Sixth Form Curriculum Information 2018- 2020

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Hind House Sixth Form

Sixth Form Curriculum Handbook 2018-2020 36159-A4-SF-Curric-Handbook-AW.indd 1

29/09/2017 17:22

Index __________

Page The Sixth Form Curriculum at RMS Welcome from the Head of Sixth Form Message from the Senior Team Guidance on Course Choice and Key Dates UCAS Tariffs Summary of the Academic Subjects on offer at RMS Extra-curricular Opportunities - Making the most of the Sixth Form Sixth Form Life Academic Support in the Sixth Form The Role of the Tutor Careers Advice and Guidance Leadership Opportunities Scholarships and Bursaries General Course Information

4 6 7 8 10 11 12 14 15 16 17 18 19 27

Subjects on Offer Applied General Business Advanced Sciences Biology Chemistry Physics Business Studies Classical Civilisation Design and Technology Economics English Language English Literature Extended Project Qualification Fine Art Further Mathematics Geography Government and Politics Health and Social Care (BTEC) History Information Technology (BTEC) Latin Mathematics Modern Foreign Languages (French, German, Spanish) Modern Foreign Languages (Mandarin Chinese) Music Performing and Production Arts (BTEC) Photography Physical Education Psychology Religious Studies Sociology Textiles

28 30 32 34 36 38 40 42 44 46 48 50 52 54 56 58 60 62 64 66 68 70 72 74 76 78 80 82 84 86

Subject guidance from Universities Summary of Entry Requirements

88 92

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The Sixth Form Curriculum at RMS _______________________

______

At RMS, we are delighted to be able to offer an extensive range of qualifications designed to allow your daughter to devise her personalised curriculum in the Sixth Form which will equip her with the knowledge and skills to enable her to achieve highly in her adult life.

Academic achievement is excellent at RMS and we are proud to be within the top ten percent of schools nationally for value added. Our broad curriculum, the quality of teaching and availability of resources are just a few of the factors that enable the excellent progress that girls at RMS make. More significantly, we believe this sustained achievement is due to the generous support that is made available by staff and to the nurturing environment in which students find themselves. We encourage students to add value to themselves and embrace RMS life by engaging with the vast array of extra-curricular activities that are available beyond the core curriculum. RMS Edge embodies this philosophy and we are confident that your daughter will have the range of opportunities and advice that will build the confidence, resilience and drive that she will need to achieve her potential.

In the weeks ahead your daughter will choose her subjects for study in the Sixth Form. Girls will start with four subjects in year 12 and at the end of the first term may choose to drop to three examined subjects and pick up areas of broader study. Alternatively, it is an option to continue with all four and opt in to some elements of the ‘breadth’ curriculum on offer.

A levels Since 2015 A level qualifications have undergone change and now the A level is decoupled from the AS level. At RMS all of our courses are offered at A level. Where appropriate an AS level is also offered for girls who may be interested in studying a fourth subject to a higher level than GCSE but who wish to then focus on their three full A levels in Year 13. The list of subjects that offer this qualification is listed on the RMS courses list on page 11.

Cambridge Pre-U (Principal Subject) We offer this qualification in Mandarin. This is an alternative post-16 qualification that prepares students with the skills and knowledge needed at university. It is designed to promote independent and self-directed learning in preparation for higher education. Students will be awarded distinction (D1, D2, D3), merit (M1, M2, M3) or pass (P1, P2, P3), which have equivalent UCAS points as outlined on page 10.

BTECs and Applied Level 3 Award Courses Following the national reforms in education, we have had the opportunity to broaden the range of qualifications on offer to include BTECs and Applied Advanced courses as a valuable alternative. These courses are highly suitable for those who have a preference for continuous assessment and coursework rather than terminal examinations. They provide a good alternative to traditional A levels in facilitating students’ entry into universities as they accrue UCAS points in the same way as AS and A levels. 95% of all universities, including leading Russell Group universities, welcome BTEC courses. The vocational nature of these courses makes them an excellent preparation for the world of work. They develop notable organisational and extended writing abilities and develop work related skills such as problem solving, meeting deadlines, collaborative working and effective communication.

The grading system is different: rather than A – E grades, students will be awarded distinction*, distinction, merit or a pass. Students can undertake half of their examined units in Year 12 and half in Year 13.

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The RMS Process Your daughter will receive plenty of support to help her choose suitable A level subjects. Pupil counselling with Form Tutors will take place and there will also be input from subject staff and members of the Senior Leadership Team. Mrs Heaffey (Head of Year 11), Mrs Freeman (Head of Sixth Form) and Mrs Isherwood (Head of Careers) are also available to offer support and guidance. You will also be able to discuss your daughter’s progress and suitability for subjects at the ‘At Home’ on 2nd February 2018.

We look forward to supporting your daughter in her studies at RMS. Please do not hesitate to contact me should you have any queries.

Rachel Bailey Deputy Head – Academic rbailey@royalmasonic.herts.sch.uk

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Welcome to the Sixth Form at RMS ______________

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I am delighted to welcome you to the Sixth Form at RMS. I believe that the Sixth Form is a very exciting time in students’ lives as they progress through their final stages of schooling and into adulthood. The Sixth Form is characterised by an increasing level of independence both in terms of study, but also in terms of time management. We find that our students rise to the challenge and develop as young adults ready to face the demands of the next stage of their lives.

Hind House is the dedicated Sixth Form centre where most of Sixth Form lessons will take place. It includes classrooms, study rooms, a computer suite, Wi-Fi, a large common room and two kitchens.

Lessons in the Sixth Form take on more of a tutorial style, characterised by small class sizes and increasing levels of discussion. Growing levels of independence help prepare our students effectively for life beyond RMS and we often receive correspondence from universities about how well our students adapt to university life.

The ethos of the school runs strongly through the Sixth Form; to us, each student is an individual and we will help them make decisions based on their individual needs. New for 2018, RMS Edge will enable students to tailor-make their Sixth Form experience. The aim of this is to provide depth and breadth of study alongside a wide variety of extra-curricular opportunities both within and beyond the timetable. For example, a student might study for exams in A level Geography and French, alongside Applied Business. Within the timetable she will have sports and well-being, the Sixth Form lecture programme and then may choose ‘cooking for university’ as an option. Alongside this, she may decide to take part in Young Enterprise or Model United Nations. The opportunities are endless.

Preparation for life beyond school is an essential part of the Sixth Form. We are also very aware that each individual’s route beyond school will be different. Whichever pathway a student chooses, we have specialist staff that can help direct and advise them on their way forward.

I hope that you find all the information you need in this booklet, but please do contact me if you have any questions regarding the Sixth Form. We look forward to welcoming you to Hind House in September.

Mrs Clare Freeman Head of Sixth Form cfreeman@royalmasonic.herts.sch.uk

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To Prospective Sixth Form Students __________

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Choosing your A levels is a pivotal point in your academic journey and making the right choices can set you in an exciting and rewarding direction. The beauty of A levels is that you, for the first time, are completely in charge of planning your curriculum. In short, you are now choosing an education which you tailor for yourself!

Obviously, you will require advice and guidance from both parents and school when making these important choices and RMS provides a strong supportive environment at this time.

Formal and informal chats with form tutors, subject teachers and one-to-one conversations with the Senior Leadership Team, in addition to talking to current sixth formers, all help in making good decisions. An excellent piece of advice which I was given is to pursue subjects which truly excite and interest you. Choosing subjects which suit you as an individual will help make learning a source of enjoyment and studying a less arduous activity.

Lessons in the Sixth Form are taught in small groups with a much higher level of pupil participation. Students are expected to become much more involved in their learning and take responsibility for their studies. Teachers get to know us better as individuals and interaction in class becomes an essential tool for successful and engaging learning. The academic week is comprised of both taught lessons and private study periods; this is one of the biggest changes from previous schooling and is important, as independent learning becomes a key skill.

The same strong support network that you will have experienced throughout RMS continues in the Sixth Form including guidance from your form tutor, subject teachers and Head of Year. In addition to this, we can also utilise the help of people such as the Chaplain, the School Counsellor and Prefects/Subject Ambassadors.

In conclusion, the Sixth Form at RMS is very much a community who work together in supporting and guiding one another both academically and pastorally to ensure that these years are happy, productive and successful.

Wishing you all the best for this next exciting chapter!

Mae Boehler, Deputy Head Girl of Academic Support

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Guidance on Course Choice __________

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We would like you to make your initial choice of subjects by 8th December 2017. Choosing your subjects is not easy. For certain careers or degrees some subjects are essential. A list of common requirements can be found at the back of this booklet but students are strongly advised to refer to the various books available in most career libraries. Particularly relevant are: Decisions at 16/16+ Decisions at 17/18+ The Job Book Jobs and Careers after A levels Which Subject?

Which Career?

Getting into University and College www.ucas.com will provide detailed information on courses by university.

Studying in the Sixth Form is a significant step up in academic work, and in choosing courses students must be sure that they have a genuine interest in the subjects they choose and that they have the ability (both realised and potential) to cope with the demands of the course.

Year 11 students should, therefore, discuss their ideas and possible choices with teachers and parents and reach a decision based on sensible consideration.

The successful Sixth Form student has to maintain and improve on her peak Year 11 performance. Now that she has narrowed her subjects by her own choice, she is expected to be self-motivated and to find a genuine interest in pursuing her studies beyond the confines of the subject specifications. She will read widely and will find the pleasure in personal scholarship. She will always have something to do, even if all work set by teaching staff is complete. It follows that she must plan and organise her life efficiently from the moment the course begins.

The course choice process has already started with the girls having their taster day in the summer of Year 10. It does not really finish until the December of her Year 12 when her personalised curriculum is fully agreed. At all points along the way we will give advice and guidance to ensure that the academic path that your daughter chooses is correctly tailored to fit with her needs and aspirations. The process that will be followed is laid out on the next page.

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SIXTH FORM PREVIEW Individual discussions with subject staff

Presentations on new subjects Submit initial subject preferences by Friday 8th December

Heads of Department advise on suitability of course choices to Deputy Head - Academic

Mock examinations January

Option blocks created

February - April Individual meetings with senior staff to finalise option choices in light of mock examination results and career aspirations

GCSE examinations

GCSE results published 23rd August

If appropriate/necessary, meet with Mrs Freeman to discuss final A level options

TERM STARTS Subject changes are made with agreement of Mrs Freeman up to Exeat

November assessments

Girls choose to continue with four subjects or to drop to three.

December 2018 9

UCAS Tariffs _______

UCAS Points

A level

56 52 48 44 40 36 32 28 24 22 20 16 12 10 8 6

A*

AS level

Cambridge Pre-U (Principal Subject)

BTEC Extended Certificate

D1, D2 D3

D*

A

BTEC Certificate

D M1 M2 M3

B C

M P1 P2

D

E

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A B C D

D* D

P3 P

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P E

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Summary of the Academic Subjects on Offer at RMS ____________________

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Examination subjects offered in the Sixth Form from September 2018 are as follows:

Subject Applied General Business Art Biology Business Studies Chemistry Classical Civilisation Design and Technology Economics English Language English Literature Extended Project Qualification Further Mathematics Geography Government and Politics Health and Social Care History Information Technology Latin Mandarin Chinese Mathematics Modern Foreign Languages (French, German, Spanish) Music Performing and Production Arts Photography Physical Education Physics Psychology Religious Studies Sociology Textiles

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Qualification type Level 3 extended certificate A level A and AS levels A and AS levels A and AS levels A level A level A level A level A level Level 3 A and AS level A level A level BTEC A level BTEC A level Pre-U A and AS levels A and AS levels A and AS levels BTEC A level A level A and AS levels A level A level A level A level

Extra-Curricular Opportunities – Making the most of the Sixth Form ____________

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Helping the community within and beyond RMS All members of the Sixth Form take responsibility with staff for ensuring that life runs smoothly and successfully. 

      

School tours are a very important responsibility that Sixth Form students undertake very successfully and visitors comment regularly on how much they have enjoyed their visit because their guide has been so interesting and open.

Some students support younger pupils with their studies.

Resource Centre supervision is an opportunity to help the community and study at the same time.

Assisting in the PE Department, with clubs, practices and lessons is a popular choice.

Peer mentoring. Sixth Form students are offered the opportunity to train as peer mentors for younger students.

Community Service, Community Arts and Sports projects Subject Ambassadors Form helpers

Clubs, Societies and other activities Many Sixth Form students participate in activities outside the curriculum. Girls regularly participate in:       

Choirs, orchestra, musicals and plays Sports teams Clubs and societies Volunteering / Community service Debating and public speaking Life Skills - e.g. cooking, car maintenance etc.

ACF (Army Cadet Force)

Enrichment Opportunities This is an opportunity to try something different and/or develop new skills. The options this year include:     

Model United Nations Young Enterprise Critical Thinking Duke of Edinburgh Lectures

LEAD (Listen, Enable, Advise, Drive) employability course 12

In recognition of the increasingly competitive graduate employment market, we offer a bespoke employability course to help prepare our students for the next stage of their lives.

LEAD is run over a number of weeks within the curriculum and offers training on a variety of employability skills. As part of the course we welcome external speakers from businesses such as RBS, The Peace Hospice, High Fliers Research and Deloitte who cover a wide variety of skills and provide plenty of advice.

In 2016/17 the topics covered were:  The need to be proactive from an early stage  Interview techniques  Networking  The interview process  Soft leadership skills  Presentation skills and public speaking  Writing a CV  Stories / advice from ‘old girls’ There is also a practical element to the course whereby students work in groups to see how much money they can make from £1 using the skills that they have learnt. This is always good fun and raises a large amount of money for the Prefects’ charity.

As a result of skills learnt during LEAD, girls have gained great confidence and success in gaining work placements at companies such as Cisco and Accenture.

The Extended Project Qualification (EPQ) Further information regarding the Extended Project Qualification is included in the subject information section of this guide.

Why do universities value this qualification?    

It shows you are able to pursue your own academic interests beyond the confines of the school curriculum (as you do at university) It demonstrates that you are capable of undertaking exactly the kind of independent research and writing that will be part of your university study It shows that you can benefit from one-on-one tutoring and seminar teaching, both of which are central to university teaching (especially at Oxbridge) It makes you stand out from other candidates; with increasing numbers of students reaching the top grades in their examinations, it is helpful for universities if you can differentiate yourself.

