Year 13 Pre-Degree Courses

Pre-Degree Courses

Contents

2

Art

4

Mathematics

20

Biology

6

Mathematics for Economists

21

Business

7

Music

22

Chemistry

8

Philosophy

24

Classical Civilisation

10

Physics

25

Economics

12

Politics

26

English Literature

14

Psychology

27

Geography

16

Russian and Arabic

History

17

Spanish

29

Law

19

Theatre Studies

30

Aims of the Programme The aim of the Roedean Pre-Degree course is to prepare Year 13 for undergraduate study in their chosen specialist subject.

Programme of Study Students will drop down to two or more subjects relevant to their chosen degree course.

Each course is designed to build upon the skills learned through A Level study, towards the more independent nature of undergraduate study. Each course will have four lessons per week and the opportunity for 1:1 sessions with a teacher. In addition, students have the flexibility to engage with MOOCs (Massive Open Online Course) or the pre-learning set by their university.

Course Content The following information provides an overview of the course aims, content and outcomes, as well as an indication of what will be covered each week.

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Art An Introduction to Design Principles – how to live now, or how art can make things better!

Taking the Bauhaus as a starting point, students will explore the different key makers of the movement and how their disciplines translated the central tenets of the design school. Learn about the context and history of the Bauhaus, with a focus on the design principles of ‘Form Follows Function’ and ‘Truth to Materials’.

Students will create a solution for a design problem of our times in one of 3 key areas.

• Fashion & Textiles • Architecture • Painting & Photography Text – The Shock of the New by Robert Hughes Week 1: Bauhaus Pre-Reading – Read Trouble in Utopia, Chapter 4 ‘The Shock of the New’ Seminar and Analytical Task – Focus on 10 Key principles of the Bauhaus.

Practical Related Task – Within your chosen area of study write rationale for “truth to materials” and “Form follows function” giving examples from the Bauhaus cannon.

Support Lesson – Students have 10-minute 1:1 to discuss progress Submission – Upload work to Teams Week 2: Creative Problem Solving Pre-Reading – Watch Triadisches Ballett von Oskar Schlemmer - Bauhaus – 30 Minutes Seminar and Analytical Task – Setting Design Problems of our times Fashion – Design a garment that allows close human contact while observing physical distancing Architecture – Design a portable building that will allow you to meet with a group of three friends while observing strict social distancing rules Drawing and Photography Use visual language to either take a series of photographs or make a painting which explores some of the issues we face today Practical Related Task – Plan your response to the brief Support Lesson – Students have 10-minute 1:1 to discuss progress Submission – Upload any drawings, diagrams or plans

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Week 3: Making Pre-Reading – Read Extracts from Art in the Age of Mass Media by John A Walker 1hour of independent study Seminar and Analytical Task – Making Practical Related Task – Making Support Lesson – Students have 10-minute 1:1 to discuss progress Submission – Upload progress Week 4: Making week Pre-Reading – Prepare written rationale for your design solution Seminar and Analytical Task – Making Support Lesson – Students have 10-minute 1:1 to discuss progress Submission – Sharing work with group in crit during Live Lesson Project Outcome: A presentation of proposals and maquettes. https://www.youtube.com/watch?v=mHQmnumnNgo

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Biology The Biology course will give students the opportunity to begin to delve into their prereading for their chosen university course, become more familiar with accessing and reading papers in scientific journals, and practise their presentation skills. There is a very broad range of undergraduate courses that are linked to Biology and it is hoped that the approach set out below will allow students to invest time in work that will be really useful to them in the future.

In addition, students will have the opportunity to complete additional practical work which will help them to further develop their skills in planning investigations, collecting and analysing data and evaluating their work.

Lesson Outline: 2 lessons per week plus access to support in understanding content that is being studied.

Week 1: Students to identify which book (or chapter of a book) or MOOC they will study that is likely to be relevant to early topics studied on their particular undergraduate course of choice. They will also research a minimum of three papers, published in scientific journals, to read as part of their study. The use of jstor will be a key resource for this.

