Dear parent/guardian, Sixth Form studies rely on a balance of independence and structure. As students begin to specialise, they will inevitably find their own interests and wish to explore some topics that particularly appeal to them. They themselves will be inspired by their studies and will inspire their teachers and peers through engagement with the subjects they pursue. Nonetheless, there are exams to take and criteria on which students are assessed, so it is vital that there is a concerted effort to keep track of the sixth form syllabus; this is something that students, teachers and those at home must all work together at, in order to ensure the best possible grades can be gained, helping to offer the foundation for further studies. The nature of A Level and Pre-U courses is such that it may seem at first that there is less structure than at GCSE; this is for a number of reasons. Sometimes, large areas of the course need to be covered before the synoptic view can be taken. As such, homework will not be set in the same methodical manner that you might be familiar with from the GCSE years. Frequently, work that is set for completion outside the classroom will involve additional research, collaborative tasks or the challenge of an extended piece of work that is to be submitted with a clear deadline in place. However, there ought never to be an occasion where there is ‘no work to do’. Academic reading is a vital part of success in sixth form and this stretches far beyond just the textbook and any set texts that are demanded by exam specifications. Our advice remains that students ought to dedicate 3 hours per subject per week to study beyond the classroom. This simply is not possible to achieve at school (even using all study periods and lunchtimes), so please do engage in discussion about how much work is going on beyond the classroom. The purpose of this booklet is to enable you to have an accessible and convenient overview of each subject’s specification and a brief summary of what is actually being covered. With that information available you are then in a position where you can provide support from home and can engage with the material that is being studied, should you so desire. It is hoped that having some clarification as to how subjects are assessed and what the processes are will help to clarify and to contextualise the study that each subject demands. Thank you for the support that you will provide through this exceptionally busy and important academic year. I hope that by having this information readily available you will feel confident that you can engage in open discussion at home regarding progress in the lower sixth courses of study.
Guy Couper-Marsh Head of Sixth Form
Ancient History Exam Board: OCR Course Specification: Ancient History (OCR H407)
Course content and Assessment During the Lower Sixth, students begin their work towards their A Level in Ancient History; that work will continue into the Upper Sixth, at the end of which students will sit two written examinations, for which they will have been prepared during the two years of the Sixth Form course. Each examination lasts for 2 hours 30 minutes, in which time students need to answer four written questions: two essays requiring use, analysis and evaluation of studied source material to answer the issues addressed in the question, one essay based on an extract of an academic historian addressing a key historical debate, and one essay assessing the utility of one or more given ancient sources.
Component Group 1 For the “Sparta and the Greek World” examination, pupils will complete a “depth study” of “The Society and Politics of Sparta, 478-404 BC” and a “period study” of “Relations between Greek states and between Greek and non-Greek states, 492-404 BC”. The focus of the period study will be on the wars between Greeks and Persians and then the wars within Greece that culminated in the so-called Peloponnesian War. The depth study on Sparta will explore issues including the Sparta’s social and political structures, education and military culture, and other states’ views of Sparta. This examination is worth 50% of the A Level.
Component Group 2 For the “Republic and Empire” examination, pupils will complete a “depth study” of “The Breakdown of the Late Republic, 88-31 BC” and a “period study” of “The Julio-Claudian Emperors, 31 BC – AD 68”. The focus of the period study will be the emperors Augustus, Tiberius, Gaius (Caligula), Claudius and Nero. The depth study will investigate the form of the Constitution, the challenges to the Constitution, the means by which politicians achieved their success, social and economic factors, and the roles and importance of individuals in the breakdown of the Republic. This examination is worth 50% of the A Level.
Focus during the Lower Sixth During the Lower Sixth, students will be completing the “period study” for Component 1 on “Relations between Greek states and between Greek and non-Greek states, 492-404 BC” and the “depth study” for Component 2 on “The Breakdown of the Late Republic, 88-31 BC”. Towards the end of the year they will begin work on the “depth study” for Component 1 on “The Society and Politics of Sparta, 478-404 BC” and the “period study” for Component 2 on “The Julio-Claudian Emperors, 31 BC – AD 68”. They will sit internal examinations during the summer term of the Lower Sixth.
Focus during the Upper Sixth In the Upper Sixth, students will complete the “depth study” for Component 1 and “period study” for Component 2, which were begun in the Lower Sixth. Students will then revise all material covered previously, to prepare for the two A Level examination papers detailed above.
Art and Design (Fine Art) Exam Board: OCR Course specification: OCR Art and Design: Fine Art (H601)
Course content The A Level course has two units assessing knowledge, skills and understanding at the end of two years: Personal Investigation (60% of the A Level mark) Controlled Assignment (40% of the A Level mark)
Lower Sixth The emphasis is on breadth of study; students are encouraged to develop their own ideas and style whilst extending their knowledge of art and artists. Around one broad theme of ‘The Body, possible starting points are Identity, Adornment and Memory. They develop skills in oil painting, life drawing, etching, silkscreen and various 3D techniques. Students begin to identify their strengths in visual communication. Work done in Lower Sixth will contribute to their Personal investigation. In the summer term, students undertake contextual research for their Related Study (1000-3000 words). They are asked to identify an area of practical study that they could develop; this will be based on media and ideas that they have enjoyed or found success with earlier in the year. Lower Sixth Students will take a rigorous internal school exam in the summer. Results in this exam, together with their related study and their coursework, will form the basis for reference comments made in support of applications to universities.
Upper Sixth 1.
2.
Practical coursework together with the Related Study (completed in the summer term in Lower Sixth) makes up the Personal Investigation (60% of the A Level). The emphasis this year is depth of study whilst continuing to build upon skills learnt already. This portfolio will consist of a sustained project, theme or course of study. Pupils will carefully select, organise and present work to ensure that they provide evidence of meeting all four assessment objectives. Students are given an early release exam paper with around 15 starting points for their Controlled Assignment (40% of the A Level). After choosing one starting point students will then work independently for around six to ten weeks developing, experimenting and refining their ideas under the advice of their teachers. At the end of this period they will undertake a fifteen hour exam where students will make their planned artwork.