We encourage students for whom the EPQ can offer the most benefits to take part, by helping them to develop their intellectual interests and learn new skills. It is also very important that the students we select are capable of managing their own time and workload. In particular, we are looking for students with: a strong academic record and potential or well developed creative skills; the ability to think about topics in unusual or original ways; the ability to plan and manage their school work and extra-curricular activities; high aspirations for their future.

The EPQ should not be taken where students are struggling with their core subjects. The School will advise if they feel your other studies will be affected negatively by taking the EPQ. 13

Sixth Form Life ____________

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The School Day Students register twice a day in tutor group rooms, which are all based within Hind House; once at 8.25am and once at 2.00pm. Tutor time is essential in the Sixth Form as this provides opportunities for one-on-one discussions with tutors, as well as time for form bonding and the delivery of Life Skills sessions. We welcome a number of external speakers during these sessions who deliver talks on a variety of topics from careers to contraception.

You will have four double periods a week for each of your chosen subjects, often split between two teachers. Each week you will be expected to spend an additional four hours a week on each subject beyond the classroom. Some of this will be set work, but we increasingly expect students to take on individual reading around the subject as well as reviewing of notes and preparation for future lessons. Dedication and hard work is key to success.

Free time Students will have a number of study periods each week where much of this work can be completed, using study rooms and the Resource Centre. If a student does not have a lesson after 2.45pm then in Year 12, they may allocate one afternoon to go home. In Year 13, students may go home any afternoon they are free after 2.45pm.

Lunch Lunch is provided by the school each day, with options for both hot and cold meals. We therefore expect students to remain on site during lunchtime.

The Common Room The Common Room is an excellent space for relaxation and for time with friends. There is a constant supply of tea, coffee, hot chocolate and toast. A subscription fee of ÂŁ10 is added to the Michaelmas account to help cover these costs.

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Academic Support in the Sixth Form ____________

The Sixth Form is a key time in a student’s life where they need to gain the best grades possible, but also need to develop independence so they are fully prepared for a future beyond school. In recognition of this we aim to ensure that support mechanisms are in place to ensure that each individual makes the most of their time in the Sixth Form but at the same time developing a sense of self awareness and reflection in making decisions about work and other responsibilities such as employment, volunteering and extra-curricular commitments.

Who is there to help me?

Mrs Freeman

Head of Sixth Form

Mrs Roberts

Deputy Head of Sixth Form

Form Tutor – You will be in a small form comprising of Year 13 and Year 12 students. At regular intervals you will have one-on-one chats with your tutor to discuss your progress as well as help prepare you for university applications.

Mrs Isherwood

Head of Careers and Volunteering

Mrs Reeve

Head of Oxbridge Applications

Mrs Sears

Head of Medical/Veterinary/Dentistry Applications

Mrs Gratte

Head of Vocational Applications

Mrs Eccles

EPQ Co-ordinator

Mrs Ralph

Head of Learning Support

Drop in Sessions In each option block there is a drop-in session where a member of the PALS team is available in Hind House to support any student with any aspect of their work; getting started on an essay, planning their time, how to revise, for example. In some cases a student may choose, or be advised by a teacher, to go to drop-in just to get on with their work.

Student Support Teachers are very willing to give of their time to students and this is still the case in the Sixth Form. If a student feels they have not understood something or would like extra support they should make an appointment to see their teacher during a study period or lunchtime.

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The Role of the Tutor ____

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Tutor Groups There are twelve tutor groups in the Sixth Form of both Year 12 and Year 13 students. It is important to establish a good relationship with your tutor, who will be your mentor and guide for these important two years, helping you to focus your ideas about your future as well as helping you to establish good study practice as you work towards your public examinations and future aspirations.

The Role of the Tutor and the tutor - student relationship If you find you are having difficulties with any aspect of your studies, you should talk first to your tutor before the situation develops and you have lost valuable time. Keep your tutor informed too about your other interests so that, by the time he/she is ready to start preparing an outline reference for you, we have as full a picture as possible. As a Sixth Form student, we shall expect you to show some initiative about these things; don’t wait for your tutor to ask you. Remember: the more we know about you, the more positive your reference will be.

You will see your tutor in the twice-daily registration periods, and it is important that you are punctual as this is a vital means of people communicating with you. You will also see your tutor in the extended tutorial session and in the weekly Life Skills period. Tutorial times are very important opportunities for discussing progress with students individually, and for group and individual sessions on matters such as higher education.

Your tutor is responsible for monitoring your academic progress during your time in the Sixth Form, and will speak to you regularly about it. You will be closely monitored throughout the two years. We are very concerned that you make the appropriate commitment to your studies, right from the beginning. If we find that you are falling behind, or are not producing work of the standard we expect, we will look at putting in place some form of intervention to support you.

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Careers Advice and Guidance ____

___________

Careers Department Mrs Isherwood has a network of contacts whereby she can help you to organise work placements, work experience and volunteering. Many university courses will want to see evidence of work experience in a particular field which Mrs Isherwood can advise and support on. She is more than happy to meet with students (and their parents if they wish) to start the journey of thinking about what is on offer beyond school, or to talk through the fine details of course/job requirements. There are a lot of booklets in the Resource Centre which can help you begin thinking about your journey beyond school.

UCAS Preparation At the end of Year 12 there will be a UCAS exhibition visit as well as a UCAS forum in school where you will hear plenty of advice about how to complete a UCAS application, how to choose the right university and course, and how to write a personal statement. During the following few months your tutor will work with you to support you through the application process. Some universities and courses require entrance tests and we have teachers who oversee the preparation for these: Mrs Reeve – Head of Oxbridge Applications Mrs Sears – Head of Medical/Veterinary/Dentistry Applications Mrs Gratte – Head of Vocational Applications Those applying to competitive courses at the top universities need to ensure that not only do they have the highest grades but that they also have a good range of supporting evidence for their love of the subject. This could include reading and discussion beyond the curriculum, relevant work experience or being involved in a subject - specific club – and if one doesn’t exist, start it!

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Leadership Opportunities ______________

School Prefects School Prefects are elected by the Sixth Form and staff. Year 12 are invited to stand for election and a ballot is held, first of Sixth Form students and then of the teaching staff.

Students are informed of the results of the ballot by letter.

There is no pressure for a student to offer herself as a Year 12 prefect, but we believe it is an opportunity to:  develop leadership qualities  develop personal responsibility as you take responsibility for others  encourage, serve and support the school community.

The Senior Team This group of senior students is made up of the Head Girl and the Deputies, collectively known as the Leadership Team, and also Senior Prefects with responsibility for specific year groups, and Heads of Houses. School Prefects are invited to apply in writing for a position on the Senior Team. Selection is made by a process that includes an interview and participation in a team exercise. An independent advisor is invited to lead the selection process.

The new Senior Team will be in position by the end of the Hilary term and will expect to take over responsibility from the outgoing team after a week’s hand-over. The Senior Team meets regularly with the Headmaster, the Head of Sixth Form and the Assistant Head of Sixth Form.

School Council We have an established School Council with a representative from each year group. Council tends to deal with issues relating to student learning, environment, food, boarding, welfare and charity. The council as a whole meets once a term to collate ideas. It is particularly successful and beneficial to the RMS community as it enables pupils from all years to have their say on school life from the amount of homework they receive, recycling and eco-classrooms to helping to reduce waste by helping to redesign the lunch servery.

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Scholarships and Bursaries Information 2018-2020 ___________

The Royal Masonic School for Girls is committed to demonstrating that we provide public benefit and we regard it as educationally beneficial to widen access to the education we offer; this has always been a distinctive feature of RMS whose foundation was essentially charitable.

Scholarships and exhibitions are offered to encourage and reward excellence; they are awarded in recognition of outstanding achievement or promise in a particular sphere and involve financial support up to a maximum of 25% of the annual fee. Scholars will be given regular opportunities for prominence and leadership within their given specialism. Academic scholars will be expected to maintain high standards of work across the curriculum.

Scholarships at 16+ Awards are given for academic excellence, music, art/textiles, sport and performing arts. The deadline for applications is 1st December. The scholarship assessments will take place in January 2018. More information about these scholarships can be found on the school website.

For further details about scholarships please contact Mrs Gail Braiden, Registrar, on 01923 725354 or by email on admissions@royalmasonic.herts.sch.uk Application forms and further information can also be found on our website: www.rmsforgirls.org.uk Bursaries enable suitable students whose parents could not otherwise afford the fees to benefit from an education at The Royal Masonic School for Girls; they may be awarded to students who reach the School's required standards but who require financial assistance to take up a place. These awards are subject to means testing, under a standard formula widely used within the independent sector, at the time the offer is made and annually thereafter.

The number of awards made each year will vary according to the quality and circumstances of candidates and the availability of funds. Unlike many other schools, RMS does not have a separate endowment fund for such fees assistance which is all financed directly from school income within a budget authorised by the Governors.

The School’s current criteria and priorities regarding the awarding of the limited funds available for bursaries are as follows: Scholarship Support Bursary – additional means-tested support to allow a new girl, who has been awarded a scholarship, to take up her place here, where financial circumstances would otherwise prevent her from doing so. Typically, this is limited to a maximum of 25% of fees payable (in addition to that awarded under the scholarship). Application for scholarship support should be made at the same time as the Scholarship application itself by completion of the “Confidential Statement of Financial Circumstances” which can be downloaded from the website. The deadline for support applications is 1st DECEMBER.

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Hardship Bursary – short-term means-tested assistance to help parents of an existing girl keep her at the School in times of unexpected financial difficulty, until such time that the full fees can be paid or the girl can move into the maintained sector with minimum disruption to her education. Applications for such assistance should be made as far in advance of the term for which the assistance is needed as possible; assistance will rarely be given towards fees that are already in arrears.

For information about Bursaries, please contact the Bursar, Mrs Diana Robinson via her PA Mrs Hoile: bursarspa@royalmasonic.herts.sch.uk Entrance Bursaries – as mentioned above, unlike many other schools, RMS does not have a separate endowment fund for fees assistance which is all financed directly from school fee income. After the above criteria have been met, there is very limited opportunity for assistance for prospective pupils who have not been awarded Scholarship, other than in exceptional cases of welfare need.

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Sixth Form Scholarship Information ___________

To apply for any of the Sixth Form scholarships, you should send to Mr Carson, the Headmaster, a typed document which specifies the scholarship for which you are applying, i.e. academic, art/textiles, music, sport or performing arts, and which includes the following: 

Your full name



Present form



Your proposed Sixth Form course choices



Scholarship subjects - If you are applying for an academic scholarship you should nominate two subjects in which you wish to be examined.



A statement of support for your application should also be attached. This should include:    

how you might contribute to Sixth Form life your academic and personal strengths your achievements, interests and activities both inside and outside school your aspirations

We would expect all scholars to pursue throughout Sixth Form the subject for which they have received an award.

You must sign your application and also ask your Parent/Guardian to countersign in support of your application. A reference will be requested from your current school.

The Scholarship tests will take place after the mock exams in January.

Details about each scholarship can be found on the school website http://www.rmsforgirls.org.uk/619/admissions/scholarships-and-bursaries

Mr Carson should receive your application by : 1st December

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Sixth Form Sport Scholarship ______

REQUIREMENTS 

County level or equivalent honours in a chosen sport, with supporting documentation.



Candidates will sit a written examination to assess their attitude and motivation towards physical activity and sport.



Candidates will have an informal interview with the Director of Sport about their sporting interests and ambitions.



Candidates should intend to follow the A level physical education course.

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A reference from a student’s current Head of PE (excluding RMS students) and their sports coach (if applicable) should be submitted with the letter of application.



A successful scholar should be committed to extra-curricular activities and an involvement in coaching/assisting with junior teams is desirable.

To apply for this scholarship students should submit a letter of application using the application guidelines, stating the reasons they are applying for a sports scholarship.

This should be sent to the Headmaster, Mr Carson, by 1st December 2017. The assessments will take place in January 2018.

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Sixth Form Performing Arts Scholarship ______________

Recognising talents in music, drama and dance. Candidates can be assessed either through performance or production skills.

REQUIREMENTS: PERFORMANCE CANDIDATES Candidates must perform two pieces, either both in the same art form, or one each of two art forms: 

musical solo (accompaniment will be provided) on one or two instruments/voice;



solo dance (bring cd or tape, if necessary) - if candidates are offering only dance, they must perform two in contrasting styles. Street dance is not permitted.



dramatic monologue (not poetry) - candidates should prepare one classical and/or one contemporary monologue, depending on whether they are offering another art form or not.

This will then be followed by a short interview.

REQUIREMENTS: PRODUCTION CANDIDATES: Scholarship applicants must choose one of the following three production pathways on which to be assessed: Set design, lighting design or costume design.

Following their letter of application to the Headmaster (to be submitted by 1st December 2017), candidates must complete the following two tasks and submit them to Mr Hyde, Director of performing arts by Monday 15th January 2018.

Task One: Curriculum Vitae Candidates should detail their production experience (and performance experience if applicable) to date giving specific information about the roles they have taken and the responsibilities they have had. Candidates may also include a section detailing the particular production skills they possess, and the specific training they have undertaken. Candidates may support their CV with a portfolio of past work.

Task Two: Speculative Design Candidates should choose one of the two given scenes, either from The Wizard of Oz or Macbeth, and create one of the speculative designs as detailed below: Set design: Decide upon a venue for the production. We recommend you choose a venue you know well, for example the Space at RMS, Watersmeet Theatre, or your school theatre/hall. Create a set 23

design for this stage for the chosen scene. It is expected that you will consider health and safety issues in your design.

Lighting design: Create an annotated script marking how you would use lighting in the scene, not just at the beginning of the scene but also including lighting changes/cues during the scene. You may accompany the script with a lighting plot and/or diagrams.

Costume design: Create a design for each of the characters in the scene. You must detail types of fabric and should consider an estimated budget necessary for the design. You should also be able to justify your design decisions.

Candidates are expected to follow one of the faculty’s A level or BTEC courses.

We are concerned with assessing practical rather than academic ability; therefore, no theory paper will be set. There will be a short interview to assess a candidate’s range of activities, abilities and interests.

To apply for this scholarship students should submit a letter of application using the application guidelines, stating the reasons they are applying for a performing arts scholarship. This should be sent to the Headmaster, Mr Carson, by 1st December 2017. The assessments will take place in January 2018.