Weeks 2 & 3: Following a review of the key success criteria for the presentations, students will undertake their reading and research and create their presentations. One to one meetings will be held with each student during these lessons to review progress to date.

Practical investigations will also be carried out.

Week 4: Students will present a summary to their peers and teachers of what they have learnt from their chosen book/ MOOC and from the scientific papers they have reviewed. Feedback will be provided by their peers and teachers.

Project Outcome: A presentation that presents a summary review of a book on their university pre-reading list or of a relevant MOOC and of their chosen scientific papers. Feedback on quality of communication as well as content will be provided. Feedback will also be provided on practical write-ups that students will produce.

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Business The Management course will introduce students to the more independent nature of studying Management at degree level through critical engagement with the work of academics and live organisations; for example, at undergraduate level there is a much greater emphasis on the use of case studies. Students have the opportunity to pursue a topic of their own interest or to follow a suggested title such as: Is there real competitive advantage to be gained by embracing ethical management, corporate social responsibility and sustainability, or are these just marketing tactics?

How do companies become truly innovative and how manageable is the innovation process?

Is price the most important factor in the supermarket industry?

Lesson Outline: 1 seminar per week with 1:1 support tutorial each week.

Week 1: • Planning your approach, including identifying a title.

• Understanding Harvard referencing.

• Consideration of research techniques/notetaking.

• Looking at the requirements of a degree level essay.

Week 2: • Student research and analysis of case studies/videos of their choice with 1-1 support.

Week 3: • Sharing initial question titles, research and plans.

• Sharing questions and discussion of the topics.

Week 4: • Sharing of projects.

• Reflecting upon what you have learnt from the question you have investigated and the process.

Project Outcome: One of the following: an essay of 1,000-1,500 words or a PowerPoint presentation (presented on Teams live or with recorded audio).

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Chemistry This Chemistry course will prepare students heading to study at a higher level, by completing the important topic of Transition metals; introducing them to some topics not met in the A Level syllabus, and encouraging them to consider Chemistry on a wider scale. Emphasis will be on students themselves to discover more about what interests them, rather than what they are told to learn. In the final week, students will be presented with some academic papers, allowing them to discover existing research across a range of subject areas. Chemistry is a broad topic, and there is only time to touch at what other information is out there, so the aim is to inspire students to learn the key skill of independent research, while finding content which appeals to them.

Lesson Outline: For the first three weeks, the final topic of A Level chemistry will be covered, ensuring the full A Level experience for those going on to study Chemistry or Biochemical sciences at university. This will be followed by an extension to the A Level understanding of bonding. The final week will involve almost entirely independent research, as students look at and understand some academic papers.

Week 1: Chemistry of the Transition Elements Learn about the transition metals in the first row, between calcium and gallium. Discover their distinctive properties such as their bright colours, variable oxidation state and ability to act as a catalyst. Find out about their important uses in removing pollutants from car exhaust, or as cancer treatment drugs.

Week 2: Further Chemistry of the Transition Elements Concentrating on specific metals, vanadium, chromium, copper and iron, with the opportunity for practical work to explain the role of complexes and ligands in the chemistry of these important elements and of course some amazing colours.

Week 3: Orbitals (principals of chemistry) This week, the students will investigate the new topic of hybridisation, taking previous knowledge of electrons and orbitals further. The topic of bonding and anti-bonding orbitals will also be approached, as this forms the basis for explaining how and why chemical reactions happen the way they do.

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Week 4: Independent Research This week, students will find one or two research papers of interest to them and aim to summarise it in a short paragraph. The aim of this is to learn what to focus on when broaching a new topic and how to go about retrieving new information efficiently and effectively.

Students will be presented with a list of suggested papers, with the ability to choose their own, and will hopefully discover a new and interesting side to research.

Project Outcome: Students will deliver a short presentation during the final week critiquing their chosen research paper.

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Classics The Classics course will introduce students to the more independent nature of studying Classics at degree level, through critical engagement with the Classical world. Students have the opportunity to pursue a topic of their own interest which will involve writing an essay for the Mary Renault prize, which is a classical reception essay prize. Students will receive an introduction to the world of Classical Greek Art and study some great works of art through the Archaic and Classical periods.