At A Level the year concludes with an exhibition, where all students present their work to celebrate their achievements.
Homework and assessment In Lower Sixth students are required to complete 4 hours of homework each week and in Upper Sixth students complete 5 hours. This will include written research, practical work, reading and visiting galleries. Homework is marked on a weekly basis with both written feedback and grades. Verbal feedback may be on a one to one basis or as part of a group critique.
Biology Exam Board: CIE Course specification: CIE International-A Level Biology (9700)
Course content: Lower Sixth Topics Topic 1: Cell structure Topic 2: Biological Molecules Topic 3: Enzymes Topic 4: Cell membranes and transport Topic 5: The mitotic cell cycle Topic 6: Nucleic acids and protein synthesis Topic 7: Transport in plants Topic 8: Transport in mammals Topic 9: Gas exchange and smoking Topic 10: Infectious disease Topic 11: Immunity
Upper Sixth Topics Topic 12: Energy and respiration Topic 13: Photosynthesis Topic 14: Homeostasis Topic 15: Control and co-ordination Topic 16: Inherited change Topic 17: Selection and evolution Topic 18: Biodiversity, classification and conservation Topic 19: Genetic technology
Assessment The course is assessed by five externally marked papers which are all taken in May/June of the upper sixth year. The paper 1 is a multiple choice paper of 1 hour in duration and is worth 15.5% of the A level. Paper 2 is a structured question paper worth 23% of the A level and is 1 hour and 15 minutes long. Paper 3 is assessed by a 2 hour practical exam which is worth 11.5% of the A level. The paper 4 is a 2 hour structured question exam and is worth 38.5% of the A-level. The paper 5 is a planning, analysis and evaluation paper of 1 hour and 15 minutes duration and is worth 11.5% of the A-level course. There is no internally assessed coursework in this International A-level course.
Extension A list of suggested titles to read beyond the specification is available on the school website: Biology Reading Suggestions. BioSoc is the Sixth form extension society which is held every Monday lunchtime at which both staff and students lead sessions. Practical work and dissection are an integral part of the extension society. We also encourage students to attend BioSoc lectures at the University of Cambridge and once a term we organise a ‘Pizza and Lecture’ evening when we take a group of interested students to a lecture and then enjoy an informal discussion of the lecture over a pizza.
Chemistry Exam Board: Edexcel Course Specification: Edexcel Chemistry A Level 9CH0 The specification has a good mix of traditional chemistry with contemporary and stimulating examples. It is a linear course that builds on topics that students have studied at GCSE while introducing aspects of chemistry that will be new to most students. In the Upper Sixth year, these concepts will be developed further with quantitative aspects added to the qualitative treatment of some topics covered in the Lower Sixth year.
Course Content: Lower Sixth Topic 1: Atomic Structure and the Periodic Table Topic 2: Bonding and Structure Topic 3: Redox I Topic 4: Inorganic Chemistry and the Periodic Table Topic 5: Formulae, Equations and Amounts of Substance Topic 6: Organic Chemistry I Topic 7: Modern Analytical Techniques I Topic 8: Energetics I Topic 9: Kinetics I Topic 10: Equilibrium I
Upper Sixth Topic 11: Equilibrium II Topic 12: Acid-base Equilibria Topic 13: Energetics II Topic 14: Redox II Topic 15: Transition Metals Topic 16: Kinetics II Topic 17: Organic Chemistry II Topic 18: Organic Chemistry III Topic 19: Modern Analytical Techniques II
Assessment Three exam papers are sat at the end of the Upper Sixth year. The practical endorsement relates to skills developed in core practicals undertaken throughout the course. Paper 1 ‘Advanced Inorganic and Physical Chemistry’: topics 1, 2, 3, 4, 5, 8, 10, 11, 12, 13, 14, 15 (1h 45 min, 30% weighting) Paper 2 ‘Advanced Organic and Physical Chemistry ‘: topics 2, 3, 5, 6, 7, 9, 16, 17, 18, 19 (1hr 45 min, 30% weighting) Paper 3 ‘General and Practical Principles in Chemistry’: all topics, including synoptic questions and questions that assess conceptual and theoretical understanding of experimental methods related to the core practicals (2hr 30 min, 40% weighting) Practical endorsement: Practical skills will be developed and assessed in lessons by completing a range of core practicals. The assessment outcomes will be reported separately on students’ certificates alongside the overall grade for the qualification as a pass or fail.
Reading and Extension In addition to Chemistry Review a list of recommended reading can be found on the school website. The department runs extension classes, which look at the subject in greater depth and provide an excellent preparation for the Olympiad and admissions interviews. Pupils are entered into the Chemistry Olympiad and the C3L6 (Cambridge Chemistry Competition for Lower Sixth).
Computer Science Exam Board: AQA Course Specification: Computer Science (AQA 7517) We follow the AQA exam syllabus which has modern content with both breadth and depth, covering all key areas of the field.
Course content The course has the following content areas: Fundamentals of programming Fundamentals of data structures Fundamentals of algorithms Theory of computation Fundamentals of data representation Fundamentals of computer systems Fundamentals of computer organisation and architecture Consequences of uses of computing Fundamentals of communication and networking Fundamentals of databases Big Data Fundamentals of functional programming Systematic approach to problem solving In addition there is a practical programming project.
Assessment There are two papers of two and a half hours each at the end of your second year of A-Level, and one piece of programming coursework. Each paper is worth 40% of the final mark, with the programming project worth the remaining 20%.