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Sixth Form Music Scholarship ___________

REQUIREMENTS 

Performance of two contrasted pieces on an instrument or voice



Performance of one piece on second instrument or voice (although this requirement is not obligatory)



Sight-reading on an instrument or voice



Aural tests involving metre, rhythms and melody (repetition from memory)

******** 

Grade 5 theory, although advisable, is not obligatory.



It is expected that candidates will follow the A level music course.



There must be full participation and commitment in the extra-curricular activities.

To apply for this scholarship students should submit a letter of application using the application guidelines, stating the reasons they are applying for a music scholarship.

This should be sent to the Headmaster, Mr Carson, by 1st December 2017. The assessments will take place in January 2018.

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Sixth Form Art/Textiles Scholarship ________________

Candidates will be asked to attend for an interview with staff from the art and textiles departments. At the interview a candidate’s work, interests and reasons for applying for an art/textiles scholarship will be discussed.

Candidates will be required to present a portfolio of work, which should include: 

a range of work produced by the candidate and what her particular interests are. This does not only mean school work but also work which the candidate has done by herself.

We are very interested in seeing sketchbooks, notebooks and photographs, as well as finished work.



a range of work in a variety of media.



work presented in a logical and ordered fashion. Over-elaborate presentation is unnecessary.



large pieces can be shown using photographs.



examples of written work.

The successful scholar should be taking either art, textiles or both at A level.

To apply for this scholarship students should submit a letter of application using the application guidelines, stating the reasons they are applying for an art/textiles scholarship. This should be sent to the Headmaster, Mr Carson by 1st December 2017.

The assessments will take place in January 2018.

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General Course Information ______________

Eight periods are allocated each week to each examined subject. (Where group numbers are very small, this allocation will be reduced) Untaught periods, on average eight each week, are for study and relaxation. One of the first differences you will notice about Sixth Form life is that you have to manage your time and the demands of your work effectively. It isn’t easy and we are here to help you. We suggest that you spend about four hours studying on your own for each subject. If you do not do so, you may find that you have difficulties by the end of the course.

If you have not achieved a grade 4 (C grade) at GCSE in English Language and/or Mathematics, arrangements will be made to enable you to continue your studies in these subjects.

The GCSE results you achieve enable us to help you choose a programme of study suited to you and at which you should be successful.

You should remember the following: 

Each subject has entry criteria which are available to view within this document and on the website



There is no overall minimum standard of entry to the Sixth Form at RMS. However, as a guide, the number of passes at grade 6 (B grade) and above that you achieve, is an indicator of the number of subjects you should study.



Most Sixth Formers commence studying four subjects in Year 12. Some students continue with four subjects after the first term in Year 12 but most will take three subjects to A level.

As always, the School will adopt a case-by-case approach in order to accommodate the needs of individual students.

Entry requirements to reflect the new GCSE grading system Following curriculum reform new GCSEs will be awarded grades 9-1 in place of the traditional (A*-G) grading system Students in Year 11 will be the first cohort nationally to be awarded these new grades. Grade 4 is equivalent to a low C grade but grade 5 is considered by the Department for Education to be a good pass; this equates to a high C grade or a low B grade.

There is a summary of entry requirements at the back of this booklet.

Entry requirements for courses detailed within this booklet will reflect the new grading system equivalence.

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Applied General Business ________________

Exam Board AQA

Qualification level Level 3 extended certificate

Specification code

Link to the exam board information: http://www.aqa.org.uk/subjects/business-subjects/appliedgeneral/business Aims  To gain a broad insight into the world of business  To embed analytical, numerical skills and report writing skills which will be vital in any chosen career  To build critical thinking skills necessary for the twenty-first century

Entry Requirements No specific requirements, however, you must enjoy completing coursework tasks as these constitute a large part of this course.

Content Applied business focuses on four key themes: people, markets, finance and operational delivery. Each unit studied addresses aspects of these themes to ensure coherent learning.

This qualification helps prepare students to take up employment in business and entrepreneurship, either directly after achieving the qualification or via higher education at university or college. This qualification also offers the students an opportunity to develop transferable skills, such as teamwork, research and communication, as part of their applied learning.

Level 3 Certificate (equivalent to AS level) Unit 1 Financial Planning and Analysis 2 Business Dynamics 3 Entrepreneurial Opportunities

% of final assessment 33.3%

Type of assessment External Examination

33.3%

Coursework

33.3%

Controlled Assessment

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Timing of assessment January year 1 with re-sit opportunity in June On going Throughout year 1

Level 3 Extended Certificate (equivalent to A level) above plus the following Unit 4 Managing and Leading People 5 Developing a Business Proposal 6 Managing an event

% of final assessment 33.3%

Timing of assessment End of year 2

33.3%

Type of assessment External Examination Coursework

33.3%

Coursework

Throughout year 2

Throughout year 2

Student View Coursework “Make sure you enjoy coursework and that you keep up to date with your work. Hand in all work on time – if you fall behind it is hard to catch up. Make sure you take good notes in lessons and read them as soon as possible afterwards. If you don’t understand something, ask the teacher straight away.”

Examined units “Make sure you complete as many past papers as possible. Treat the mini tests in class seriously and revise for them as if it were a real exam. Learn the theory off by heart.”

What other subjects complement applied business?

Business studies complements any other subject studied at RMS, no matter what career path you select you will be working in a type of business.

What do applied business students go on to do? 

The world is your oyster with knowledge of business studies; careers can range from accountancy to marketing and from business administration to investment analysts to name but a few. Many girls go onto study business of some sort at university but there are also opportunities for apprenticeships or simply joining a business and climbing through the ranks.

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Biology ________________

Exam Board AQA

Qualification level AS A level

Specification code 7401 7402

Link to the exam board information: http://www.aqa.org.uk/subjects/science/as-and-a-level/biology-7401-7402 Aims  To stimulate students and both sustain and develop their interest in biology  To provide a suitable foundation for the study of biology or related courses in further and higher education.  To promote the application of biological principles to problems including those of a personal, social, environmental, economic and technological nature

Entry Requirements Grade 7-7 in GCSE combined science or A level in GCSE Biology and grade 6 in GCSE Mathematics Content Unit 1: Unit 2: Unit 3: Unit 4: Unit 5: Unit 6: Unit 7: Unit 8:

Biological molecules Cells Organisms exchange substances with their environment Genetic information, variation and relationships between organisms Energy transfers in and between organisms Organisms respond to changes in their internal and external environments Genetics, populations, evolution and ecosystems The control of gene expression

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A Level Assessment Unit

Type of assessment

Paper 1

% of final assessment 35%

Written examination:

Timing of assessment End of year 2

Paper 2

35%

Written examination:

End of year 2

Paper 3

30%

Written examination:

End or year 2

Students will complete 12 required practical investigations over 2 years.

Continuous throughout Years 12 and 13

Practical MET/NOT assessment MET component

Students will have the option of taking the AS only, this will be assessed as follows: Unit

Type of assessment

Paper 1

% of final assessment 50%

Written examination:

Timing of assessment End of year 1

Paper 2

50%

Written examination:

End of year 1

Note: Students continuing to complete the A-level biology course will not take these examinations.

Student View "You have to like plants too not just animals and humans" "Biology experiments don't always work as living things can behave "strangely"..."

What other subjects complement biology?

Biology is a subject highly desired by Russell group universities. Chemistry, geography and psychology A-level would complement your biology A-level as they cover many biology related topics and skills.

What do A-level Biology students go on to do?

Biology is a very popular A level subject at RMS, attracting students planning to study a biology- related degree course. We have a very good record of sending students to top-rank universities.

The most popular biology courses include medicine, veterinary science, dentistry, natural science, biomedical sciences, nursing, environmental science and physiotherapy.

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Chemistry ________________

Exam Board AQA

Qualification level AS A level

Specification code 7404 7405

Link to the exam board information : http://www.aqa.org.uk/subjects/science/as-and-alevel/chemistry-7404-7405 Aims  To investigate and understand what the world is made up of  To understand the potential for making a difference in the world e.g. by finding cures for diseases  To develop research, problem solving and analytical skills along with team work and communication – all transferable skills in many walks of life Entry Requirements Grade 7 - 7 in combined science or grade 7 in GCSE chemistry plus grade 7 (A grade) in mathematics Content Physical chemistry This includes Atomic Structure; Amount of substance; Bonding; Energetics; Kinetics; Equilibria; Redox; Thermodynamics; Electrode Potentials; Rate Equations; Equilibrium Constant; Acids and Bases.

Inorganic chemistry This includes Periodicity; Group 2; Group 7; Period 3; Transition Metals; Reactions of ions in aqueous solution.

Organic chemistry This includes Alkane; Halogenoalkanes; Alkenes; Alcohols; Organic Analysis; Optical Isomerism; Aldehydes and ketones; Carboxylic acids and derivatives; Aromatic chemistry; Amines; Polymers; Amino Acids; Organic Synthesis; Nuclear Magnetic Resonance Spectroscopy; Chromatography.

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Assessment Unit

Type of assessment

Paper 1

% of final assessment 35%

Written examination

Timing of assessment End of year 2

Paper 2

35%

Written examination

End of year 2

Paper 3

30%

Written examination

End of year 2

Students will complete 12 required practical investigations over 2 years.

Continuous throughout years 12 and 13

Practical MET/NOT assessment MET component

Students have the option of taking the AS qualification only and this will be assessed as follows: Unit

Type of assessment

Paper 1

% of final assessment 50%

Written examination

Timing of assessment End of year 1

Paper 2

50%

Written examination:

End of year 1

Practical assessment

Continuous throughout Year 12

Note: Students continuing to complete the A level chemistry course will not take AS examinations.

Student View “I am fascinated by the applications of chemistry”.

“Chemistry is a very difficult subject but is the most rewarding when you understand it”.

What other subjects complement Chemistry?

Mathematics, biology and physics work well with chemistry What do A level Chemistry students go on to do?

Chemistry students go on to study a wide range of subjects at university including natural sciences, medicine, veterinary science, biomedical sciences, pharmacy, geography, engineering, mathematics, forensic science, materials science, pure chemistry.

Chemistry is the required subject for many science-based university courses and is an essential A level requirement for medicine, veterinary science, pharmacy and dentistry. A number of A level chemistry students also go on to study some quite diverse subjects such as Economics, Textiles, Mathematics and Music.

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Physics ________________

Exam Board AQA

Qualification level AS A level

Specification code 7407 7408

Link to the exam board information: http://www.aqa.org.uk/subjects/science/as-and-alevel/physics-7407-7408

Aims   

To explore new exciting areas such as particle physics and cosmology To apply mathematics to real-world problems and develop problem-solving skills To expand your knowledge of topics introduced at GCSE such as: forces, waves, radioactivity, electricity and magnetism

Entry Requirements Grade 7-7) in GCSE combined science or a grade 7 GCSE physics and grade 7(grade A) in GCSE mathematics

Content The core modules covered in the A-level are as follows: 1 Measurements and their errors 2 Particles and radiation 3 Waves 4 Mechanics and materials 5 Electricity 6 Further mechanics and thermal physics 7 Fields and their consequences 8 Nuclear physics There is one option module taken in Year 13 taken from the following list: 9 Astrophysics 10 Medical physics 11 Engineering physics 12 Turning points in physics 13 Electronics We currently offer unit 9 astrophysics due to the vast resources available at RMS to teach this unit including a planetarium and an observatory.

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A level Assessment Unit

Type of assessment

Paper 1

% of final assessment 34%

Written examination

Timing of assessment End of year 2

Paper 2

34%

Written examination

End of year 2

Paper 3

32%

Written examination

End of year 2

Students will complete 12 required practical investigations over 2 years.

Continuously throughout the year

Practical MET/NOT Endorsement MET component

Students will have the option of taking the AS only; this will be assessed as follows: Unit Paper 1 Paper 2

% of final assessment 50% 50%

Type of assessment Written examination Written examination:

Timing of assessment End of year 1 End of year 1

Note: Students continuing to complete the A level Physics course will not take AS examinations.

Student View “The physics is theoretical but the fun is real!”

What other subjects complement Physics?

Physics is a subject highly desired by Russell group universities. Mathematics A-level would complement your physics A level as it reviews the mechanics required to study the topics in Physics.

What do A level Physics students go on to do?         

Apprenticeships in a variety of fields including: nuclear and civil engineering and the motor industry Engineering course at university including: mechanical, civil, aeronautical, electrical and aerospace.

Study Physics and/or Astronomy at university Study Mathematics at university Study Finance, Economics or Business at college or university due to good mathematical modeling skills.

Take up jobs in the UK/European Space Agency Undertake study or work in medical including: Veterinary Science, medical doctors and medical physicists Study Architecture or Graphic Design Work within the computer game industry or film industry

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Business Studies __

Exam Board AQA

Qualification level AS level A level

________________

Specification code 7131 7132

Link to the exam board information: http://www.aqa.org.uk/subjects/business-subjects/as-anda-level/business-7131-7132

Aims  To gain a broad insight into the world of business  To embed analytical and numerical skills which will be vital in any chosen career  To build critical thinking skills necessary for the 21st century

Entry Requirements: grade 6 in English Language and grade 6 in Mathematics

Content Students will study the four main functions of a business which are marketing, operations, finance and human resources. The new syllabus has been fully updated and includes the most recent business tools and strategies which will benefit the students whatever their selected career path.

Assessment at AS level Unit % of final assessment 1 50% 2

50%

Type of assessment External Examination External Examination

Timing of assessment Summer year 1

Type of assessment External Examination External Examination External Examination

Timing of assessment Summer year 2

Summer year 1

Assessment at A level

Unit 1

% of final assessment 33.3%

2

33.3%

3

33.3%

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Summer year 2 Summer year 2

Student View “First topics are easier to learn and understand, later topics become more difficult with more complex finance data to learn. The ability to write long answers and apply knowledge learned in lessons to case studies becomes more difficult as time goes on but you do get lots of opportunities to do past papers.�

What other subjects complement Business Studies?

Business Studies complements any other subject studied at RMS, no matter what career path you select you will be working in a type of business.

What do A level Business Studies students go on to do? 

The world is your oyster with knowledge of Business Studies; careers can range from accountancy to marketing and from business administration to investment analysis to name but a few. Many girls go onto study business of some sort at university but there are also opportunities for apprenticeships or simply joining a business and climbing through the ranks.