Lesson Outline: One seminar per week with Mrs Miller for Introduction to Greek Art and one session for the Mary Renault Classical Reception Essay Prize with Miss Vasquez.

Week 1: Greek Art: Introduction to scope of the course. The main eras of Greek Art before Hellenisation and the types of sculpture to be studied (marble and bronze). Resources used will include the Khan Academy Greek Art lectures and PowerPoint from Mrs Miller.

Mary Renault: Introduction to the idea that ‘Classical Reception’ is an area of research relevant not only to the 21st century but to each period of history since the Middle Ages.

Discussion of Dante, the reception of Greek and Roman mythology and ideas in the Renaissance, the Early Modern period and the Romantic period. Prep is to consider which aspects of Classical Reception most interest them and research books or articles relevant to these topics. Students should bring this list of reading to next session.

Week 2: Greek Art: The Archaic period – Study of Male and Female Sculpture 650-500BC Khan Academy Greek Art lectures and PowerPoint from Mrs Miller (The New York Kouros, Berlin goddess, Aristodikos, peplos kore).

Mary Renault: Reception in the 20th century: from Horace to Auden, Sparta to Nazism and the focus on antiquity to a world at war. Students to decide from the topics they have learnt in the lessons and have researched in prep which area interests them the most, to study in detail for the Mary Renault essay prize. They should produce an essay proposal to discuss in the session and begin reading from their books and articles they have chosen. and to begin producing a bibliography for their chosen topic. Prep is to prepare notes from these readings, and record these notes in a bibliography.

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Week 3: Greek Art: The Early and High Classical period – Study of Male and Female Sculpture 499400BC Khan Academy Greek Art lectures and PowerPoint from Mrs Miller (Kritios boy, Zeus/ Poseidon, the Riace warriors, Doryphoros, Nike by Paionios).

Mary Renault: Thoroughly plan essay, including primary and secondary sources. Prep is to continue with reading and planning and beginning to write.

Week 4: Greek Art: The Late Classical period – Study of Male and Female Sculpture 399-323 BC Khan Academy Greek Art lectures and PowerPoint from Mrs Miller (Hermes and Dionysus, Eirene and Ploutos, Aphrodite of Knidos, Apoxyomenos).

Mary Renault: Writing up the essay creating a finished essay 2000-4000 words and submit to Mary Renault Essay Prize.

Project Outcome: An appreciation and understanding of Greek Art and knowledge of some of the most impressive pieces from the Archaic and Classical Ages. Mary Renault: An essay of 2,0004,000 words with footnotes and bibliography. Title of essay will be decided by the student with the guidance of teachers. Submitted to a national competition.

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Economics This pre-university Economics course will enable students to reflect upon, and begin to develop, the skills needed to move beyond the A Level approach and prepare themselves for Economics at university. Using critical analysis, evaluation and synthesis of books, articles and resources from their chosen universities’ reading lists, students will learn how to formulate and justify an original viewpoint. In particular, students will work towards producing a concise, in-depth, original written analysis (or presentation) in response to a question that is of personal interest to them. At the end of the process students should be able to explain the process that they have under-taken and evaluate how they could further improve in order to maximise their enjoyment and success at university.

Lesson Outline: 2 seminars a week with a 1:1 tutorial each week Week 1: Identifying a purpose and direction • • • • • • •

Reflecting on why university, why Economics, and our aims for this pre-uni course Identifying resources, themes and questions of interest for our essay Reflecting on reading skills, note-taking, mind-mapping and bibliographies Understanding the essay format and assessment criteria (and applying to presentations) Planning our approach, including identifying a title and plan for the next week Reflecting on an example of a degree essay Practising analysis of an article

Week 2: Reflecting and improving our initial question titles and plan • Sharing initial question titles, resources and plans • Sharing questions and challenges from the process Week 3: Reflecting on our first draft of our first two paragraphs (or sections of presentation) • Sharing first drafts of the first two paragraphs – reflecting and improving • Sharing questions and challenges from the process

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Week 4: Reflecting on our final drafts, completion and reflection on what we have learnt • Sharing drafts of whole essay/presentation • Planning completion of essay/presentation • Reflecting upon, and explaining orally, what we have learnt from the question we have investigated • Reflecting upon the process and the skills we have developed and how to improve yet further at university Project Outcome: An essay of 1,000-1,500 words or a PowerPoint presentation.