Design and Technology (A Level Design Engineering) Exam Board: OCR Course Specification: OCR Design Engineering (H404)
Sixth Form Technology is studied as part of the OCR suite of Design and Technology specifications: Design Engineering. It is highly desirable to have studied the Design and Technology course at GCSE, during which time skills in iterative design and practical skills have developed in preparation for the A Level.
Course content Students cover topics about design influence and trends, learning from existing design, components, materials, manufacture, and will also improve their working knowledge of electronics and mechanical prototyping. Students will complete a range of small projects in the lower-sixth, some individual and some in small teams, which will look at a variety of situations whilst working with a range of materials and processes. This should help develop the ‘designer’ in students and help to make them empathetic designers, at the same time give them increased skills and awareness with different modelling and manufacturing techniques. In addition to electronic prototyping skills, the department’s CADCAM machines such as the laser cutter and 3D printers are used extensively to aid precise manufacture of mechanical prototypes. This is a two-year course. In the lower-sixth students will develop understanding and skills in iterative design and manufacture, in preparation for the project-coursework which will begin around Easter-time in the lower sixth. Project ideas come from the students and can be heavy mechanical, heavy electronic/software or a combination of the two. Students can pick their coursework idea and should play to their interest/strengths – it is not necessary to have a computerised/electronic component in a project if the design does not necessitate this.
Assessment 50%:
Advanced project coursework. submission of coursework report in the Lent term of the upper-sixth. 26.7%: 1hr30 written exam on: analyse existing products demonstrate applied mathematical skills and apply technical knowledge and understanding of materials, product functionality, manufacturing processes and techniques demonstrate understanding of design thinking and wider social, moral and environmental issues that impact on the design and manufacturing industries demonstrate ability to solve problems. 23.3%: 1hr45 written exam on: series of longer answer questions that require learners to demonstrate their problem solving and critical evaluation skills.
Economics Exam Board: AQA Course Specification: AQA 7136
Specification We use the revised, linear AQA Economics specification. Students work towards taking the Alevel (specification 7136) at the end of the 2-year course. Full details of the course including past-papers can be accessed via the AQA website but an outline is provided below:
Subject content Individuals, firms, markets and market failure
Economic methodology and the economic problem Individual economic decision making Price determination in a competitive market Production, costs and revenue Perfect competition, imperfectly competitive markets and monopoly The labour market The distribution of income and wealth: poverty and inequality The market mechanism, market failure and government intervention
The national and international economy
The measurement of macroeconomic performance How the macroeconomy works : the circular flow of income, AD/AS analysis, and related concepts Economic performance Financial markets and monetary policy Fiscal policy and supply-side policies The international economy
Assessment A-level candidates sit 3 exams, each lasting 2 hours and with equal weighting. Paper 1 covers Microeconomics whilst Paper 2 covers Macroeconomics. Both of these are examined via data response and essays. Paper 3 is a synoptic Economic Principles and Issues paper which is examined via multiple choice and case study questions.
English Literature Exam Board: OCR Course Specification: OCR H472
Course content Students will follow the OCR A-Level specification in English Literature (H472) which provides a balance between coursework and examined papers, and include texts from a variety of periods, genres and styles. The aims of this specification are to encourage learners to develop their interest in and enjoyment of literature and literary studies as they: • read widely and independently both set texts and others that they have selected for themselves • engage critically and creatively with a substantial body of texts and ways of responding to them • develop and effectively apply their knowledge of literary analysis and evaluation in writing • explore the contexts of the texts they are reading and others’ interpretations of them.
Assessment All exam papers are taken at the end of the Upper Sixth.
French Exam Board: AQA Course Specification: AQA 7652 French Course Content Aspects of French-speaking society: current trends Aspects of French-speaking society: current issues Artistic culture in the French-speaking world Aspects of political life in the French-speaking world In addition students will also study a film (currently La Haine) and a literary text (currently Camus, L’Étranger) They must also undertake an independent research project for their oral exam, the subject of which can be drawn from any of the topic areas listed above. Assessment The A-level is a two-year course, and students sit a public exam at the end of the Upper Sixth year. The exam comprises the following units: Listening, reading and writing Writing Oral
2½ hours 2 hours 20 minutes
50% of final mark 20% of final mark 30% of final mark
Oral language lessons With the oral making up a significant percentage of the assessment at A-Level, students have a weekly lesson in pairs with the French Language Assistant (a native speaker of French) which provides them with an excellent opportunity to practise the language, progress quickly and focus in depth on the examination requirements. Work and opportunities beyond the classroom All Sixth Form French students are provided with extension reading lists for each topic studied to challenge them intellectually. French students also have the opportunity to take part in the Regional Independent Schools French Debating Competition, and if qualified, in the National final in London. Students are also strongly encouraged to participate in the school French exchange trip and in French Society events, such as film nights and talks. For those interested in applying for French at university, there are also weekly preparation sessions from the summer term of the lower sixth year to help students with this process. DELF For those interested in gaining a foreign language qualification or wishing to study or work in a French speaking country in the future, the department also offers a tailor-made DELF course (Diplôme d'Études de Langue Française) in partnership with the Alliance Française in Cambridge. This highly regarded and internationally recognised language qualification is awarded by the French Foreign Office according to the Common European Framework of Reference for Languages.
Geography Exam Board: OCR Course Specification: OCR Geography (H481) We follow the OCR exam syllabus which has a classic content mix with contemporary and stimulating examples.
Course content Learners take 4 components through the 2 year A-level course
Physical Systems (01) This module focuses on glaciated environments and earth’s life support systems (carbon and water cycles). (Exam: 1 hour 30 minutes – 22% of A-level mark).
Human Interactions (02) This module focuses on three major topics in human geography: migration, power and borders, and changing places, making spaces. (Exam: 1 hour 30 minutes – 22% of A-level mark).
Geographical debates (03) The largest module focuses on two of the largest geography topics of the twenty first century: hazardous earth and climate change. These ‘big picture’ topics explore the links back to topics in the Physical Systems and Human Interactions units – such as investigating climate change migrants or explore how tectonic hazards have influence a sense of place. (Exam: 2 hours 30 minutes – 36% of A-level mark).