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Classical Civilisation __

Exam Board OCR

Qualification level A

________________

Specification code H408

Link to the exam board information : http://www.ocr.org.uk/qualifications/as-a-level-gceclassical-civilisation-h008-h408-from-2017/

Aims  to develop knowledge and understanding of Greek and Roman culture  to focus on drama, epic, history and ancient belief systems both religious and philosophical  to encourage debate, discussion and open-minded analysis of the values of ancient times and of the twenty first century

Entry Requirements Minimum grade 6 in an essay based subject such as History, English or RS, or Latin. NB: No knowledge of Latin or Greek or prior knowledge of Classical Civilisation is requirement for this course.

Content  Essay writing  Sub-questions on a passage  Synoptic analysis of Greek and Roman culture  Critical response to visual and other data

During the course, students:  Will have the opportunity to study (translated) texts and other sources in depth 

Will foster their skills of expression and communication via essays and other extended answer tasks



Will participate in class debate and discussion, formal and informal



Will have a chance to give presentations to other members of the class



Will have the chance to compare, contrast and challenge their own ideas about contemporary society against the context of ancient times

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Assessment Unit 1

% of final assessment 40%

2

30%

3

30%

Type of assessment Written – world of the hero Written – culture and the arts theatre Written – religion and beliefs

Timing of assessment End of Year 13 End of Year 13

End of Year 13

Student View “Thank you for setting me on a path I never really knew existed”. Student with no prior experience of the subject who opted to follow it at university.

Which subjects help with the skills and/or content of your subject: Anything essay-based and evidential such as English, History, Religious Studies, Sociology What do A level Classical Civilisation students go on to do?

Very high take up of the subject at university, relative to numbers.

Also other, usually arts-based subjects, but also practical areas such as Photography, digital media.

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Design and Technology __

Exam Board EDEXCEL

Qualification level A level

________________

Specification code 9DT0

Link to the exam board information: http://qualifications.pearson.com/content/dam/pdf/A%20Level/Design%20and%20Technology %20-%20Product%20Design/2017/specification-and-sample-assessments/Specification-GCEL3-A-level-in-Design-and-Technology.pdf Aims To allow students to:  use creativity and imagination to develop and modify designs that solve real world problems  identify market needs and opportunities for new products, initiate and develop design solutions, and make and test prototypes  develop the ability to draw on and apply a range of skills and knowledge from other subject areas, including the use of mathematics and science for analysis and informing decisions in design Entry Requirements Grade 6 at GCSE Design and Technology (Resistant Materials) Content There are two units in this course.

Component 1 – Theory Study of materials, performance characteristics of materials, processes and techniques, digital technologies, factors in developing products, effects of technological development, safe working, industrial manufacturing, design for maintenance and environment, legislation, information handling in industry Component 2 The purpose of this component is to undertake a substantial design, make and evaluate project which will test students’ skills in designing and making a prototype.

Assessment Component 1. Principles of Design and Technology 2 Independent Design and Make Project

% of final assessment 50%

Type of assessment Written examination

Timing of assessment At the end of year 2

50%

Internally assessed, externally moderated

Throughout the course

40

Student View “At A level, there is the coursework and an exam in the period of summer examinations. You will learn in greater depth, analysing whether products are fit for purpose, satisfy wants and needs, and support our day-to-day lives. You will have the opportunity to demonstrate your design and technology ability. You will get to learn and use more machinery and software for coursework which is always fun and interesting. It is a ‘feel-free’ course resulting in using your imagination and inspired ideas throughout. Creativity and sustainability...repeat this to yourself and you could be building up a passion for designing your future.”

What other subjects complement Design and Technology?

Design and Technology is a very cross curricular subject.

Strongest complementary subjects arePhysics –subjects overlap e.g. physical and mechanical strength, properties of materials.

Energy sources and storage etc.

Mathematics -the calculations undertaken in the practical areas of this subject.

Geography - due to demographics, environmental issues and sustainability.

Other complementary areasArt –the confidence in drawing and creativity.

Humanities/English –discussion and essay skills.

What do A level Design and Technology students go on to do?

Our previous students have gone on to careers in product design, furniture design, interior design, design, architecture, jewellery design, mechanical engineering, prop making and special effects, computer graphics for advertising, teaching, landscape design.

DT is a very rewarding subject that enables students to gain problem solving and practical skills which are excellent life skills.

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Economics __

Exam Board Edexcel

Qualification level A level

________________

Specification code 9EC0

Link to the exam board information: https://qualifications.pearson.com/en/qualifications/edexcel-a-levels/economics-a-2015.html Aims  To provide a broad working knowledge of the subject of economics and its application in the real world  To encourage students to develop a real enthusiasm for the subject, allowing them to explore current economic issues in greater depth  To allow students to develop their ability to evaluate economic problems from different perspectives  To develop the analytical and quantitative skills necessary to equip students for the challenges and opportunities of adult working life Entry Requirements Grade 6 for Mathematics and grade 6 for English Language Content The A level consists of four units, known as “themes.”

Theme 1 – Introduction to markets and market failure An introduction to microeconomics, covering supply and demand, as well as the price mechanism and the issues of market failure. It looks at economic problems and the ways that economists think and work.

Theme 2 – The UK economy – performance and policies An introduction to macroeconomics with particular emphasis upon the role of the Government in achieving and maintaining economic growth. It focuses on economic performance and instruments of economic policy.

Theme 3 – Business behaviour and the labour market This is effectively the theory of the firm. Building upon knowledge gained from studying theme 1, it explores the motives of firms in their actions, with respect to the market structure within which they operate and the role of the Government in regulation.

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Theme 4 – A global perspective This theme centres upon the issues of globalization, international trade and economic development. Especially building upon knowledge gained from studying theme 2, it deals with economic performance and policies in a global context. There is, however, a synoptic element to this theme as it draws in key points from all previous themes.

Assessment Paper Paper 1 (Themes 1 & 3) Paper 2 (Themes 2 & 4) Paper 3 (Themes 1,2,3 &4)

% of final assessment 35% 35% 30%

Type of assessment Written Examination Written Examination Written Examination

Timing of assessment June - Year 2 June - Year 2 June - Year 2

Student View “I found Economics a challenge at first, but I really got into it as I began to see how current affairs were often linked to economic issues. It helps me to understand what is really going on in the world�

What other subjects complement Economics?

Many subjects are able to be partnered with Economics. However, Mathematics, Geography, History, Business Studies and Psychology have particular strengths as they can help in applications for university with respect to study for careers. It is also a very good partner to science subjects as it helps to put research into both a financial and economic development context.

What do A level Economics students go on to do?

There are many options for careers after studying economics. Students in the past have gone on to do the following (amongst others): Accountancy Business Management Investment Banking Law International Relations Engineering Marketing Government

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English Language __

Exam Board OCR

Qualification level A level

________________

Specification code H470

Link to the exam board information: http://www.ocr.org.uk/qualifications/as-a-level-gce-english-language-h070-h470-from2015/http://www.ocr.org.uk/qualifications/as-a-level-gce-english-language-h070-h470-from2015/ Aims  For students to develop and apply their understanding of the concepts and methods appropriate for the analysis and study of language  To explore data and examples of language in use  To engage creatively and critically with a varied programme for the study of English  To develop skills as producers and interpreters of language  To independently investigate language in use

Entry Requirements Grade 6 in both English Language and English Literature GCSE

Content The wonderful thing about studying English Language is that it will forever change the way that you understand the wider world. As English language issues surround us on a daily basis, students will find that through the course, they will be exploring the current news, social media trends, political speeches and debates, sports coverage and popular entertainment.

Throughout the course, students will cover the following topics: - Language under the microscope Students will study and analyse the lexical choices and grammatical features in an unseen text.

- Writing about a topical language issue Students will produce a piece of original writing media piece that presents attitudes and thoughts about a language issue.

- Comparing and contrasting texts Students will compare two unseen texts, including a spoken transcript, and analyse how language has been used in each, considering how the contextual factors influence texts’ production and reception.

- Child Language Development Students will study how language develops in children from 0-7 years of age and apply language concepts to their analysis of a spoken language transcript.

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- Language in the media Students will analyse a short media piece aiming to use language concepts, considering relevant theories of language and power, language and gender or language and technology.

- Language Change Students will compare two texts from different periods analysing variations in language from the 1600s to present day. You will be expected to explore the ways language is used and how contextual factors influence the way meaning is constructed.

- Independent Language Research Students will complete two separate coursework assignments based on a topic of their choosing: a close critical investigation of a language issue or topic and an academic poster presenting their findings to their peer group.

Assessment Unit 1

% of final assessment 40%

2

40%

3

20%

Type of assessment Written examination Written examination Non-examined assessment (coursework)

Timing of assessment Summer Year 2 Summer Year 2

Student View “Studying English Language has helped me develop a better understanding of language and will provide me with linguistic tools to convey my ideas effectively in my future profession.”

“My vocabulary has widened and I have particularly enjoyed learning about child language development. I also enjoyed the creative aspect and the opportunity to put the linguistic concepts in my own writing.”

What other subjects complement English Language?  Politics, History, Sociology, Psychology or any Modern Foreign Language are very complementary subjects. Some students choose to study both English Language and English Literature at A level; this is an option.

What do A level English Language students go on to do?  Students have gone on to study many subjects, which include English, Creative Writing, Journalism, Education, Psychology, Music, Criminology.

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English Literature __

Exam Board OCR

Qualification level A level

________________

Specification code H472

Link to the exam board information: http://www.ocr.org.uk/qualifications/as-a-level-gce-english-literature-h072-h472-from-2015/ Aims  To encourage learners to develop their interest in and enjoyment of literature and literary studies  To read widely and independently both set texts and others that they have selected for themselves  To engage critically and creatively with a substantial body of texts and ways of responding to them  To develop and effectively apply their knowledge of literary analysis and evaluation in writing  To explore the contexts of the texts they are reading and others’ interpretations of them.

Entry Requirements Grade 6 in both English Language and English Literature GCSE Content What is fantastic about studying English Literature is the depth of the understanding that you gain, not only about books, but also history, politics, social awareness, other cultures and much more. Literature students should enjoy reading widely and be enthusiastic about opportunities to expand your literary knowledge. This course will hone not only your essaywriting skills, but also your ability to analyse, interpret and think independently.

Throughout the course, students will study the following topics: - Shakespeare Students will study one Shakespeare play in detail, which they will be assessed on in a written examination at the end of the course.

- Drama and Poetry For this section of the course, students will study a pre-1900 drama text and compare it to a poetry text or a selection of poetry by a named poet on the specification.

- Close reading in chosen topic area Students will have to analyse an unseen passage from the genre that they have covered in class, demonstrating understanding of the writers’ methods and also the contextual factors relating to the genre in question.

- Comparative Study Students will analyse and compare two novels named within the genre they have studied in class as well as exploring critical theory.

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- Literature post-1900 Students will produce two pieces of coursework based upon a collection of poetry, a novel and a drama, one of which must have been first published after 2000. The first will be a close critical analysis of a text. The second will be an essay exploring connections between the other two texts, informed by the readers’ interpretations.

Assessment Unit 1 Drama and poetry pre-1900 2 Comparative and contextual study 3 Literature post1900

% of final assessment 40% 40% 20%

Type of assessment Written examination Written examination Non-examined assessment (coursework)

Timing of assessment Summer Year 2 Summer Year 2 Spring Year 2

Student View “I decided to study A level English Literature because I enjoy reading books, analysing texts and finding their deeper meanings. You don't only study the texts; you research critics and evaluation of the texts, which is also very interesting. English this year has also widened my wider understanding of many topics such as Colonial India and law, which can also lead to class discussions and debates, which I thoroughly enjoy.”

“I enjoy the variety of books we study, and I now enjoy reading more. I have gained many skills, such as being able think in depth, and make concise notes. There are many extracurricular activities, and we get lots of opportunities to see different plays, which have been enjoyable. Every lesson is different, and interesting.”

What other subjects complement English Literature? 

History, Religious Studies, Politics, Classics, any Modern Foreign Language, Geography. However, many of our students are also studying Mathematics or sciences; English allows them to showcase their essay-writing and analytical skills.

Some students choose to study both English Language and English Literature at A level; this is also an option.

What do A level English Literature students go on to do? 

Many of our English Literature students to go on to study an English course at university, including English Literature, Creative Writing, English Language and Literature or English Language. Other students have gone on to read Law, Politics, Psychology, Marketing, Geography, and History.

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Extended Project Qualification (EPQ) __

Exam Board AQA

Qualification level Level 3 (50% of the UCAS points of an A level)

________________

Specification code 7993

Link to the exam board information: http://www.aqa.org.uk/programmes/aqa-baccalaureate/extended-project/the-aqa-epq Aims  To provide students with the opportunity to complete an individual project on a topic that takes them beyond the curriculum they are studying at A level  To allow students to obtain, engage critically with and use a range of sources of information in order to reach supported outcomes  This course allows students to be analytical in their approach and creative in their undertaking Entry Requirements This is suitable for students who are committed and confident in managing another qualification on top of their A levels.

It is recommended that students achieve a grade 6 in GCSE English language as the EPQ involves a written report of 1,000 words (for the artefact option) or an extended essay of 5,000 words.

Students who wish to undertake the EPQ will be considered on an individual basis.

Content The EPQ offers students the chance to research their own area of academic interest and to write it up as a dissertation with the help of a supervisor and a series of focused research skills seminars. Rather than producing an essay/dissertation, students may opt to produce an artefact; such as a piece of art.

The EPQ consists of a production log that all students complete throughout the process, an essay or written report accompanying an artefact and a presentation to a non-specialist audience.

During the course students will learn to: - Manage – identify, plan and complete a project through applying organisational skills and strategies to meet identified objectives.

- Undertake research and identify resources that are appropriate to their chosen question and allow them to be analytical.

- Develop and realise – through using a range of skills they will need to solve problems, make appropriate decisions and be creative in their approach in order to achieve their aims.

- Review their work throughout the process and carefully consider their learning.

Assessment Students officially begin the process in January of Year 12 but can think of their topic or question before this.

They will attend compulsory lessons to learn the skills element that will assist them in this process.

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All assessment will be based on one of the following depending on which type of EPQ they choose to complete; Essay-based EPQ 5,000 word essay Production Log Presentation

Artefact 1,000 word report accompanying their artefact Production Log Presentation

Projects will be completed by mid-October of Year 13.