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English The English course will aim to imbue students with some of the skills needed to pursue the subject at undergraduate level, as well as exposing them to texts of a greater level of challenge than those covered at A Level. It will continue to explore some of the critical theories and practices touched upon at A Level, especially Marxist, Feminist and Post-Colonial readings of texts, and Practical Criticism.

Lesson Outline: 2 seminars per week and a 1-1 tutorial.

Week 1: • An overview of literary periods from Anglo-Saxon to Postmodernism, and a discussion of why a literary-historical approach is generally followed in university courses – and possible alternatives • A discussion of the concepts of canon, literary genius and intrinsic worth verses a cultural materialist approach to literature, and possible compromises • Consideration of an intrinsic and extrinsic approach to textual analysis and making a case for an approach that synthesises both Week 2: • Particular focus on 19th Century move from Romanticism to Realism and Rationalism: including late gothic, the growth of genre fiction, including crime, science fiction and dystopia.

Key texts: Germinal, Zola The Time Machine, HG Wells Week 3: • Particular focus on early 20th Century Modernism and the project of mimesis.

Key texts: The Waste Land, Eliot Waiting for Godot, Beckett To the Lighthouse, Woolf

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Week 4: Particular focus on the various strands of postmodernism.

Key texts: The Visit, Durrenmatt Waiting for Godot, Beckett The Infernal Desire Machines of Doctor Hoffman, Carter Project Outcome: An essay of 2000 words exploring the relationship of literature to its time – exact title to be discussed between teacher and student.

OR A podcast-style recording, to include readings and expert sources, about a particular literary period or text.

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Geography The Geography pre-degree course aims to further students’ knowledge and understanding of both Human and Physical Geography through the concurrent study of Glaciation for Physical Geography and Population for Human Geography. These topics will follow a university style of learning, involving initial taught content, followed by student research and analysis with their presentation of findings as the final outcome.

Week 1: Introduction to the Geography of Glaciation and the Geography of Population Week 2: Further exploration of the topics Week 3: Student research and analysis of case studies of their choice with 1-1 support.

Week 4: Student presentations of their chosen case studies and discussion Project Outcome: 15-minute remote presentation of findings using PowerPoint followed by discussion.

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History The History course will introduce students to the more independent nature of studying History at degree level through critical engagement with the work of historians and, where possible, primary sources. Students have the opportunity to pursue a topic of their own interest.

Lesson Outline: 2 seminars a week with one 1:1 support tutorial each week.

Week 1: How to start the process of historical research • • • • •

The purpose and outcomes of the course How to research How to read critically, including skimming and reading for depth How to prepare for a seminar Prep for the seminar at the end of the week: • Produce a bibliography on their chosen research topic, including a reason for each selection (can be produced in a table) • Produce a critical review of a chapter or journal article from your bibliography

Week 2: How to build up notes related to your historical enquiry • • • • •

How to record your notes How to keep separate notes for your essay How to identify the views of historians How to look for supporting primary sources Prep for seminar at the end of the week: • Start to read and make detailed notes • Prepare to give an overview of findings and how you feel this might contribute to your final piece

Week 3: Planning the presentation • The steps to go through when planning a virtual presentation • Prep for seminar at the end of the week: • Continue with reading • Create a plan that includes a critical analysis of historians/primary sources

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Week 4: Writing up the presentation and self-review • First seminar reiterates tips on presentations and goes through the self-review • Prep for seminar at the end of the week: • Deliver presentation • Complete self-review • Final Seminar is an opportunity to discuss the learning points from the whole course • Feedback will follow after course completion Project Outcome: A presentation of 10 minutes to include a bibliography. Title of the presentation will be decided by the student with the guidance of teachers.