Independent Investigation (04) This is a non-examined assessment where candidates explore a geographical issue of their choosing. (20% of A-level mark).
Assessment There are three papers, detailed above, at the end of your a-level year and one piece of assessed investigative work.
Compulsory Fieldwork A day in London in Michaelmas Y12 plus a residential fieldwork trip to Birmingham and Snowdonia in Summer Y12.
Extension Students are given extensive documentation with extension materials for each of the topics they start. This includes films to watch, books to read, TED talks to engage with and lectures to attend. Their work in school really is the skeleton to their learning and we expect students to engage fully with extra-curricular Geography. This will include an entry in to the Geography Debating Competition and could include participation in the Sixth Form G6 geography club or becoming a Geography Ambassador. Many of our students will also play lead roles in the Missing Maps programme of events to assist with humanitarian work mapping vulnerable populations around the globe to build resilience.
German Exam Board: AQA Course Specification: AQA 7762 German
We follow the AQA syllabus for A level German.
Course content The four A level themes are: • Aspects of German-speaking society: current trends • Artistic culture in the German-speaking world • Aspects of German-speaking society: current issues • Aspects of political life in the German-speaking world
Students also study the work of a film director and one piece of literature in detail, and must complete an independent research project as preparation for the speaking examination. The teaching is split between three teachers. Two of the teachers share the delivery of topics, whilst the third teacher (a native speaker) concentrates on preparation for the oral language component. Oral language lessons With the oral making up a significant percentage of the assessment at A Level, students have a weekly lesson in pairs or individually with the German oral language teacher (a native speaker of German) which provides them with an excellent opportunity to practise the language, progress quickly and focus in depth on the examination requirements. Goethe-Zertifikat This is available as an additional qualification for those students not wanting to take the full A level course. The focus is on the four key skills of listening, speaking, reading and writing, with less emphasis on prescribed topics. At the end of the Lower Sixth students may take the level B1 examinations at the Goethe-Institut in London. This is an internationally recognised certificate which enables access to courses to German-speaking universities.
Assessment Unit 1 – Listening, Reading and Writing (2 hours 30 minutes), 50% of the overall A level mark. Unit 2 – Writing (2 hours), 20% of the overall A level mark. Unit 3 – Speaking (21-23 minutes), 30% of the overall A level mark.
AS German and GZ Our approach to AS level German and GZ is rooted in an understanding of what makes Germany tick today. We study many aspects of modern German society: the changing role of the family; the digital world; youth culture; festivals; art and architecture; Berlin as a cultural city. Through their appreciation of what it is to be German, students develop the ability to think in a non-Anglophone way and to connect effectively with Germans on many levels, in addition to becoming competent linguists. Studying German at AS in combination with GZ should be seen as complimentary. While the AS focuses on cultural and historical topics, the GZ is a skillbased course focussing on communication and intercultural awareness. It allows students to enrich their command of the spoken and written language to a significant degree of sophistication. Students’ understanding of an increasingly widening range of language develops, as does a greater awareness of cultural differences, nuances and similarities. It is anticipated that students would sit the GZ qualification at the end of Y12 while the AS would be sat in Y13. Students have a weekly lesson with the Language Assistant to build their confidence in their spoken German. These intensive lessons are invaluable in helping them develop fluency and the ability to debate and defend their point of view confidently, and to prepare for the oral exam. We run a biennial trip to Vienna with the art and music departments. We are also looking into the opportunity of work experience with some local German firms. Main benefits of the AS and GZ course for Perse students: - Keeping up linguistic skills at post 16 in a subject studied for a significant number of years. - Developing knowledge of lexical fields in a foreign language relevant to the students' future university and/or professional aspirations. - Strengthening further their overall academic profile and standing out from the crowd! - Gaining an internationally recognised language qualification in German allowing access to higher education institutions in all German-speaking countries. - Continuing to enrich themselves culturally through the study of a language. The AS and GZ course is delivered in the fifth/mini-column, allowing it to fit most students' subject combination. It can be studied instead of, or, in addition to, doing an EPQ or a Rouse project in Year 12.
German A-Level (Extra-Curricular) Students who study German in the Sixth Form often go on to read German at university, either as the chief subject of their degree or as a valuable subsidiary component. Taking German at A level is not solely about learning a language – it is a chance to develop intellectual skills in a challenging and rewarding environment. The topics covered at A level enhance further your understanding of Germany, Austria and Switzerland: Multiculturalism in German-speaking society (immigration, integration and racism); Germany and the EU; young people and politics; the reunification of Germany and its consequences. In addition to the socio-political topics literature classes are held, focussing on one novel. We currently study Der Vorleser (Bernhard Schlink). Continuing to the full A level qualification also allows students to carry out an Individual Research Project on any topic relating to a German-speaking country. This forms two thirds of the oral assessment, during which you discuss your research findings with the teacher-examiner. This exam component is an excellent way to develop essential evaluative and research skills. Guest speakers invited from universities also contribute to a programme of enrichment German. Furthermore, we also have strong links with the Goethe-Institut in London and occasionally organise suitable visits as well as inviting contacts to The Perse.
Greek Exam Board: OCR Course Specification: OCR H044 Classical Greek (AS level); OCR H444 Classical Greek (A Level)
Course content and Assessment During the Lower Sixth, students begin work towards their AS Level in Greek; at the end of the year, pupils will either sit two written examinations to attain an AS level, or they will have chosen to continue with the full A level. Please note there is a surcharge for the latter. Those students continuing into the Upper Sixth, will sit four written examinations, for which they will have been prepared during the two years of the Sixth Form course.