Student View “I have thoroughly enjoyed the process. Initially I thought this research project would be tedious, boring and gruelling, however my viewpoint has changed significantly over the course of the year. Although I was correct in thinking an EPQ would demand a lot of extra work outside my A level subject areas, I was extremely surprised at my growing enthusiasm and interest in my topic area the more I researched and investigated it. My feelings towards my EPQ developed into a passion for the subject area. My over-eagerness actually became one of my downfalls towards the end of the process in that my first essay draft was 2,000 words over the specified limit due to my amount of detailed research and my related original presentation plan exceeded 40 minutes (despite the advised time limit being approximately 15 minutes)!”

What other subjects complement the EPQ? It is recommended, although not essential, that students undertake an EPQ in a subject that they are considering for university. As such, your chosen A level subjects will assist you in your EPQ. In this manner all subjects complement the EPQ. As there is a large written component A levels that incorporate this will assist.

What do EPQ students go on to do?  Having gained in confidence in research and writing skills students are more prepared for their university courses and in undertaken significant independent study.  Explore an area of academic interest outside of the constraints of A level subjects that can influence future study.  Can help enhance UCAS applications or provide content for an interview and help meet the conditions of a university offer.

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Fine Art ________________ ______

Exam Board AQA

Qualification level A level

Specification code 7202

Link to the exam board information: http://filestore.aqa.org.uk/resources/art-and-design/specifications/AQA-ART-SP-2015.PDF Aims  To develop and enrich pupils’ existing artistic skills and to introduce them to a range of new techniques and media  To encourage a sense of maturity, independence and responsibility in relation to both personal ideas and self-motivation  To look within and beyond pupils’ own lives; to observe and to comment on our contemporary world; to cultivate opinions and express these using a specialised visual language Entry Requirements Grade 6 is required to study art at A level but it is more important to be a creative thinker and totally committed to the subject. This is a demanding course and students must be in no doubt that our expectations of both their time and dedication are high. A willingness to experiment and to embrace new working methods is key to success as it is these qualities that enable progression and development as an artist.

Content The course will be made up of a number of modules that focus on fundamental learning areas such as drawing, painting, composition, colour, critical analysis, non-representational art, printmaking, and exhibition mounting.

Skills Based Projects  Non –assessed (September 2018 – February 2019) Pupils will follow a structured programme of practical teaching before pursuing their own interests and ideas. We also present a brief history of art during this time so that pupils have a better appreciation and understanding of the context which drove key artists to produce their masterpieces.

Component 1: Personal Investigation  60% of A level (February 2018 – January 2019) This component is a personal investigation, the topic is chosen by the student, who must then produce a portfolio of practical work, supported by a written element of 1000-3000 words.

Component 2: Externally Set Assignment  40% of A level (February – May 2019)

The examination board provides a set of eight starting points, from which students choose one to inspire a project of work.

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Assessment Component 1

% of final assessment 60%

2

40%

Type of assessment Internal assessment of a portfolio of work produced over several months.

Externally moderated by a visiting examiner.

A project of preparatory work followed by a 15-hour practical timed examination.

Timing of assessment May & June year 2

May & June year 2

Student View “Art is a really great A level because the personal investigation gives you the freedom to follow your own path and not have any boundaries. You can take inspiration from other subjects and it encourages independence. It can also help you find yourself and to express your individual personality. Art makes you think in a different way and it’s one of the few subjects that gives you real pride in what you have achieved.”

What other subjects complement Fine Art? Art is subject that lies naturally and comfortably alongside the most diverse curriculum, due to the fact that a pupil can design their own course of study. Textiles, Design and Technology and Photography are the obvious complementary subjects because of the similarity of skills and structure. English and the humanities assist an art pupils’ essay writing skills while Mathematics and the sciences (including Psychology) often inspire pupils’ interests and enrich a STEAM themed programme.

What do A level Fine Art students go on to do?

There are many careers in art and design. Most require further study at a university or college of art. We are proud that many of our students gain places on a range of prestigious undergraduate courses directly from Sixth Form, such as Architecture, Fine Art and Art History. We help in the preparation of portfolios and advise on interview techniques. In recent years’ students have won places at University of the Arts, Newcastle, Loughborough, Leeds, Nottingham, Edinburgh College of Art, Oxford Brookes and Manchester.

A Fine Art A level does not necessarily have to lead to a career in the industry; a good A level in the subject is viewed favourably by most universities and students in the past have gone onto read English Literature, Psychology, History of Art, Geography and Marketing amongst others at Exeter, Edinburgh, Nottingham and Bristol.

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Further Mathematics __

Exam Board Edexcel Edexcel

Qualification level A level AS level

________________

Specification code 9FMO 8FMO

Link to the exam board information: https://qualifications.pearson.com/en/qualifications/edexcel-a-levels/mathematics-2017.html Aims  To allow students to develop a broad understanding of aspects of Mathematics beyond the A level specification  To develop skills in proof and analytical reasoning  To allow students to experience a wide variety of topics in Mathematics Entry Requirements Students entering this course must have at the very least a grade 8 or grade A* at higher level GCSE or IGCSE Mathematics.

Content This course can only be taken with A level Mathematics.

It gives a much wider mathematical basis and is recommended, at least to AS level, for the able mathematician or for a student who is considering studying Mathematics or related subjects such as Physics or Engineering at university. Half of the course covers further topics in pure mathematics such as complex numbers, matrices, hyperbolic functions and differential equations. The remaining half of the course will consist of options in pure mathematics, statistics, mechanics or decision mathematics. These options will be determined by the interests of the students and the strengths of the teaching team.

Assessment For Advanced Subsidiary Level Paper % of final Type of assessment assessment 1 Pure Mathematics 50% Written examination 2 Option paper 50% Written One of examination  Pure Mathematics  Further Statistics  Further Mechanics  Decision Mathematics

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Timing of assessment Summer of Year 1 Summer of Year 1

For Advanced level Paper 1 Pure Mathematics 2 Pure Mathematics

% of final Type of assessment assessment 25% Written examination 25% Written examination 25% Written examination

Timing of assessment Summer of Year 2

Written examination

Summer of Year 2

3 First option paper; one of  Further Pure 3  Further Statistics 1  Further mechanics 1  Decision Mathematics 1 4 Second option paper; 25% another choice from  Further Pure  Further Statistics  Further mechanics  Decision Mathematics

Summer of Year 2 Summer of Year 2

Student View “Maths is exciting. Mathematicians can get really worked up and obsessed by their subject.”

What other subjects complement Further Mathematics?

Mathematics is an essential subject to choose first. Mathematics and Further Mathematics together complement any other arts or science subjects.

What do A level Further Mathematics students go on to do?   

Study Mathematics at university Study Engineering, Physics, Computer Science or other degrees with substantial mathematical content Apply their skills in a creative field such as graphic design

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Geography __

Exam Board AQA

Qualification level A level

________________

Specification code 7037

Link to the exam board information: http://www.aqa.org.uk/subjects/geography/as-and-a-level/geography-7037 Aims  To gain a deep understanding of how places, environments and issues are constantly changing and how the human population responds to this  To develop comprehensive analytical skills, using geographical data analysis and field work  To develop robust learners able to independently investigate and analyse complex issues Entry Requirements Grade 6 in Geography Content There are three components to the course; human geography, physical geography and field work and geographical skills. The topics covered include: Physical Geography Water and carbon cycles Coastal systems and landscapes Hazards Human Geography Globalisation and development Changing places Population and the environment Geographical Skills A level students are required to complete an individual investigation based on a question or issue defined and developed by the student relating to any part of the specification content.

Assessment Unit 1 Physical geography 2 Human geography 3 Geographical skills and Field work

% of final assessment 40%

Type of assessment Written exam

Timing of assessment June of year 2

40%

Written exam

June of year 2

20%

3000 – 4000 written investigation

Ongoing; March (year 1) to December (year 2)

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Student View “Studying geography at A level allowed me to explore the world and people’s interactions with it. We studied a range of topics from development to weather and climate, building on prior knowledge. We were supported in developing skills such as critical analysis, evaluation and debate. Through studying geography at this level I have become a more competent learner and more aware and interested global citizen.”

What other subjects complement Geography?

Geography encompasses a huge range of topics so therefore combines very well with a number of subjects. Mathematics, the sciences (particularly Biology), Economics, Sociology and Government and Politics all have aspects covered in A level Geography.

What do A level Geography students go on to do?

Geography is an enabling subject that opens a huge variety of opportunities in future pathways. Past students have used their A level Geography to complete degrees in the following:   

International Development Geography and Economics Human, Social and Political Science

Geography also supports students wishing to undertake a degree in the sciences, Mathematics, media related subjects, Geology, Conservation or teaching.

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Government and Politics __

Exam Board Edexcel

Qualification level A level

________________

Specification code 9PLO

Link to specification: https://qualifications.pearson.com/en/qualifications/edexcel-alevels/government-and-politics-2008.html Aims  Develop knowledge and an informed understanding of contemporary political structures and issues in their historical context, both within the United Kingdom (UK) and globally  Develop a critical awareness of the changing nature of politics and the relationships between political ideas, institutions and processes  Develop knowledge and an informed understanding of the influences and interests which have an impact on decisions in government and politics  Develop knowledge and an informed understanding of the rights and responsibilities of individuals and groups.  Develop an interest in, and engagement with, contemporary politics Entry Requirements Grade 6 in English Language Content The key requirement in this subject is the ability to critically analyse, interpret and evaluate political information in order to construct coherent arguments and make substantiated judgements.

UK Politics This unit involves looking at political representation in the UK including political parties, electoral systems, voting behaviour and the media and the core political ideologies of conservatism, liberalism and socialism.

UK Government This unit involves looking at aspects of British government including the British constitution, role of Parliament, prime minister and executive and relationships between the branches as well as one non-core ideology which is anarchism.

Comparative Politics This unit involves looking at the US Constitution, Congress, the role and powers of the US president, elections, political parties, pressure groups and civil rights. There is also a comparative element which will involve students comparing the US and UK systems.

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Assessment Unit 1 UK Politics

% of final assessment 33%

2 UK Government

33%

3 Comparative Politics

33%

Type of assessment Source and essay questions Source and essay questions Essay questions

Timing of assessment End of year 2 End of year 2 End of year 2

Student View “Studying Politics at A level has allowed me to become more engaged in current affairs and thus it is easier to understand the events that happen in the world around me and why they happen. I think studying politics is highly valuable as it allows us to have more informed debates and this is so important in times of constant political change and uncertainty. Learning about the ideas and policies of the current political parties has been very useful in preparing me for life beyond school and equipping me with the necessary knowledge to make informed decisions in elections.”

“My study of Politics at A level has been enhanced by having such helpful and knowledgeable teachers, who are able to give the important advice that was crucial to us achieving such strong grades in public examinations.”

What other subjects complement Government and Politics?

These include History, Economics, English Literature and Geography.

What do Government and Politics students go on to do?

Many politics students go on to study the subject at degree level and often combine it with another subject such as International Relations or History. Politics students follow various career paths after university including, working for an NGO, journalism, civil service, teaching and accountancy.

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Health and Social Care (BTEC) __

Exam Board Edexcel

________________

Qualification level Level 3

Link to the exam board information: http://qualifications.pearson.com/en/qualifications/btecnationals/health-and-social-care-2016.html Aims  To gain understanding of human development throughout the life stages  To examine the health and social care needs of individuals  To analyse diverse factors pertaining to health, wellbeing and care needs of individuals

Entry Requirements This course is suitable for students who have achieved English Language grade 4 or above.

Content There are four units studied across the two years which lead to a BTEC Extended Certificate.

These units will extend understanding of human lifespan development and the influencing factors. Students will also explore what it is like to work in a health and social care setting and examine current practice in respect of available provisions.

During the course students will:  Develop independent and team working skills  Take responsibility for their own learning and progress by asking questions  Develop analytical skills by: o challenging principles and values that underpin meeting individual need o analysing ethical issues involved when providing care to support individuals

Assessment Unit 1 – Human Lifespan Development 2 – Working in Health and Social Care 5 – Meeting Individual Care and Support Needs 10 – Sociological Perspectives

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Type of assessment External External Internal Internal

Timing of assessment January January February - May February - May

Student View “There is a lot of coursework and you need to keep up to date because it can get on top of you if you don’t leave enough time”.

“There is a lot of factual information you need to learn for the examination, but the revision guides we worked through are really helpful.”

“It’s a great subject if you are interested in people and how they develop physically, intellectually, emotionally and socially.”

What other subjects complement Health and Social Care?

The course links well to many others areas of advanced study such as Psychology, Physical Education, Sociology, Politics and Religious Studies.

What do BTEC Extended Certificate students go on to do?

Past students have gone on to study:  Teacher training  Criminology  Nursing / Midwifery  Social Work  Personnel Management  Civil Service  Probation Work

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History __

Exam Board OCR

Qualification level A level

________________

Specification code H505

Specification link: http://www.ocr.org.uk/Images/170128-specification-accredited-a-level-gcehistory-a-h505.pdf Aims  To develop an interest in and enthusiasm for history and an understanding of its intrinsic value and significance  To acquire an understanding of different identities within society and an appreciation of aspects such as social, cultural, religious and ethnic diversity, as appropriate  To improve as effective and independent learners and as critical and reflective thinkers with curious and enquiring minds  To acquire an understanding of the nature of historical study, for example that history is concerned with judgements based on evidence  To make links and draw comparisons within and/across different periods and aspects of the past Entry Requirements:

Either a grade B in History or a grade 6 in English Language

Content The key skill required is the ability to write essays, constructing written arguments in a logical manner, selecting and deploying relevant evidence in order to develop your points fully.

Students will need to be able to communicate their understanding of history in a clear, coherent and effective manner. They should be able to analyse and evaluate source material in relation to its historical context. They should also be able to work independently, enjoy research and be well organised.

A level History in Year 12 involves a British period study, Britain 1783-1846 and a non-British period study on the Cold War in Europe 1945-1995.

British Period Study This option considers the development of British government from William Pitt to Robert Peel and is examined through a combination of essays and source analysis.

Non British Period Study This option examines the origins and development of the Cold War in Europe from 1945-1995 and is examined through the evaluation of historical interpretations and a short essay.

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A level History in Year 13 will involve the study of a thematic paper on Russia 1855-1964 and a coursework essay of 3-4,000 words.

Thematic Paper This paper focuses upon a thematic study of Russia looking at key events, individuals or issues within the theme. There are two elements to this assessment of historical themes.