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Law This law course will introduce students to the basic concepts that underpin our legal system. These include precedent, case law, statutory interpretation and court procedure. These skills will be utilised in a final ‘mock’ trial where students will take the role of different participants in a criminal trial.

Week 1: Intro to Law • What is the law and justice?

• Courtroom procedure Week 2: Case Law • Research and interpretation of famous and important cases • Ratio decidendi and obiter dicta Week 3: Statutory Interpretation • Bills in parliament • How are laws interpreted?

• Examination of problematic new statutes Week 4: Mock Trial • Conduct mock trial playing the parts of Barristers, Solicitors, Witnesses and Judge Project Outcome: Outcome is participation in a mock trial with accompanying notes and research.

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Mathematics For students who are going on to study either Mathematics or a Mathematics-related subject at university, they will rapidly discover there are a huge wealth of different types of Mathematics that are not contained within the A Level courses. During these final weeks of the year, we will be encouraging the students to develop their own ideas and interests in the subject. This may be through identifying suitable MOOCs, researching and presenting different ideas to the other students, and inspiring them to work on some of the more recreational areas of Mathematics. We will also be encouraging the students develop more of an ability to solve problems in different contexts, and how they should go about approaching problems that they do not know how to approach!

Lesson Outline: The course will be primarily dictated by the specific interests of the students involved. Each week’s session will be dedicated to providing the assistance that the students need to push themselves further as they develop into mathematicians.

Project Outcome: Towards the end of the four weeks, the students will deliver short presentations to each other on the work that they have been doing, as they would be expected to do within the university tutorial setting.

Mathematics or Further Mathematics Completion: For students who have not completed their A Level courses and wish to do so, lessons will be given on the remaining topics. This will be very useful to anyone going on to study any of the mathematical or scientific subjects.

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Mathematics for Economists For students who are studying Economics at university, Statistics is a key area of study.

We will be working closely with the Economics department to ensure that the right topics are covered during this programme of study. This will involve working on topics from the Further Mathematics A Level course, but may involve going beyond the material already taught.

Weeks 1&2: Time will be given to ensuring that all students are comfortable with all relevant aspects of Statistics from their A Level courses, pushing those ideas into more of an Economics-based setting and firming up their ability to interpret what the data is telling them.

Weeks 3&4: The students will meet some new topics and concepts such as estimators, bias and standard errors, which will enable them to put themselves in a better position for their start to university study.

Project Outcome: All students should feel more prepared for studying Economics, have furthered their knowledge of the key statistical principles and gain greater insight into interpreting data.

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Music The Music pre-degree course will aim to strengthen and broaden current musical skills in preparation for undergraduate study. There will be two main areas of focus: Critical musical analysis: the cultural environment, genesis, musical legacy and reception of a chosen ground-breaking piece/composer/musical giant/musical style/specific focus (woman composer) (a), and 18th Century counterpoint (b). These investigative topics will be designed to give our students an opportunity for a higher level of musical challenge and experience in two crucial areas of undergraduate first year Music degree courses.

Lesson Outline: 2 sessions per week, 1 each for (a) and (b) Week 1: (a) Critical musical analysis Discussion/selection of topics and university approach to units of work.

How to begin the research How to get inside the pieces quickly Planning strategies for research and presentation model/platform (b) 18th Century counterpoint Selecting a subject Composing a real or tonal answer Week 2: (a) Critical musical analysis Review and extend research thus far and plan the next stages with 1:1 support (b) 18th Century counterpoint Investigation of countersubjects Composing a countersubject Week 3: (a) Critical musical analysis Planning and reviewing content/structure/quality of resources of the presentations with 1:1 support (b) 18th Century counterpoint Creating your exposition Ordering the entries of the subject and its answer Composing the exposition 22

Week 4: (a) Critical musical analysis Presentation of chosen topic/discussion and evaluation (b) 18th Century counterpoint Completion of the contrapuntal composition Evaluation Project Outcome: (a) Critical musical analysis: A 5-minute presentation in podcast style or PowerPoint on chosen area of study and evaluation. (b) 18th Century counterpoint: A presentation and evaluation of 18th-century-style musical counterpoint composition.