H044 – AS level (for details of the A level course, please contact HOD)
Unit 01 Language In the Language paper, students have to translate one passage of adapted Classical Greek prose into English and, either, translate 5 sentences from English into Classical Greek (using the restricted accidence and syntax list), or, demonstrate their understanding of a passage of unseen adapted narrative prose, through answering comprehension questions. This paper is worth 50% of the AS level.
Unit 02 Literature For the Literature paper, students have to study one prose set text and one verse set text. Students will have to translate, understand and respond to passages from the set texts, while demonstrating knowledge and understanding of the wider context of the texts. Students will also have to critically analyse the literary style, characterisation, argument and literary meaning of passages from the set texts, displaying an ability to write extended responses that acknowledge other parts of the text, read in translation. This paper is worth 50% of the AS Level.
Focus during the Lower Sixth Throughout the Lower Sixth, students will develop their understanding of the Greek language by consolidating grammar and vocabulary met at GCSE and meeting new language features, and will practise unseen translation and prose composition. During the first term of the Lower Sixth, students will read a range of original Greek texts to broaden their appreciation of Greek literature and knowledge of key vocabulary. In the remainder of the Lower Sixth, students will begin studying their set texts (most likely from Thucydides’ Histories and Homer’s Odyssey). They will sit the AS exam or an internal examination during the summer term of the Lower Sixth, depending on whether they are pursuing the full A level or not.
Focus during the Upper Sixth In the Upper Sixth, students will read additional A Level set texts and complete formal preparation for the four A Level examination papers. Please contact the HOD for more information about the full A level or see the specification linked above.
History Exam Board: OCR Course Specification: OCRHistory505 The History Department runs two courses at A-level. This provides pupils with the opportunity to learn from teachers in their chosen topic areas and to benefit from their expertise. The two courses follow the same specification (OCR A H505) and the format, structure and assessment for both courses is identical. Overview of the specification Content British Period Study (either England 1445-1509 or The Early Stuarts and the Origins of the English Civil War) UNIT GROUP 1 Non-British Period Study (either The German Reformation and the rule of Charles V or Italy 1896-1943) UNIT GROUP 2 Thematic study and Historical Interpretations (either Popular Culture and Witchcraze or Civil Rights in the USA) UNIT GROUP 3 Topic Based Essay/Coursework (students will normally pick a topic/event from Units 1 or 2 to research in greater depth) Unit Y100
Assessment Overview British Period Study and Enquiry 25% total 50 marks A-level 1 hour 30 mins exam Non-British Period Study 30 marks 15% total 1 hour exam A-level Thematic study and historical interpretations 80 marks 2 hours 30 mins exam 3000-4000 word essay/coursework 40 marks Non exam assessment
40% total A-level
20% total A-level
Course content Students will study one of the following two courses: Course one: This course focuses on British and European history from the fifteenth to the seventeenth centuries. In the lower sixth students will study: England 1445-1509: Lancastrians, Yorkists and Henry VII The German Reformation and the rule of Charles V 1500-1559 In the upper sixth they will study: Popular Culture and the Witchcraze of the 16th and 17th Centuries Coursework (4,000 word essay) Course two: This course looks in-depth at the causes and events of the English Civil War, as well as the rise and fall of Italian Fascism and US civil rights from the American Civil War to 1992, which was the year of the LA riots, the election of Bill Clinton as President and the ‘Year of the Woman’ in the US Congress. In the lower sixth students will study: The Early Stuarts and the Origins of the English Civil War 1603-1660 Italy 1896-1943 In the upper sixth students will study: Civil Rights in the USA 1865-1992 Coursework (4,000 word essay) Assessment (see above) Students will sit three exams in the Summer Term of the upper sixth. The modules that they will study in the lower sixth (Units 1 and 2) are worth 40% of the total A-level. Unit 3 (either Witchcraze or US Civil Rights), which students will study in the upper sixth, is worth 40% of the total A-level. The coursework, which students will begin in the Summer Term of the lower sixth and complete in the Michaelmas Term of the upper sixth, is worth 20% of the total A-level.
Latin Exam Board: OCR Course Specification: OCR H443 Latin
Course content and Assessment During the Lower Sixth, students begin their work towards their A Level in Latin; that work will continue into the Upper Sixth, at the end of which students will sit four written examinations, for which they will have been prepared during the two years of the Sixth Form course.
Unit 01 Unseen Translation In the Unseen Translation paper, students have to translate one passage of Latin prose (written by Livy) and one passage of Latin verse (written by Ovid); they are also required to scan two lines of the verse passage. This paper is worth 33% of the A Level.
Unit 02 Prose Composition or Comprehension In the Prose Composition or Comprehension paper, students have either to answer a series of comprehension questions testing understanding of one passage of Latin prose or to translate a passage of English into Latin. This paper is worth 17% of the A Level.
Unit 03 Prose Literature In the Prose Literature paper, students have to answer questions testing understanding of the prose set texts that they have studied during the Sixth Form. Students will be asked to translate, answer comprehension questions on, and analyse the style and content of excerpts drawn from the set texts, and to write an essay addressing a wider theme. This paper is worth 25% of the A Level.
Unit 04 Verse Literature In the Verse Literature paper, students have to answer questions testing understanding of the verse set texts that they have studied during the Sixth Form. Students will be asked to translate, answer comprehension questions on, and analyse the style and content of excerpts drawn from the set texts, and to write an essay addressing a wider theme. This paper is worth 25% of the A Level.
Focus during the Lower Sixth Throughout the Lower Sixth, students will develop their understanding of the Latin language by consolidating grammar and vocabulary met at GCSE and meeting new language features, and will practise unseen translation and prose composition. During the first half of the Lower Sixth, students will read a range of original Latin texts to broaden their appreciation of Latin literature and knowledge of key vocabulary. In the second half of the Lower Sixth, students will begin studying their A Level set texts (prose: Tacitus Histories 1.4-7, 12-14, 17-23, 26; verse: Virgil Aeneid 11.1224). They will sit an internal examination during the summer term of the Lower Sixth.