Firstly, the thematic essay which requires students to consider developments over approximately 100 years and secondly the in-depth interpretations element. For this element students use their detailed knowledge of specified events, individuals or issues to comprehend, analyse and evaluate the way the past has been interpreted by historians.

Coursework Students will start researching this after the Year 12 exams and will work under staff guidance.

They will complete one essay of 3-4,000 words on Gladstone or Disraeli. This essay will draw upon a range of primary and secondary historical sources.

Assessment Unit 1 Pitt to Peel 17831853 2 Cold War in Europe 3 Russia and its Rulers 4 Coursework essay

% of final assessment 25%

Type of assessment Examination

Timing of assessment End of year 2

15%

Examination

End of year 2

40%

Coursework

End of year 2

20%

One 4,000 word essay

Michaelmas term in Year 2

Student View “History at A level is a very challenging but stimulating course which expands on the skills learnt at GCSE. There is quite a jump between GCSE and A level but it is very manageable for able and keen students. The course covers a wide range of history including the Cold War, 19th century British history and over a hundred years of Russian history. Students must be committed and determined to ensure they reap rewards from their hard work.�

What other subjects complement History?

Subjects which complement History include: English Literature, Government and Politics, Religious Studies, and Economics.

What do A level History students go on to do?

Many A level History students go on and study the subject at degree level, while others apply for courses in Law, Politics and International Relations.

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Information Technology (BTEC) __

Exam Board Edexcel

Qualification Level BTEC Extended Certificate

________________

Specification Code 601/7575/8

Link to the exam board information: http://bit.ly/2wf8a0i

Aims: To enable learners:   

to study real-life, work-based case studies and complete projects and assessments to allow the student to analyse and improve their own performance through their course in much the same way as they would in a real workplace to blend technical skills together with the business, interpersonal and project management skills that are needed not only by the IT sector, but by all the sectors using technology in a modern business environment.

Entry Requirements N/A. Content First year of Study Unit 2 – Creating Systems to Manage Information Relational databases are widely used to manage and process data in order to produce information to support many business processes as well as our own social lives. From the smallest in-house systems to stock control systems for large online retailers, databases are repositories of information that are a significant part of organisational operating requirements.

Students will examine the structure of data, its origins and how an efficient data design follows through to an effective and useful database. Students will examine a given scenario and develop an effective design solution to produce a database system and will then test their solution to ensure it works correctly. Finally, students will evaluate each stage of the development process and the effectiveness of their database solution.

Unit 3 – Using Social Media in Business In this unit students will explore different social media websites and the ways in which they can be used and the potential pitfalls when using them for business purposes. Students will develop a plan to use social media strategies for business purposes to achieve specific aims and objectives and will then implement the plan, developing and posting content and interacting with others. Finally, students will collect data on the business use of social media and review the effectiveness of their efforts.

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Second Year of Study Unit 1 – Information Technology Systems Information technology systems have a significant role in the world around us and play a part in almost everything we do. Students will explore the relationships between the hardware and software that form an IT system and the way systems work individually and together as well as the relationship between the user and the system. Students will examine issues related to the use of IT systems and the impact that these have on organisations and individuals.

Unit 5 – Data Modelling In all aspects of life, individuals are constantly faced with situations where they must weigh up the available information in order to produce alternatives and make decisions. In the working environment, effective decision making can ensure the successful development of organisations. Poor decision-making can have significant negative consequences and can even lead to the demise of an organisation.

In this unit, students will investigate the fundamentals of the decision-making process. This means they will find out how using data modelling provides the computational ability to compare consequences, and determine a preferred course of action. Students will develop the skills and techniques necessary to create complex spreadsheets in order to produce accurate information that informs decision making. They will examine a scenario and then design, develop and test a spreadsheet and will review the completed spreadsheet, make refinements where necessary based on user feedback, providing an evaluation of the effectiveness of the alternatives produced.

Assessment Component Unit 2 - Creating Systems to Manage Information Unit 3 - Using Social Media in Business Unit 1 – Information Technology Systems Unit 5 – Data Modelling

% of final assessment N/A

N/A N/A N/A

Type of assessment Practical assessment, externally assessed Coursework, internally assessed Written examination, externally assessed Coursework, internally assessed

Timing of assessment End of year 1

During year 1 End of year 2 During year 2

Student View “I like the idea that I am able to explore specific areas of IT which interest me in great detail without having to learn to program. The specific unit in this course look exciting and I know that when I have completed the course I will be well-placed to pursue academic courses at university which use the skills that I have learned. A computer science A level was not something I would consider, so I am pleased still to have the opportunity to l pursue a computer-related subject with A level equivalence.”

Who should do BTEC IT? The course is designed for learners who are interested in an introduction to the study of creating IT systems to manage and share information alongside other fields of study, with a view to progressing to a wide range of higher education courses, not necessarily in IT. Students will develop a common core of IT knowledge and study areas such as the relationship between hardware and software that form an IT system, managing and processing data to support business and using IT to communicate and share information.

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Latin __

Exam Board OCR

Qualification level A level

________________

Specification code H443

Link to the exam board information: http://www.ocr.org.uk/qualifications/as-a-level-gce-latinh043-h443-from-2016/

Aims  to enhance knowledge of advanced Latin grammar and vocabulary  to enhance translation both from and into Latin  to foster knowledge and appreciation of classical culture and literature, especially poetry, politics, oratory and society Entry Requirements Minimum grade 6 in GCSE Latin or equivalent qualification

Content Grammar and vocabulary elements tend to build upon what has been already learned at GCSE, with the emphasis on more complex rather than completely new forms Literary appreciation of major Latin authors, such as Ovid and Cicero, is combined with investigation of their social and cultural background.

Translation from Latin and prose composition are encouraged from the start of the course.

During the course, students:  will learn to translate into Latin  will have the opportunity for in-depth research of Roman literature and society  will explore the ways in which Latin relates to Modern Foreign Languages, European and other  will develop essay-writing and longer answer skills and have the chance to give presentations to other members of the class Visiting speakers/trips to conferences would be expected to figure during the Sixth Form.

Assessment Unit 1 2 3

% of final assessment 33% 17% 25%

4

25%

Type of assessment Written Unseen Written Prose Written Set Book (Prose) Written Set Book (Verse)

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Timing of assessment End of Year 13 End of Year 13 End of Year 13 End of Year 13

Student View “What I learned in the Latin class comes up time and again in my scientific work.” Former student who took up a science career.

“Extremely entertaining.” Sincere compliment on lesson by former pupil, latterly Cambridge graduate, London PhD, now US-based researcher What other subjects complement Latin?

Just about anything – linguists take the subject, historians/literature students, scientists who want to keep open their communication skills and classicists.

What do A level Latin students go on to do?

Just about anything from Cambridge Classics/Mathematics/science to performing arts at the Guildhall College.

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Mathematics __

Exam Board Edexcel Edexcel

Qualification level A level AS level

________________

Specification code 9MAO 8MAO

Link to the exam board information: https://qualifications.pearson.com/en/qualifications/edexcel-a-levels/mathematics-2017.html Aims  To allow students to develop their problem solving and analytical skills  To develop skills in proof and an appreciation of the logic and beauty of mathematics  To allow students to experience a variety of topics in mathematics which form a basis for further study of related topics at university Entry Requirements Students entering this course must have at the very least a grade 7 or grade A at higher level GCSE or iGCSE Mathematics.

Content Fluency with GCSE algebra is a vital skill to establish at the beginning of the course.

The course builds rapidly on GCSE skills with algebra and trigonometry. Students meet a variety of topics in pure mathematics including algebra and functions, coordinate geometry, sequences and series, exponentials and logarithms, and calculus. The applied mathematics content includes statistical distributions and hypothesis testing, kinematics, and forces and Newton’s laws.

Assessment For Advanced Subsidiary Level Paper

% of final Type of assessment assessment 66.67% Written examination 33.33 % Written examination

Timing of assessment Summer of Year 1

% of final Type of assessment assessment

Timing of assessment

1 Pure Mathematics

33.34%

Summer of Year 2

2 Pure Mathematics

33.33%

3 Applied Mathematics  statistics  mechanics

33.33%

1 Pure Mathematics 2 Applied Mathematics  statistics  mechanics For Advanced Level Paper

Written examination Written examination Written examination

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Summer of Year 1

Summer of Year 2 Summer of Year 2

Student View “Maths makes you desirable. It is difficult to think of any course/career where it would not be welcomed in combination with other subjects.”

“Maths earns you more money. One possible explanation for this is that the maths skills learned at A level, such as logical thinking, problem solving and statistical analysis, may be closer to those used in the workplace than skills learned in other subjects.”

What other subjects complement mathematics?

Any subject complements Mathematics What do A level Mathematics students go on to do?

Past students of Mathematics have gone on to:  study a variety of subjects such as Mathematics, Engineering, Business or Finance  train as doctors, or study sciences such as Physics, Chemistry or a related subject  train as lawyers, accountants or computer programmers  work as analysts in government or private industry

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Modern Foreign Languages (MFL) French, German, Spanish __

Exam Board AQA

Qualification level AS or A level in French, German or Spanish

________________

Specification code AS French 7651 A French 7652 AS German 7661 A German 7662 AS Spanish 7691 A Spanish 7692

Specification link: http://www.aqa.org.uk/subjects/languages/as-and-a-level

Aims  To develop linguistic skills alongside understanding of the culture and society of the countries where the MFL is spoken  To be able to understand and analyse texts and films in the chosen MFL language  To select a broad area of study to prescribe certain aspects for independent research Entry Requirements Grade 7 at GCSE is the bare minimum requirement for all Modern Languages. Thorough understanding of higher level GCSE grammar is essential to be able to succeed in MFL AS and A level courses. Students thinking of taking an MFL course should be encouraged to spend some time in the target language country during their summer break after Year 11 and during Year 12 and/ or Year 13. The faculty can recommend courses to interested candidates who want to practise their language skills.

Content 

The A level specification builds on the knowledge, understanding and skills gained at GCSE. It constitutes an integrated study with a focus on language, culture and society.

It fosters a range of transferable skills including communication, critical thinking, research skills and creativity. The content is suitable for students who wish to progress to employment or to further study, including a Modern Languages degree.



Students will develop their knowledge and understanding of themes relating to the culture and society of countries where French/ German/ Spanish is spoken, and their language skills. They will do this through the study of authentic spoken and written sources in the target language.

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Assessment Unit AS Listening, reading and writing AS Writing and translation AS Speaking

% of final assessment 45 25 30

A2 Listening, reading, writing and translation A2 Writing

50

A2 Speaking

30

20

Type of assessment Terminal examination Terminal examination Terminal examination Terminal examination

Timing of assessment End of year 1

Terminal examination Terminal examination

End of year 2

End of year 1 End of year 1 End of year 2

End of year 3

Student View “Languages are exciting courses in which we can expand on all skills learnt at GCSE level.

We have the opportunity to engage in a wide range of stimulating topics and gain a better awareness of society today. We are also expected to be committed and persevere thorough and engage in independent study outside the classroom to ensure better understanding of class material. “ “Strong grammar and essay writing skills are an essential component of the course and assistance is available throughout the course. Quantity of work and level of language are a shock to the system at the beginning, but due to support from the MFL Department and extra lessons with the foreign assistants, you do eventually come “out of the tunnel” and enjoy.

Language classes provide a really supportive community, where we all root for one another in a fun atmosphere!”

What other subjects complement Modern Foreign Languages?

English Language will complement your MFL studies best, but other subjects such as English Literature and History will also help you to develop relevant skills.

Equally, MFL studies can provide a nice contrast to non-essay based subjects such as sciences and Mathematics.

What do A level Modern Foreign Languages students go on to do?  

Many students continue their language learning to a degree level, but often, students incorporate their MFL language into a combined degree or as some modules within their degrees in Law, Economics, etc.

Languages are a highly valuable skill that will enhance your opportunities of employability and will allow you to experience other cultures fully.

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MFL - Mandarin Chinese __

Exam Board Cambridge International Examinations

Qualification level Cambridge Pre-u

________________

Specification code Mandarin Chinese 9778

Link to the exam board information http://www.cie.org.uk/programmes-and-qualifications/cambridge-pre-u-mandarin-chinese9778/

Aims  To develop the ability to understand Mandarin Chinese  To enable the candidate to communicate confidently and clearly in Mandarin Chinese  To form a sound base of skills, language and attitudes required for further study, work and leisure  To develop insights into the culture and civilisation of countries where Chinese is spoken  To encourage positive attitudes to language learning and a sympathetic approach to other cultures and civilisations  To further intellectual and personal development by promoting learning and social skills

Entry Requirements This course is suitable for students who have achieved a grade 7 in GCSE Chinese.

Content There are four components. Candidates are required to develop the four skills of speaking, listening, reading and writing. As well as allowing learners to develop their language skills, the syllabus fosters an awareness of Chinese culture and history. Candidates take four components together at the end of the course in the same examination series.

During the course students will:    

Understand and respond to texts written in the target language and to spoken material Manipulate the target language accurately in spoken and written forms to demonstrate a capacity to choose appropriate examples of lexis and structures Select information and present it in the target language and in English, organising arguments and ideas logically Demonstrate knowledge and understanding of aspects of Chinese society

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Assessment Unit 1 Speaking

% of final assessment 20

2 Listening, Reading and Translation 3 Writing and Usage

30

4 Chinese Culture

25

25

Type of assessment Externally assessed speaking test Externally set and marked written paper Externally set and marked written paper Externally set and marked written paper

Timing of assessment End of year 2 End of year 2 End of year 2 End of year 2

Student View “I have found this course a great way to develop my knowledge of not only the language but the country. I have enjoyed learning specialist vocabulary to understand and be able to speak about more specific and in depth topics. I also like that the course gives you the opportunity to gain a further insight into the culture and the country as a whole through literature/ media analysis and history.”

What other subjects complement Mandarin Chinese?

English Language will complement Mandarin studies best, but other subjects such as English Literature and History will also help students to develop relevant skills.

What do Pre-u Mandarin Chinese students go on to do?  

This course provides students a stepping stone for university courses in Chinese and Chinese Studies.

In addition to providing a secure foundation for study in higher education, Cambridge Pre-U Mandarin Chinese equips learners with a range of skills for careers in business, education and the arts.