Philosophy This course will give students a toolkit for precise reasoning, which will be applicable in analytical philosophy courses but also useful across disciplines such as liberal arts and the humanities. Resources from the university of Edinburgh’s Philosophy MOOC will give an introduction to the style of lectures and readings students will experience at university, and school seminars will allow them to reflect on their experiences and learning. The course will foster independence, build confidence in research and give students the opportunity to read and review scholarly articles.

Lesson Outline: Following the initial week of lessons, the nature of the sessions will be directed by the individual interests of the students.

Week 1: The philosophical toolkit – how to spot fallacies and confirmation bias in others’ writing, and how to avoid it in your own. What is Philosophy?

Overview of areas of enquiry form which students can select 2 or 3: • Morality – objective, relative or emotive?

• The nature of knowledge • The relationship between law and moral obligation • Minds, brains and computers

• Are scientific theories true?

• Whether we have free will and why it matters • The philosophy of time travel

Students reach a decision on which they would like to pursue and raise any other areas of specific interest.

Week 2: Students listen to lectures /complete readings for one area of study. Quiz undertaken and comment provided to teacher. Students submit evaluative review comments as a recording or a piece of written work. Discussion in seminar style on what has been investigated.

Week 3: Students listen to lectures /complete readings for one area of study. Quiz undertaken and comment provided to teacher. Students submit evaluative review comments as a recording or a piece of written work. Discussion in seminar style on what has been investigated.

Week 4: Students listen to lectures /complete readings for one area of study. Quiz undertaken and comment provided to teacher. Students submit evaluative review comments as a recording or a piece of written work. Discussion in seminar style on what has been investigated.

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Project Outcome: Results of three quizzes and three evaluative, substantiated reviews of philosophical issues (written, discussed or recorded, to a scholarly template).

Physics This course will give students the opportunity to work on some essential pre-reading for their chosen University course, become confident with reading papers in scientific journals and to develop their presentation skills. There is a range of undergraduate courses that are linked to Physics, and it is hoped that the approach set out below will allow students to invest time in work that will be really useful to them in the future.

Where applicable, students will be guided through subject-specific resources such as Engineering theory, Quantum Physics, and generic research skills.

Week 1: Students will be asked to identify a book (or chapter of a book) or MOOC they will study that is relevant to early topics studied on their undergraduate course of choice. They will also research a minimum of three papers, published in scientific journals, to read as part of their study. The use of jstor will be a key resource for this.

Weeks 2&3: Following a review of the key success criteria for the presentations, students will undertake their reading and research and create their presentations. One to one meetings will be held with each student during these lessons to review progress to date.

Week 4: Students will present a summary of what they have learnt from their chosen book/ MOOC and from the scientific papers they have reviewed.

Project Outcome: A presentation that presents a summary review of the book/papers they have read or of a relevant MOOC. Feedback on quality of communication as well as content will be provided.

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Politics This course is designed to provide students with the foundations for effective undergraduate study in Politics and International Relations. We will examine how students can explore this discipline in a productive and independent way. We will familiarise ourselves with some of the theories and methods of research that undergraduates are expected to navigate. Equipped with these tools, students will be able to consider their own area of interest and begin to undertake an independent research project.

Week 1: How might one approach the study of Politics and International Relations?

• Discussing the value and purpose of political science • Recognising different theoretical approaches including mainstream and critical perspectives • Considering a research project and proposing a title for the following week Week 2: Undertaking meaningful research as an undergraduate • Different methods of research in political science • Introduction to research design • Sharing and refining a proposed research project • Discussing questions and challenges from this process Week 3: Practising undergraduate study • Participating productively in academic discussion • Evaluating a piece of academic work • Sharing first drafts of early findings of a research project Week 4: Reflections • Reflecting on the process of a research project • Explaining what has been learnt through this undertaking • Considering what steps to take to prepare for future study Project Outcome: A research project that may be finalised in an essay, presentation, or podcast.