Focus during the Upper Sixth In the Upper Sixth, students will read additional A Level set texts and complete formal preparation for the four A Level examination papers detailed above.
Mathematics Exam Board: Edexcel. Maths Specification: Edexcel A-level Mathematics Further Maths Specification: Edexcel A-level Further Mathematics We offer three different courses to suit your interest and ability. The courses are equivalent to 1, 1.5 or 2 A levels and all courses are linear, meaning that all exams are taken at the end of the upper sixth.
A level mathematics You will study pure maths and the applied topics of probability & statistics and mechanics over two years. There are three 2-hour exams in the upper sixth, two of which are on pure maths and one on the applied topics. All are calculator papers and we will tell you about the requirements for calculators at the start of the course. You will have two teachers, one for pure and mechanics and one for pure and statistics.
A level mathematics and AS level further mathematics If you have a genuine interest in and aptitude for mathematics but do not want to follow the full double mathematics course, then this course might appeal to you. Historically, this course has been popular with those pupils wishing to study medicine at university who also greatly enjoy mathematics. Such students are advised to check with their universities of choice and careers advisors as to what would be an appropriate level of mathematics to study in the 6th form. The course covers the A level course described above. In addition, you will study more pure maths and an ‘options’ paper (which will be pure, or statistics or mechanics), each of which is examined in a 1 hour 40 minute paper at the end of the upper sixth. You will be in a single maths set with two teachers and have additional lessons to cover AS FM content with a third teacher.
“Double mathematics” – mathematics and further mathematics This course is only suitable for those students who are either intending to study a degree in mathematics, the physical sciences, engineering or economics (at some universities) or who genuinely love the subject and have a very high aptitude for it. The pace is quick, much of the content of AQA level 2 certificate in further maths will be assumed knowledge (there will be preparation work to do before the course begins to ensure that works which is especially important for those students who have taken the (I)GCSE in year 11) and the material becomes very complex and abstract. You will study pure maths, probability & statistics and mechanics through the two years. At the end of the upper sixth you will have 7 exams: 3 of which are 2 hours long, covering mathematics content; and 4 of which are 1 hour 30 minutes long, covering further mathematics content. Papers are split between pure maths topics and the applied topics. All are calculator papers and we will tell you about the requirements for calculators at the start of the course. You will have three teachers, one for each of pure, mechanics and statistics, but they will all teach you pure maths initially.
Music Exam Board: OCR A-level Specification Our Sixth Form students sit the OCR A-level Qualification which looks to provide opportunities for candidates to develop a range of musical skills. The three areas of this course are performing, composing and listening and appraising.
Course content Students can take components 01, 03 and 05 or 02, 04 and 05 01 - Performance A (75 marks) Recital lasting a minimum of 6 minutes to contain two contrasting pieces. Choice of: Solo piece(s) on one or more instruments or voice Ensemble performance (this can include accompanying) 02 - Performance B (105 marks) Recital lasting a minimum of 10 minutes to contain three contrasting pieces. Choice of: Solo piece(s) on one or more instrument or voice Ensemble performance (including accompanying) 03 - Composition A (105 marks) Compositions with a combined duration of at least 8 minutes One to a brief set by OCR One to a brief set by the student Three short technical exercises 04 - Composition B (75 marks) Compositions with a combined duration of at least 4 minutes One to a brief set by OCR One to a brief written by the learner 05 Listening and appraising (120 marks) – 2hr 30 minutes written exam Analysing and evaluating music from the following areas of study:
Instrumental Music of Haydn, Mozart and Beethoven Programme Music: 1820-1910 Innovations in Music: 1900 to the present day Popular Song: Blues, Jazz, Swing and Big Band Developments in Instrumental Jazz: 1910 to the present day
Examined Assessment A Listening and Appraising exam on the Areas of Study (2hrs 30mins).
Philosophy Exam Board: AQA Course specification: AQA Philosophy A-level (7127) This course provides and excellent foundation in philosophy and incorporates scope for rigorous and critical enquiry into key subject areas. There are four key areas to study: Moral Philosophy, Epistemology, Metaphysics of Mind and Metaphysics of God. The course is thorough and expansive and will provide a very good understanding for progression to University for courses such as PPE, Philosophy, Theology and others. The AQA Philosophy A level is a linear course, with final exams taken at the end of the Upper Sixth year.
Course content 1. Moral philosophy: Normative ethical theories; utilitarianism, deontological ethics, virtue ethics. Applied ethics; stealing, simulated killing, eating animals, lying. Meta-ethics. 2. Epistemology: what is knowledge? The tripartite view. Perception; direct realism, indirect realism, idealism. Reason as a source of knowledge. The limits of knowledge. 3. Metaphysics of Mind: What do we mean by mind? Dualist theories. Physicalist theories. Functionalism. 4. Metaphysics of God: The concept & nature of God. Arguments relating to the existence of God. Religious language.
Assessment Two papers corresponding to the four key areas. Paper 1: 3 hours on Moral philosophy and Epistemology. 100 marks. 50% of the final mark. Five questions on Moral Philosophy and five questions on Epistemology. Paper 2: 3 hours on Metaphysics of Mind and Metaphysics of God. 50% of the final mark. Five questions on Metaphysics of Mind and five questions on Metaphysics of God.
Physics Exam Board: CIE Cambridge Pre-U Course Specification: CIE Pre-U Physics (9792) Pre-U Physics is an academically rigorous and challenging course that prepares pupils well for university study. The level of demand is reflected in the assessment, such that the highest distinction grade is deemed higher than A* at A level. A good level of fluency in Maths is required, so our expectation is that pupils opting for Physics also study Maths.