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Music __

Exam Board WJEC Eduqas

Qualification level AS and A level

________________

Specification code A660P

Link to the exam board information: http://www.eduqas.co.uk/qualifications/music/as-a-level/ Aims  To give students an understanding of a wide context of music, from Baroque to musical theatre, Classical to the twenty first Century avant-garde developing their analytical skills  To foster strong performance skills in an instrument or voice  To develop creative skills in composition Entry Requirements Grade 6 or above in GCSE Music, or passes in Grade 5 theory and practical.

Content A level Study (2 years) Students will be examined over three components: Performing, composing and appraising.

The appraising section is worth 40% of the overall A level. Candidates can choose which of performing and composing is worth 35 % and which is worth 25% depending on their strengths.

Component 1 – Performing: External Assessment If students elect for this to be worth 35%, they will perform a recital of 10 to 12 minutes to a visiting examiner. This can be on any instrument or voice and can be a variety of instruments.

Component 2 - Composing: External Assessment If students elect for this to be worth 35%, they will compose three compositions lasting 8-10 minutes in total. If they elect for this component to be worth 25%, they will compose two compositions lasting 4-6 minutes.

Component 3 – Appraising: External Assessment This is a written/listening paper of 2 hours 15 minutes. Questions include set work analysis using a blank score, extended responses on a wider context of musical periods, unprepared extracts of music with and without a score and comparison questions.

Part A: The western classical tradition. Students will study Haydn’s Symphony No. 104 in D Major (‘London’) and Mendelssohn’s Symphony No. 4 in A Major (‘Italian’), putting them into the context of the development of the symphony. They will be examined on this in a listening examination where they will have blank scores of both set works.

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Part B: Students will study the history of either Rock and Pop, Musical Theatre or Jazz.

Part C: Into the Twentieth Century: Students will study movements from two set works: Poulenc’s Trio for Oboe, Bassoon and Piano and Debussy’s Three Nocturnes.

AS level Study (One year) If students decide that they will not undertake the two year course, they will be able to take the AS course over one year. It is not envisioned that students committed to taking the A level course will be entered for the AS level course first.

For assessment at AS level the scheme of work is similar to that for A level, with shorter examinations covering less material.

Component 1: Performing (30%): A recital of 6-8 minutes.

Component 2: Composing (30%): Two compositions of a total length of 5-7 minutes.

Component 3: Appraising (40%): A listening paper of 1 hour 30 minutes composed of only Part A and Part B of the A level appraisal component above.

Assessment Unit 1 Performing: 2 Composing: 3 Appraising:

% of final assessment Either 35% or 25% Either 35% or 25% 40%

Type of assessment External (recital) External (portfolio) External (listening examination)

Timing of assessment April/May (Year 2) April (Year 2) June (Year 2)

If you currently play a musical instrument or sing to at least grade 5 level and you enjoy listening to a wide range of music, this course will appeal to you. Composition is taught in detail to allow you to create impressive compositions even if you have not composed before.

What other subjects complement Music?

Performing Arts, History, Art, Mathematics What do A level Music students go on to do? 

Music is a very well respected course for university entrance for a very wide range of arts, humanities and language courses. It is a facilitating/entry subject if you wish to apply for a music degree at university.

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Performing and Production Arts (BTEC) __

Exam Board Pearson Edexcel

Qualification level BTEC National Level 3 Certificate / Extended Certificate

________________

Specification code

Link to the exam board information: Performing Arts: http://qualifications.pearson.com/en/qualifications/btec-nationals/performingarts-2016.html Production Arts: https://qualifications.pearson.com/en/qualifications/btec-nationals/productionarts-2018.html Aims  To build students’ skills in a range of performance and production arts based on practical and vocational assignments  To give students a sound understanding of the performing arts industry  To develop students independent working, preparing them for working in the industry and to succeed at university Entry Requirements BTEC Level 2 Performing Arts, GCSE Drama or Music or For production students wishing to study either costume or design pathways: GCSE Textiles or Design and Technology.

Course Structure Students will choose whether to take a performance or a technical pathway.

Performance students either study for one year (an AS equivalent) or two years (A level equivalent). Production students must study the Extended Certificate (A level equivalent) over two years, however the course is still modular.

Performers National Certificate in Performing Arts (AS equivalent) Students will take two units:  Investigating practitioners’ work: Students will be provided with two named practitioners and a theme. You will choose one of these practitioners and one of their own, and, over five weeks will investigate and critically analyse the contextual influences on your selected practitioners with a focus on how these relate to the theme. Then, you will undertake a supervised assessment of three hours based on this research. 

Developing skills and techniques for live performance: Students pick a discipline (dance, drama, musical theatre etc.) and explore technical performance skills with a focus on developing and demonstrating skills and techniques in at least two performance styles within this discipline. You will review and evaluate your progress throughout the year.

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National Extended Certificate in Performing Arts (A level equivalent) Students take the two units listed above and then:  Group performance workshop: Students explore and integrate creative, physical and vocal skills and techniques, working collaboratively to create a performance in response to a given stimulus. They complete a digital log throughout the process which is assessed along with the final performance to an audience.  Student option unit: This will be a technique unit which differ depending on the skills of the student. It may be dance technique (e.g. Contemporary dance), acting based (interpreting classical texts, improvisation, acting styles) or based on musical theatre or variety.

National Extended Certificate in Production Arts (A level equivalent) In Year 12, students undertake two units, potentially: 1) Investigating production arts practitioner work 2) Developing production skills and techniques for live performance In Year 13, the exact modules are defined by the production discipline the student is following, whether it be as a lighting, costume, set or make-up designer.

Examples include: Crewing for Performance; Programming and operating live sound for performance; Programming and operating lights for performance; Make up application for performance; Design Planning Process or Scenic construction for Performance.

Students will have the opportunity to gain advice from expert practitioners in the industry who will visit RMS to support their work. They will work alongside the performers, on the same productions and often similar tasks.

Assessment for Performance Students – Extended Certificate Unit % of final Type of Timing of assessment assessment assessment 1 Investigating 25% External – May (year 1) Practitioners’ controlled Work conditions examination 2 Developing 25% Portfolio and Live Throughout Year 1 Skills and performance Techniques for Internal/Moderated Live Performance 3 Group 67% External May (Year 2) Performance Workshop 4 Optional Unit 33% Internal/Moderated Throughout Year 2 What other subjects complement Performing and Production Arts?

Music, English, creative arts: Art, Textiles, Design and Technology, humanities What do BTEC Performing/Production Arts students go on to do?  Students go onto university degrees in performance and technical production arts.  Universities report that BTEC courses prepare students exceptionally well for the independent demands of university work.

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Photography __

Exam Board OCR

Qualification level A level

________________

Specification code H603

Link to the exam board information: http://www.ocr.org.uk/Images/170210-specification-accredited-a-level-gce-art-and-designh600-h606.pdf Aims  To develop students’ technical skills and visual understanding, as well as developing students’ creative thinking skills  To broaden students’ contextual knowledge of historical and contemporary photography  To enable to students to express their ideas creatively using a wide range of photographic techniques and processes

Entry Requirements This course does not specific entry requirements but a keen interest in photography and a desire to work hard and learn more is key.

Content The Photography A level course offers students the opportunity to spend time learning and developing their technical photographic skills as well as their visual understanding. Students will spend their first term learning the basics of photography and completing an in-depth introduction to photography.

Students’ learning will include: - Shooting, developing and printing 35mm images - Using the photographic studio, flashes and backdrops - Using both film and digital SLR cameras - Using medium format cameras - Editing and manipulating images using Photoshop - Understanding composition and how to read and analyse photographic images Students will then have the opportunity to employ all the skills and techniques that they have learnt in the first term to develop their coursework projects through the first year. They will complete two coursework projects in the second and third terms of year one.

In the second year students will complete one personal investigation coursework that is accompanied by a related study (1000 words minimum). Students will complete an externally set task the title of which is received from the exam board in February of year two. This will be developed during the term through discussion and individual tutorials with teachers. The 15 hour practical exam will take place after Easter and during this time students will complete their final piece of work for this project.

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Assessment Unit Component 01 Personal Investigation Coursework (including Related Study) Component 02 Externally set task

% of final assessment 60%

Type of assessment Coursework (Internally marked, externally moderated)

Timing of assessment May of year two

40%

Externally set task (Internally marked, externally moderated)

May of year two

What other subjects complement A level Photography?

A level Photography can work well combined with a number of subjects from other art-based subjects such as Art or Textiles to scientific subjects such as Chemistry or Physics. Many students choose to complement Photography with Business Studies or Economics while others find that Sociology or Psychology provide an excellent accompaniment to their work and can help them to develop some very interesting concepts for their work.

What do A level Photography students go on to do?

Past students of Photography have gone on to pursue various courses and careers including:  Fashion photography  Theatre set design  Theatre lighting design  Marine photography  Film production  Fine art  Fashion  Fashion marketing

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Physical Education __

Exam Board OCR

Qualification level A-Level

________________

Specification code H555

Link to the exam board information: http://www.ocr.org.uk/qualifications/as-a-level-gcephysical-education-h155-h555-from-2016/ Aims  Studying AS and/or A level Physical Education will give you a fantastic insight into the amazing world of sports performance. Not only will you have the chance to perform or coach in one sport through the non-examination assessment component, you will also develop a wide-ranging knowledge into the how and why of physical activity and sport. 

The combination of physical performance and academic challenge provides an exciting opportunity. You can perform, and then, through academic study, gain the knowledge to improve your and others’ performance or coaching though application of the theory.



You will learn the reasons why we do things, why some people outperform others – mentally and physically. You will also delve into the ethical considerations behind the use of drugs, the influence that modern technology is having on physical activity, sport in its early days and the psychological considerations in sport.

Entry Requirements In order to be accepted onto this course, students will need to be enthusiastic about both the practical and theoretical aspects of the course and have (exceptional circumstances may be considered) studied GCSE P.E. obtaining a grade 6 or above. Students must be competing or coaching in at least one sport.

Course content: 70% theory, 30% practical (2 years of study)

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Assessment

Unit       

 

% of final Type of assessment assessment Applied Anatomy and Physiology Exercise Physiology Biomechanics Skill Acquisition Sports Psychology Sport and Society Contemporary issues in Physical Activity and Sport Performance or Coaching Evaluation and Analysis of Performance for Improvement (EAPI)

Timing of assessment

2 hour written paper 30% of total

June

1 hour written paper 20% of total

June 1 hour written paper

20% of total

June

30% of total

Non-exam assessment (NEA)

April/May

Student View “It was a real jump from GCSE, but A level PE opened my eyes to so much more than sport and its practical attributes. I was amazed to discover just how much more the human body is capable of and how simple adjustments in the training we do and our state of mind can affect performance. It’s also fascinating to learn how society has influenced the sports and pastimes we do today, and thanks to my biomechanics lessons, I have become a more effective hockey player.”

What other subjects complement physical education?

Psychology and Biology

What do A level Physical Education students go on to do?

A level Physical Education can be used to help students gain access into university for a range of degree courses. It is however, particularly useful and appropriate for those students who intend to go on to study physical education, sports science or exercise science as well as courses linked to the human body or human behaviour.

The A level P.E. course might also be particularly beneficial for those students intending to pursue a career in Physiotherapy especially if they combine P.E. with Biology at A level. Other career paths may include P.E. teaching, health promotion, sports nutrition, personal training, sports therapy, coaching and sports psychology.

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Psychology __

Exam Board AQA

Qualification level A level

________________

Specification code 7182

Link to the exam board information: http://www.aqa.org.uk/subjects/psychology/as-and-a-level/psychology-71817182/specification-at-a-glance Aims  To introduce students to the fundamentals of psychology giving them a broad understanding of the subject to enable them to study the behaviour of humans and other animals.  By providing students with the opportunity to view human behaviour from different perspectives and apply their knowledge and understanding to real life situations, to equip them with many tools to enhance their interaction with people in all areas of life.  Through the study of scientific process and research methods, to enable students to develop critical analysis, independent thinking and research skills.

Entry Requirements Psychology is a science and therefore an aptitude for science is crucial; a minimum of 25% of the content involves scientific concepts and research methods, and 10% mathematical concepts so students are expected to have gained at least a grade 6 in additional science, a C in Mathematics and a grade 5 in English at GCSE. If Psychology has been taken at GCSE, a minimum grade 5 is required. A high level of motivation and independence is vital for success due to the vast quantity of material covered.

Content The first year provides the foundations of some of the core areas of psychology, while the second year has a greater emphasis on the investigative method and the development of the various overarching issues and debates such as nature/nurture, ethical issues and determinism. Specific areas studied in the second year include gender, stress and addiction, as examples of behaviours that have vital relevance to young people today.

Paper 1 Social influence, Memory, Attachment, Psychopathology Paper 2 Approaches (Learning, Cognitive, Biological, Psychodynamic, Humanistic), Biopsychology, Research Methods - extending the knowledge of the investigative process to include the application of inferential statistics and designing a brief investigation.

Paper 3 Issues and Debates in psychology, Gender, Stress, Addiction

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Assessment Unit Paper 1 – Introductory Topics Paper 2 – Psychology in Context Paper 3 – Issues and Options

% of final assessment 33.3%

Type of assessment Written examination Written examination Written examination

33.3% 33.3%

Timing of assessment June of Year 2 June of Year 2 June of Year 2

Students’ Views “We learn about a huge range of interesting behaviours – we really do learn something new every lesson. It is always fun when you can apply what you have learnt outside the classroom; in Psychology you can unpick the behaviour of other people as well as yourself.”

“Studying psychology helps me to understand reasons for everyday behaviour and changed the way I think about normal situations, making life just that bit more interesting. I can also see how it has enhanced my interpretation of historical events.”

“I like the way the lessons are structured so we often prepare some research on our own, then collect others’ ideas together during discussions in class. The flipped learning means I get more out of the lessons as I am not just being told things.”

“The lessons are really interactive which helps me to focus.”

“A lot of the topics are very relevant to life, such as stress, children’s behaviour, memory and why people are obedient, which is really useful to everyday life.”

“I’d give it 5* on TripAdvisor”

What other subjects complement Psychology?

Psychology usefully combines with almost any subject due to the huge diversity of skills and topics covered. Heavily biological in content, it naturally combines well with other sciences and Mathematics, but there are significant overlaps with other subjects such as Religious Stduies, Physical Education and Sociology. A useful A level for most fields of employment or further study, it provides a link between the scientific and literacy-based subjects.

What do A level psychology students go on to do?