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Psychology The Psychology course will introduce students to the more independent nature of studying Psychology at degree level, through critical engagement with the work of psychologists and, where possible, their original studies. Students will have the opportunity to pursue a topic of their own interest or to follow one of the suggestions given in the introductory sessions. The extended projects which students began at the start of the lockdown can also be developed. The final presentation will be in the form of a psychology report, although there is no requirement for students to conduct their own independent research investigation. Currently students are exploring: • • • • •

The development of psychopathic personalities Cultural variations in attitudes to love Applying psychological techniques and theory to political issues Placebo effects in the treatment of mental disorders Cultural differences in the reactions to Coronavirus

Lesson Outline: 2 seminars a week with one 1:1 support tutorial each week.

Week 1: Research at degree level • • • • •

Referencing issues beyond A Level How to research effectively How to read critically, including skimming and reading for depth How to summarise findings Report back at the end of the week: • Produce a critical review of one piece of research • Produce a summary of progress

Week 2: Research questions • • • • •

Selection of studies How to keep separate notes for your essay Identifying contradictory research How to evaluate qualitative data By the end of the week: • Present introduction • Give an overview of progress

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Week 3: Planning the presentation • Choosing a platform • Presentation of data • Statistical data – if not using explain why • By the end of the week: • Present discussion • Identify areas where research can be applied Week 3: Delivery of presentation and evaluation • First lesson offers guidance on presentation skills • Ensure evaluation sections include appropriate methodological weaknesses • Deliver presentation • Evaluate presentation • Final discussion is an opportunity to discuss the learning points from the whole process • Feedback from staff after course completion

Project Outcome: A presentation of 10 minutes or an appropriately structured psychology report with a reference section.

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Russian & Arabic The History of the Arab World and Russian Film Analysis – The course will provide an opportunity to explore the modern history of the Arab world. In addition, we will analyse the Russian film ‘Leviathan’, to lead to a deeper understanding of Russian cinema, and identify the film’s key themes.

Lesson Outline: 2 sessions per week, one on each topic.

Week 1: • Islam and the Arab World We will explore the features which bind the Islamic world together, and look at the differences in traditions, ethnicities, and architecture.

• Russian Film Study Week 2: • Aspects of Islamic Literature and Culture We will explore literature from and about the Arab-speaking world, such as 1001 Nights, Hosseini, and Rumi. We will also examine cultural traditions.

• Russian Film Study Week 3: • Afghanistan and the War in Iraq We will examine the foundations of conflict in the Middle East.

• Russian Film Study Week 4: • The Rise of Islamic Fundamentalism • Russian Film Study Project Outcome: By the end of this course, there will be a presentation based on the film, focusing in on the key themes.

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Spanish Spanish History and Film analysis The course will give students the opportunity to further expand their knowledge of Franco’s dictatorship and the transition to democracy. Students will also explore a Spanish film of their choice (‘Voces Inocentes’ or ‘Todo sobre mi madre’) to deepen their understanding of Hispanic culture and society. They will be able to analyse the film’s main themes, as well as the effective use of the director’s techniques.

Lesson Outline: 2 sessions per week, one on each topic.

Week 1 • Franco’s dictatorship and censorship Students will explore the different stages of Franco’s dictatorship and will learn about how censorship impacted Spanish society • Film study Week 2 • Repression during Franco’s dictatorship Students will be introduced to the cruel repression that took place during the dictatorship and we will analyse some key events through the study of some clips from popular films and tv series • Film study Week 3 • Franco’s death and the transition to democracy Students will learn about these key moments in Spanish history through the study of original clips and articles from that period • Film analysis: historical context, main themes and director’s techniques Week 4 • The role of King Juan Carlos in the transition to democracy and the ‘23F’ coup Students will research different aspects of this topic individually and will deliver a presentation based on their findings.

• Film presentation Project Outcome: By the end of this course students will deliver a presentation based on the film studied where they will analyse a particular theme or director’s technique.

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Theatre Studies Training to be an Actor is physically and mentally demanding and, although the A Level does give an excellent basis for the context and history of theatre practitioners, you will be training in order to work with the people you have just studied! You could be auditioned by Emma Rice and she will expect you to know your craft and take direction. An actor’s training provides you with the consistent skills required. The next four weeks will give a very brief introduction and taste of a Drama School BA Hons degree.