Course content 1 2 3 4 5 6 7 8 9
Mechanics Gravitational fields Deformation of solids Energy concepts Electricity Waves Superposition Atomic and nuclear processes Quantum ideas
10 11 12 13 14 15 16 17 18 19 20
Rotational mechanics Oscillations Electric fields Gravitation Electromagnetism Special relativity Molecular kinetic theory Nuclear physics The quantum atom Interpreting quantum theory Astronomy and cosmology
In the Lower Sixth, we lay foundations in classical physics, starting with Newtonian mechanics and wave effects, moving on to electricity, gravitation and oscillations in the Lent term before tackling quantum ideas, special relativity and cosmology towards the end of the year. We spend plenty of time developing experimental and analytical skills in preparation for the practical coursework which takes place in the Upper Sixth year.
Assessment There are three examination papers, set and marked externally, plus one piece of internally marked coursework: Paper 1 Multiple Choice 20% weighting Paper 2 Written Paper 30% weighting Paper 3 Written Paper 35% weighting Personal Investigation Coursework 15% weighting The Personal Investigation takes three weeks of laboratory time during the Upper Sixth year. Pupils choose what they want to investigate and they design their own experiments with guidance from teachers and help if needed.
Enrichment and extension Our Pre-U resources include ideas for enrichment and extension that relate to the topics being studied. The department runs extension classes which look at the subject in greater depth and develop thinking skills. These provide an excellent preparation for the Physics Olympiad and for admissions interviews. Pupils can opt in to a number of trips and we encourage them to attend Cambridge Physics Centre lectures which take place at the Cavendish laboratory. Some pupils serve as Physics mentors for younger pupils in the school. We encourage all pupils to subscribe to Physics Review magazine, and there is a list of recommended reading on the school website.
Politics Exam Board: Edexcel Course Specification: A level Politics (9PLO) Full details of the course can be accessed via the Edexcel website but an outline is provided below: Subject content Component 1: UK Politics (9PLO/01) Democracy and participation Political parties Electoral systems Voting behaviour and the media Core political ideas – conservatism, liberalism, socialism Component 2: UK Government (9PLO/02) The constitution Parliament Prime Minister and executive Relationships between the branches of government None-core political idea option – nationalism Component 3: Comparative Politics (9PLO/3A) The US Constitution and federalism US Congress US presidency US Supreme Court and civil rights Democracy and participation Comparative theories Assessment Candidates sit 3 papers that correspond to the 3 components above. All the papers are 2 hours in length with an equal weighting of 33⅓%.
Psychology Curriculum Engagement Booklet 2020/21 Exam Board and Course Number: AQA 7182
Course Content: In Year 12, students will study all of Paper 1 and Paper 2. In Year 13, students will continue their study of Research Methods as well as completing Paper 3.
Assessment: All formal assessment takes place at the end of Year 13. There are three, 2 hour exams, each marked out of 96 and worth 33.3% of the final grade.
Paper 1 – Introductory topics in psychology. Students will answer questions on:
Social influence,
Memory,
Attachment,
Psychopathology
It is a 2 hour, written exam marked out of 96 and worth 33.3% of the A-level. There are four sections:
Section A (24 marks): multiple choice, short answer and extended writing,
Section B (24 marks): multiple choice, short answer and extended writing,
Section C (24 marks): multiple choice, short answer and extended writing,
Section D (24 marks): multiple choice, short answer and extended writing,
Paper 2 – Psychology in context. Students will answer questions on:
Approaches in psychology,
Biopsychology,
Research methods
It is a 2 hour, written exam marked out of 96 and worth 33.3% of the A-level. There are three sections:
Section A (24 marks): multiple choice, short answer and extended writing,
Section B (24 marks): multiple choice, short answer and extended writing,
Section C (48 marks): multiple choice, short answer and extended writing,
Paper 3 – Issues and options in psychology. Students will answer questions on:
Issues and debates in psychology,
Relationships,
Stress,
Forensic psychology
It is a 2 hour, written exam marked out of 96 and worth 33.3% of the A-level. There are four sections:
Section A (24 marks): multiple choice, short answer and extended writing,
Section B – Relationships - (24 marks): multiple choice, short answer and extended writing,
Section C – Stress - (24 marks): multiple choice, short answer and extended writing,
Section D – Forensic psychology - (24 marks): multiple choice, short answer and extended writing,
Religious Studies Exam Board: AQA Course Specification: AQA RS Specification
Course content A level Religious Studies at The Perse focuses on the study of Ethics and Philosophy of Religion and follows the new AQA syllabus. Throughout the course students are encouraged to adopt an enquiring, critical and reflective approach and reflect on and develop their own values, opinions and attitudes. Students do not need to have taken a GCSE in Religious Studies in order to take the subject at A level but they should be interested in philosophical ideas and writing evaluative essays. The course is fully supported with syllabus-specific textbooks and online resources, as well as a wealth of in-house resources.
Paper 1 For component 1 students study Religion and Ethics which includes topics such as the study of Utilitarianism, Free will and responsibility, and ethical issues like abortion and euthanasia. They will also look at the Philosophy of Religion and will consider such things as the study of Religious Experience, the Cosmological Arguments for the Existence of God, and the Problem of Evil.
Paper 2 In component 2 students draw on their knowledge from paper 1 and use it to consider the Dialogues between Philosophy, Ethics, and Religious Practice. They will cover such things as death and the afterlife, gender and sexuality, and the rise of secularism. Both components are examined at the end of the Upper Sixth year, in two three hour examinations, weighted as 50:50 in the final grade. We encourage our students to keep abreast of current affairs with an ethical, philosophical, or religious dimension. There are many good journals and newspapers at the students’ disposal:
Dialogue magazine Philosophy Now The Philosopher’s Magazine The Church Times Spectator magazine Newspapers: The Times, The Guardian, The Independent, The Telegraph
Spanish Exam Board: AQA Course Specification: AQA A level 7692
Course Content
Aspects of Spanish-speaking society: current trends Artistic culture in the Spanish-speaking world Aspects of Spanish-speaking society: current issues Aspects of political life in the Spanish-speaking world Two cultural topics (a novel and a film)
Assessment The A-level is a two-year course, and students sit a public exam at the end of the Upper Sixth year. The exam comprises the following units: Listening, reading and writing 2½ hours 50% of final mark Writing 2 hours 20% of final mark Oral 20 minutes 30% of final mark In addition, there is an internally-assessed AS exam at the end of the Lower Sixth.
