grade
Sequences and Series, proof, logarithms, functions, trig equations and identities, radians, statistics, differentiation and integration.
Paper 1 Paper 2
40% 40%
IA
20%
As SL as well as; partial fractions, complex numbers, modulus equations, vectors, Bayes theorem, l’Hôpital’s rule, calculus with trig, Maclaurin series.
Paper 1 Paper 2
30% 30%
Paper 3
20%
IA
20%
Paper 1 Paper 2
40%
IA
20%
Paper 1 Paper 2
30% 30%
Paper 3
20%
IA
20%
Applications & Interpretations SL
Sequences and Series, functions, trigonometry, statistics, probability, differentiation and integration.
Applications & Interpretations HL
As SL as well as; Logarithms, matrices, complex numbers, vectors, graph theory, paths and routes, differential equations.
40%
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Group 6 – The Arts
IB MUSIC Director of Music – Mr Peter Davis
pd@oakham.rutland.sch.uk
Prerequisites
Ideally a minimum of Grade 6 at GCSE Music, but strong instrumentalists/singers with sufficient theoretical/harmonic understanding may opt for the course having first consulted the school.
Extra-Curricular Opportunities
Regular curricular concert trips, plus everything offered by Music Department’s vibrant and exciting extra-curricular programme.
Possible Career Pathways
Obviously working as a Professional Musician/Teacher. However, the transferable skill-set of a Trained Musician makes them exceptionally attractive to graduate recruiters in any employment field.
DIFFERENCE BETWEEN GCSE and IB Standard Level: There is a similar course structure, but with an option to undertake Composing or Performing at Standard Level. This involves a more in-depth analysis of two set works and a wider contextual understanding of music from many parts of the world, musical cultures and time periods. There is a natural progression from GCSE of all course elements. A performance standard of around Grade 7 is recommended for the performing options. ORGANISATION OF WORK: Strong organisation skills required, including maintaining an orderly folder, balancing preps from two teachers, and a strict programme of coursework deadlines to spread the workload. Standard Level
Topic Covered
Assessment Method
% of grade
Musical Perception
Study, analysis and examination, comparing and contrasting musical cultures (three questions); includes the study of two prescribed works (two questions)
Listening Paper
30%
2 hr 15 min
Currently Haydn Symphony No.94 in G major, ‘Surprise’ Rachmaninov Rhapsody on a Theme of Paganini, op.43 Musical links investigation Submitted as a media script of no more than 2,000 words.
IA Coursework
20%
Option 1: Creating
Two pieces of coursework, from the following options: composing, music technology composing, arranging, improvising, stylistic techniques.
IA Coursework
50%
Option 2: Solo performing
15 minute solo performance (may include one small group piece) recorded as public performances.
IA Coursework
50%
Option 3: Group Performing
20-30 minute group performance (two or more performances) recorded as public performances.
IA Coursework
50%
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IB THEATRE Director of Drama – Mrs Gilly Norell
gn@oakham.rutland.sch.uk
Prerequisites
Drama GCSE is useful but more important is a keen and driving interest in theatre. B or 6 grades in either English, Religious Studies or History are a good indicator that you will be able to cope with the written components.
Extra-Curricular Opportunities
A wide range of theatre visits. A one week trip to the National Student Drama Festival and a bi-annual trip to the Edinburgh Fringe.
Possible Career Pathways
Theatre – acting, directing, producing. TV and film. Work in all areas of the performance and technical media, theatre and company management. Theatre writing and dramatic criticism. The confidence and skill to use your voice effectively and the development of enhanced presentation skills are vital in each and every pathway.
DIFFERENCE BETWEEN GCSE and IB DP Higher Level/Standard Level: IB Theatre places a much greater emphasis on research and theory of practice and students will gain a much deeper understanding of the themes and political context of theatre. ORGANISATION OF WORK: Students will be expected to undertake reading and research in preparation for lessons and to play an active role in discussion. Teaching will normally be split between two teachers and assessment is both practical and written throughout the course. Higher Level
Topic Covered
Assessment Method
% of grade
Task 1
Solo Theatre Piece: Students research into a theatre theorist and identify aspects of their theory and present a solo piece of theatre (4-8 minutes) based on this aspect. Write a 3,000 word report.
External
35%
Task 2
Director’s Notebook: Students choose a published play text and develop ideas regarding how it could be staged for an audience
External
20%
Task 3
Research Presentation: Students plan and deliver an individual presentation (15 minutes) which outlines and physically demonstrates research into a convention of a theatre tradition.
External
20%
Task 4
Collaborative Project: Students collaboratively create and present an original piece of theatre (13-15 minutes) for a specific target audience. They must include a process portfolio.
Internal
25%
Task 2
Director’s Notebook: as HL above
External
35%
Task 3
Research Presentation: as HL above
External
30%
Task 4
Collaborative Project: as HL above
Internal
35%
Standard Level
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Detail from artwork by Visual Art student Sally He
IB VISUAL ART Head of Department – Ms E Brass
erb@oakham.rutland.sch.uk
Prerequisites
GCSE, IGCSE and MYP are all excellent starting points. However, past students have successfully completed the course without prior formal art training.
Extra-Curricular Opportunities
Visit to London Exhibitions to Nottingham Contemporary. Artist and textiles workshops. Student exhibitions.
Possible Career Pathways
The study of art is essential for careers such as architecture, graphic design, film, animation, photography, media and fashion. It is a good pathway for careers in marketing, publishing, TV, advertising, PR, tourism and game design.
ORGANISATION OF WORK: This course combines the learning of skills with ideas: How to make art? + Why make art? It stresses personal growth as an artist and how to use art to explore contemporary issues to consider internationalism and world culture. Life drawing will be part of the course. There is considerable scope to develop individual ideas that are appropriate to student’s interests and career aspirations, as there is no timed exam or set theme. For the final exhibition you will specialise in an area such as textiles, painting, photography or print. Higher and Standard Levels
Topic Covered
Assessment Method
% of grade
Process Portfolio
You will initially experiment with a range of media and techniques: from photography, drawing, and painting to printmaking, sculpture and textiles. SL must use two of these different art forms and HL three of these. Then you will specialise in one of these areas.
IA Power Point
40%
Comparative Study
A visual and written analysis of art works from different cultures. At HL this includes linking these to the candidate’s own creative work.
IA Power Point
20%
Exhibition
Students prepare an exhibition of work in their chosen specialism 4-7 works SL and 8-11 works HL.
Electronic folio Externally assessed
40%
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The information in this publication is correct at the time of printing. Changes may be made for educational or other reasons. Tel: +44 (0)1572 758758 admissions@oakham.rutland.sch.uk www.oakham.rutland.sch.uk
Oakham School Registered Charity No 1131425 Company Limited by Guarantee Registered in England and Wales No 06924216 Registered Office Chapel Close Market Place Oakham Rutland LE15 6DT