Lesson Outline: 2 1:1 sessions, with additional independent rehearsal time of approx. 1 hour a week.

Week 1: Voice Training You will be introduced to Cecily Berry and Vocal RSC techniques. We will explore the type of vocal exercises you will be given and apply them to speech and verse text as well as a Verbatim project.

Week 2: Acting Classes Stanislavsky - the system- what to expect in your first year - and how to get the most out of these lessons.

Week 3: Audition Technique – Auditioning through Self tapes This week we will create a self- tape with sides from a Film or TV script. We will explore how this differs for Theatre and Drama School auditions.

Week 4: Agents and Casting Directors How to navigate your way around the industry. Tips on what to look for when getting an agent. Guest actor for Q&A Project Outcome: Experiential learning, preparing a self-tape and notes on sessions will provide a portfolio/working notebook. There will also be opportunities to ask industry professionals key questions.

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MOOC Suggestions (Massive Open Online Course)

There are a large number of very exciting, free courses available online that you could try in addition to your studies in school. Many of these can be certificated, but participation on its own, without paying for a certificate, is ample. If you are in Year 11 or Year 12, you might find some of what you learn inspire your EPQ research or form part of your university application. If you are in Year 13, taking some MOOCs may inspire your own research as an undergraduate.

You can search for courses of interest directly on the FutureLearn website, and it is also useful to see what other professional or university courses might be open to you. Below are some suggestions based on subject area: Art and Design https://itunes.apple.com/gb/itunes-u/aesthetics-philosophy-art/id426430244?mt=10 https://itunes.apple.com/gb/itunes-u/the-elements-of-drawing/id442428860?mt=10 Biology https://www.futurelearn.com/courses/the-science-of-medicines https://www.futurelearn.com/courses/artificial-intelligence-for-healthcare-opportunities-and-challenges https://www.futurelearn.com/courses/soils Business Studies https://www.futurelearn.com/courses/upcycling-for-change-from-green-ideas-to-startup-businesses https://www.futurelearn.com/courses/fashion-innovation Chemistry https://www.futurelearn.com/courses/discovering-science-medicinal-chemistry https://www.futurelearn.com/courses/atmospheric-chemistry-planets-and-life-beyond-earth Classics https://www.futurelearn.com/courses/ancient-health Economics https://www.futurelearn.com/courses/global-prosperity English Literature https://www.futurelearn.com/courses/shakespeare https://www.futurelearn.com/courses/country-house-literature http://podcasts.ox.ac.uk/series/approaching-shakespeare

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Geography https://www.futurelearn.com/courses/valuing-nature-should-we-put-a-price-on-ecosystems https://www.futurelearn.com/courses/grand-challenges-food-for-thought https://www.futurelearn.com/courses/extreme-geological-events History https://www.futurelearn.com/courses/archaeology https://www.futurelearn.com/courses/empire https://www.futurelearn.com/courses/the-tudors Languages (MFL) https://www.futurelearn.com/courses/fall-in-love-with-mandarin https://www.futurelearn.com/courses/intro-to-japanese-subculture Law https://www.futurelearn.com/courses/human-rights-and-international-criminal-law https://www.futurelearn.com/courses/incarceration-prisons-suitable-punishment https://www.futurelearn.com/courses/environmental-challenges-property-rights Mathematics https://www.futurelearn.com/courses/recreational-math https://www.futurelearn.com/courses/maths-subject-knowledge-number https://www.futurelearn.com/courses/flexagons Music https://www.futurelearn.com/courses/making-music Physics https://www.futurelearn.com/courses/creating-the-amazing-engineering-the-future https://www.futurelearn.com/courses/sustainable-construction-development http://podcasts.ox.ac.uk/series/stargazing Politics https://www.futurelearn.com/courses/quality-of-life-and-public-policy Psychology https://www.futurelearn.com/courses/nutrition-wellbeing Religion and Philosophy https://www.futurelearn.com/courses/global-ethics https://www.coursera.org/learn/philosophy-cognitive-sciences Theatre Studies https://www.futurelearn.com/courses/physical-theatre-exploring-the-slap

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