Significant numbers of our students have gone on to study Psychology at university (50% in 2017) which provides the potential to study further for careers in clinical, educational or forensic psychology, or to move into areas such as human resources, the business world or teaching. With a qualification in Psychology, employers know the applicant has a sound grasp of both numeracy and literacy, together with excellent analytical and interpretative skills, hence it opens many doors within the jobs market.

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Religious Studies __

Exam Board OCR

Qualification level A level

________________

Specification code H573

Link to the exam board information : http://www.ocr.org.uk/qualifications/by-subject/religiousstudies/

Aims  To develop an interest in a rigorous study of religion and belief and relate it to the wider world  To develop knowledge and understanding appropriate to a specialist study of religion  To develop an understanding and appreciation of religious thought and its contribution to individuals, communities and societies  To adopt an enquiring, critical and reflective approach to the study of religion  To reflect on and develop personal values, opinions and attitudes in the light of academic study  To engage with philosophical ideas and arguments and develop analysis and evaluative skills  To engage with major issues relevant to students today and to acquire knowledge and a critical understanding of these Entry Requirements This course is fully examined by essays and so a secure ability to communicate effectively in writing is required. Although each case is considered individually, it is preferable that you have at least a grade 6 in GCSE English Language.

The course does not require study of Religious Studies at GCSE.

Content Studying Religious Studies at A level encourages you to think about religion, the behaviour of people and to look beyond your own experiences in considering ultimate questions. You will develop analytical and evaluative skills. You will learn to create reasoned arguments and to identify strengths and weaknesses in ideas and arguments put forward by philosophers and key thinkers.

Assessment Unit Philosophy of Religion Religious Ethics Developments in Christian Thought

% of final assessment 33.3%

Type of assessment Examination

Timing of assessment End of year 2

33.3% 33.3%

Examination Examination

End of year 2 End of year 2

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Student View “I feel sorry for people who don’t study RS A level because they don’t get to think about deeply challenging issues, that make you question everything and think really differently.”

What other subjects complement religious studies?

We often have a wide mix of other subjects being studied by students in an A level RS class.

Some girls opt to take RS as a different ‘voice’ alongside science subjects – these complement each other well. Many girls who study RS also study History, Psychology, Classics and English. These are also subjects that promote effective essay writing, analysis and evaluation.

What do A level Religious Studies students go on to do?    

The skills developed in this course are of great use to university courses in any discipline.

The Russell Group of top universities has made it clear that Religious Studies A level provides ‘suitable preparation for university generally’.

Many of our A level students have gone on to study Philosophy or Theology at university, often alongside another subject.

Being able to see different points of view, the strengths and weaknesses of arguments and analysing ideas are all skills which assist in the work place as well as university education.

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Sociology __

Exam Board AQA

Qualification level A level

________________

Specification code 7192

Link to the exam board information: http://www.aqa.org.uk/subjects/sociology/as-and-a-level/sociology-7191-7192/specification-ata-glance

Aims  To understand why people behave the way they do, how they make sense of the world and the sorts of influences affecting their behaviour  To understand the complexity of social problems  To develop critical analytical skills and the ability to write well Entry Requirements Grade 5 in English Language at GCSE or equivalent

Content Students study six topics over the two years: 1. Families and Households  Theories of the family, its role and structure in contemporary society  Childhood  Gender roles  Negative aspects, such as domestic violence and child abuse 2. Education  The role of education in society  How social class, gender and ethnicity may affect educational achievement  Whether teachers’ expectations of pupils influence their achievement 3. Research Methods  The different ways in which researchers carry out research  The practical, ethical and theoretical problems that might arise 4. Beliefs in Society  Religious trends - is religion declining or not?  Religious fundamentalism  Why people are attracted to different religions or new religious movements such as cults and sects  The influence of social class, gender, ethnicity and age on religiosity 5. Crime and Deviance  Why people commit crimes  The influence of class, gender and ethnicity on crime  Policing, prisons and the operation of the criminal justice system 84

 

Media and crime Different types of crimes, such as cyber-crime, global crime, state crimes and corporate crimes 6. Sociological Theory  Different explanations for why people behave the way they do

Assessment Unit 1. Education with Theory and Methods 2. Topics in Sociology: Family; Religion 3. Crime with Theory and Methods

% of final assessment 33.3% 33.3% 33.3%

Type of assessment Written examination Written examination Written examination

Timing of assessment Summer year 2 Summer year 2 Summer year 2

Student View “Sociology is one of the best things about the Sixth Form”.

What other subjects complement Sociology?

At A level - English Literature, Psychology, History, Politics, Religious Studies and Geography.

Additional subjects at degree level that Sociology would complement - Anthropology, Criminology, Philosophy, Law and Media Studies.

What do A level Sociology students go on to do? 

Sociology is useful for careers in journalism, criminology, government, social policy, or any area involving an understanding of people.

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Textiles __

Exam Board AQA

Qualification level A level

________________

Specification code 7204

Link to the exam board information : http://filestore.aqa.org.uk/resources/art-and-design/specifications/AQA-ART-SP-2015.PDF

Aims  To develop students’ practical, technical and expressive skills together with their intellectual, imaginative and intuitive powers  To improve students’ aesthetic understanding, critical judgement and contextual knowledge. Observing the world beyond their own lives  To build confidence and develop individually as a creative practitioner Entry Requirements This course is suitable for students who have achieved a grade 6 in GCSE Textiles or Fine Art. Perhaps more importantly, suitable students will be able to think creatively, show initiative and commitment to the subject. With these skills students will develop the ability to work independently take risks and learn through investigation and exploration.

Content The two-year Textiles course is made up three main components that enable students to spend time developing their skills and make the necessary progress from GCSE to the standard required at A level.

Skills Based Project  Non –assessed (September 2018 – February 2019) Students will follow a structured programme of teaching that explores a range of practical skills and ways to document and record their own interests within the sketchbook. During this time students will gain a greater appreciation for the work of other artists and designers, finding inspiration for their own ideas.

Component 1: Personal Investigation  60% of A level (February 2018 – January 2019) The personal investigation is a practical investigation into an idea, issue, concept or theme chosen by the student. This is presented as a portfolio of practical work which is supported by a written element of 1000- 3000 words.

Component 2: Externally Set Assignment  40% of A level (February – May 2019) The question paper is set by the examination board and consists of eight starting points, from which students select one to inspire a portfolio of work.

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Assessment Unit Component 1Personal Investigation

Component 2Externally Set Assignment

% of final assessment 60% Marked out of 96

40% Marked out of 96

Type of assessment Internal assessment of a portfolio of work produced over several months.

Externally moderated by a visiting examiner.

A project of preparatory work followed by a 15hour practical timed examination.

Timing of assessment May & June

May & June

Student View “My Textiles lessons are a time for me to flourish creatively. It gives me a chance to discover the outside world and escape reality through artistic devices.”

Layla Year 13 What other subjects complement Textiles?

Textiles is a subject that sits comfortably alongside the most diverse curriculum, due to the fact that a student can design their own course of study. Fine Art, DT and Photography are the obvious complementary subjects because of the similarity of skills and structure. English and the humanities assist an art pupils’ essay writing skills while Mathematics and the sciences (including psychology) often inspire students’ interests and enrich a STEAM themed programme.

What do A level Textiles students go on to do?

There are many careers which use textiles and fashion. Most require you to continue your studies in further education at university or art college. In preparation for the next step we provide support to students as they prepare their portfolios and advise them on interview questions and techniques. Progressing from Textiles A level, past students have gone on to study Fashion Design, Textiles Design, and History of Art. We are proud to have had many of our students gain places on undergraduate courses direct from Sixth Form at a range of prestigious universities including Edinburgh, Leeds, Loughborough, Nottingham Trent and University of the Arts, Farnham.

An A level in Textiles does not necessarily have to lead to a career within the creative industry. Success within the subject, the ability to think critically and creatively are seen to be favourable skills by many universities, with students in the past studying English Literature, Anthropology, Architecture, History of Art and Automotive Design at universities such as Exeter, Bristol and Southampton.

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Subject Guidance from Universities __

________________

Below is a general guide to subjects needed for certain degree courses at universities and colleges of higher education. The list below is a guide and is not comprehensive; nor should the information be interpreted too literally. These are mere guidelines.

Arts/Humanities degree courses

Subjects required at Sixth Form level

American Studies

Some preference/occasional requirement for English or History

Archaeology

Most subjects acceptable but there is a preference for humanities

English

English required; foreign language useful

Fine Art (also other art courses)

Art degree courses require A level Art and often require a portfolio and hold interviews

History

History preferred or required by most establishments. English and foreign languages can be useful

Foreign Languages

An A level in the main language to be studied is normally required for most European languages, particularly French and German. Two A level languages would in most cases be an advantage. ‘Unusual’ languages e.g. Arabic and Chinese can be learnt from scratch

Music

Music required by most. A high standard of performance (Grade VII) usually required. A second instrument may also be preferred.

Politics

Most subjects acceptable; History, Economics, Mathematics, Foreign Languages, English and Geography can be useful.

Theology

Religious Studies not essential; Modern Languages, English and History can all be useful

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Science degree courses

Subjects required at Sixth Form

Agriculture (and Horticulture/Forestry)

Chemistry is essential and preferably two from sciences / Business Studies / Economics / Geography / Mathematics/ Psychology

Bacteriology, Microbiology, Biochemistry

As for Agriculture

Biology/botany/zoology/ecology etc.

Chemistry and biology almost essential

Building

At least one of Mathematics and Physics – preferably both

Chemical Engineering

Preferably Chemistry, Mathematics and Physics.

Definitely two of these

Chemistry (and Polymer Science)

Chemistry and at least one from Mathematics, Physics, Biology (Strong Mathematics GCSE if not taken at A level)

Computer Science

Mathematics required/preferred at many places.

Many courses accept a mixture of arts and sciences. Computing not essential

Dentistry

Chemistry and one from Physics, Biology or Mathematics

Engineering

Mathematics and Physics essential. Design and Technology could be useful

Food Science, Nutrition, Dietetics

Chemistry almost essential with at least one other science A level. Some accept Psychology, Geography, Economics

Geology (and Environmental Science)

A combination of sciences is required and Geography is also useful

Mathematics and Statistics

One or sometimes two Mathematics subjects essential. Further Mathematics required at top universities

Medicine

Chemistry essential and two from Physics, Biology and Mathematics

Metallurgy (and Materials Science)

Physics and Chemistry are most preferred.

Mathematics is sometimes needed or taken instead of the other sciences

Nursing

Sciences, particularly Chemistry and Biology are often preferred or required

Ophthalmic Optics

Minimum of two sciences – Physics useful

Pharmacy/Pharmacology

Chemistry essential and two out of Physics, Mathematics and Biology

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Science degree courses

Subjects required at Sixth Form

Physics

Physics and Mathematics essential

Veterinary Science

Chemistry, Biology and Physics almost essential.

Mathematics acceptable at one or two universities instead of Biology/Physics

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Degree courses accepting mixed art and science awards For these courses, a range of subjects is acceptable unless stated otherwise

Accountancy

Mathematics required/preferred by a few places.

Business and Economics are useful

Architecture

Mathematics usually required, Physics preferred by most; many universities require Art as well.

Most require a portfolio of artwork and require you to attend and interview. Geography, English, history, Design and Technology could also be useful

Business Studies

Mathematics sometimes required; a foreign language, Economics and Business useful

Economics

Mathematics usually required. Further Mathematics desired for most competitive universities. History useful for some courses. A level Economics not always required but is useful

Education

An A level in the specialist subject of study is normally required.

Geography

Geography required at most places although some only prefer it or will accept students without it. Geology, Biology, History, Languages, Mathematics, Physics, Chemistry and Economics can all be useful.

Hotel/Catering Management/Operations

A variety of subjects can be useful including some sciences, Economics and Business

Law

Useful subjects include essay based subject. One facilitating subject is usually required

Librarian/Information Services

Sciences and arts are equally acceptable with a science more useful for Information Science.

Philosophy

Arts and sciences equally acceptable.

Mathematics, RS and Philosophy useful

Psychology

Some places require sciences, Mathematics.

Statistics is useful. Other places are more flexible

Sociology (including Applied Sociology, Social Administration and Social Work)

Sociology, Psychology and Geography are useful

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Summary of Entry Requirements Subject

Qualification type

Entry requirement at GCSE

Applied General Business

nil

Art Biology

Level 3 extended certificate A level A and AS levels

Business Studies

A and AS levels

Chemistry

A and AS levels

Classical Civilisation

A level

Design and Technology

A level

Economics

A level

English language

A level

English literature

A level

Extended Project Qualification Further Mathematics Geography Government and Politics Health and Social Care History

Level 3 A and AS levels A level A level BTEC A level

Information Technology Latin Mandarin Chinese Mathematics Modern Foreign Languages (French, German, Spanish) Music

BTEC A level Pre-U A and AS levels A and AS levels

Performing and Production Arts

BTEC

Photography Physical Education Physics

A level A level A and AS levels

Psychology

A level

Religious Studies Sociology Textiles

A level A level A level

A and AS levels

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Grade 6 in art Grade 7,7 in Combined Science or grade 7 in Biology and grade 6 in Mathematics Grade 6 in Mathematics and English Language Grade 7,7 in Combined Science or grade 7 in Chemistry and grade 7 in Mathematics Grade 6 in any essay based subject Grade 6 in Design and Technology Grade 6 in both Mathematics and English Language Grade 6 in both English Language and Literature Grade 6 in both English Language and Literature Grade 6 in English Language Grade 8 or A* in Mathematics Grade 6 in Geography Grade 6 in English Language Grade 4 in English Language Grade 6 in History or English Language nil Grade 6 in Latin Grade 7 in Chinese Grade 7 or A in Mathematics Grade 7 in the relevant language Grade 6 in Music GCSE and a pass in grade 5 theory and practical To have studied level 2 Performing Arts or GCSE Dance or Music Nil Grade 6 in Physical Education Grade 7,7 in Combined Science or grade 7 in Physics and grade 7 in Mathematics Grade 6 in Additional Science and grade 4 in Mathematics and grade 5 in English Language Grade 6 in English Language Grade 5 in English Language Grade 6 in GCSE Textiles or Art

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RMS RMS FOR GIRLS U T SI M IL I

RMS girls think differently RMSforgirls.org.uk @RMSSixthForm The Royal Masonic School for Girls, Rickmansworth, Hertfordshire, WD3 4HF 01923 773168