Oral language lessons Students have a weekly lesson in pairs with our oral language teacher to improve their skills in spoken Spanish. These intensive lessons are invaluable in helping them develop fluency and the ability to debate and defend their point of view confidently, and to prepare for the oral exam. Students must also undertake an independent research project for their oral exam, on any approved subject related to the Hispanic world.
Opportunities beyond the classroom Students are encouraged to read widely in Spanish and we can advise them regarding suitable publications. They also have the opportunity to take part in the Regional Independent Schools Spanish Debating Competition, and act as a teaching assistant in Spanish classes in a primary school or at the Cambridge Spanish Centre. Finally students can take advantage of the established L6 Spanish exchange with our partner school in Madrid.
DELE For students who wish to continue with Spanish post-GCSE but not as an A-level subject, we offer the DELE course (diploma of Spanish as a foreign language). This is taught in school throughout the Lower Sixth, and results in an internationally recognised qualification of equivalent standard to AS level, which is extremely useful for work or study in a Spanish-speaking country.
Lower Sixth Research Research, Enquiry and Scholarship at The Perse A spirit of enquiry is at the heart of a Perse education and pupils are encouraged to develop their research and investigation skills through the core curriculum and an exciting programme of research opportunities beyond the classroom. Together, these enable pupils to develop confidence in information literacy (both digital and 'traditional'), written and verbal communication skills and project management. In engaging fully with these opportunities, pupils will see their research skills progress towards full 'university-readiness' by the end of Year 13.
In Year 12 all pupils undertake either an internal Rouse Award Research project or instead choose to complete the demanding and fulfilling EPQ (Extended Project Qualification) which is equivalent to half an A Level. Either project will assist in supporting further education course applications. In Year 10 pupils can join the HPQ (Higher Project Qualification) programme, a more formalised, externally assessed research qualification which stretches them intellectually and personally as they work towards a more developed research assignment.
In Year 9 pupils can enter the Perse Research essay competition, an internally assessed 1500 word essay competition which is organised by the Research Prefects. In Year 8 pupils can work towards the Perse Project Qualification (PPQ) where they have a go at an independent research project. They will work one-to-one with a supervisor to hone their skills and ideas as they produce a 1500 word project. In Year 7 pupils have an independent study homework slot. One of the options is the PRSQ (Perse Research Skills Qualification), which is an online module course introducing and teaching key research skills as a framework to build on as they move up the school.

In all years, pupils are encouraged to complete independently chosen wider reading and/or investigation, either in a particular subject or in a cross-curricular topic. Students who complete any independent investigation, however big or small should consider submitting their work for posting on our super-curricular blog www.persestudio.org by emailing it to Mr Fox (Head of Research).

Pupils should look to regularly attend The 42 lunchtime lecture series which will develop their understanding of contemporary research and investigation. There is a book reward scheme for regular attendance.
Year 12: The Research Programme All Sixth Form students at The Perse undertake an independent research project in the Lower Sixth. This provides an opportunity to learn and hone research skills, extend learning beyond A Levels and equip for a strong UCAS application. In September students will have decided which option to take. During the enrichment programme all students will have a series of research skills lectures throughout the year.
Option 1: Extended Project Qualification (AQA) https://filestore.aqa.org.uk/subjects/AQA-W-7993-SP-15.PDF The EPQ is equivalent to half an A Level. It involves 2 periods per week being timetabled with a non-specialist supervisor and will take a minimum of 120 hours of research. The EPQ is marked not just on the end product of a 5000 word essay, but also on a presentation at the end and a production log recording the research ‘journey’. This option suits students who would like to focus on the process of research. Option 2: Rouse Award (Internal) Students have one lesson per week with a supervisor with a broad subject-based specialism from October. The Rouse Award is marked only on the finished product (2000-4000 words). Upon completion all students will receive a Rouse Award Certificate (with ‘Commended’, ‘Highly Commended’, and ‘Distinction’ categories) that will be included on university transcripts and discussed in the UCAS Reference. The best entries will be considered for prizes by a panel of university academics and governors. The Rouse Award is marked only on the finished product and students can complete the Rouse Award in 3 ways: Essay: an independently researched essay of 2000–4000 words. Artefact: a research-informed creative process culminating in the submission of an ‘artefact’ plus a short report of 1000–1500 words outlining the research and how it informed the outcome. Collaborative project: either an essay or artefact produced collaboratively by a group of students. Each student must submit their own essay/report. Option 3: Alternative Accreditation Some students opt to do another qualification, such as British Science Association CREST Awards, National Theatre New Views Competition and a number of others if it is deemed more appropriate to suit their future ambitions.
e
di
A
et
sk
fo
r
BO
S le e p w e ll
BALANCE WELLBEING PEACE
B e c re a ti v e
SPIRIT
s o l E n j oy itud e
e
f Be kind t yourself &o others
is
Be abo pos ut itive you rse l
nv
th
ti
pa
ol
ve
d
En oujoy t td im oo e rs
Em
nt e ra e tol g iv Be & for
Build e positivps shi relation
Ge
p
Do s make y t a h w app you h
gh
g
l he
thes r e o k f sitiv o Lo po
ND MI
DY
E xe r re g u lcai s e rly
lau & i le Sm
In
at
Be c onfi den t
dr
ed
C yoa r e f urs or elf
n Si
Listen
ge llen C h au r s e l f yo
Hy
E B at al a an c
yoBel ur iev se e lf
Perse Wellbeing Sun