Into the Sixth Course Structure 2025-26

Into the sixth.

Course Structure 2025/26

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Into the sixth Course Structure 2025/26

Contents.

Welcome Arts and Performing Arts Classics and the Ancient World English and Humanities Modern Foreign Languages STEM Entry Requirements

03 04 07 11 17 21 26

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02

Into the sixth Course Structure 2025/26

Welcome to the Sixth Form at St Helen’s The A Levels on offer cover a wide range of subjects, as we know that a broad and balanced offering will allow you all to make the right choices for you. This booklet is designed to help you to choose the right A Levels for you; it contains information on each subject’s course structure, exam board and key exam information.

If you need any further advice or information, please do contact me. I’ll be happy to talk to you about your future plans and the subjects that might best support you in achieving your goals and aspirations.

WELCOME

We want all our Sixth Formers to perform to the best of their abilities while they are studying for their A Levels, and so it is vital that you choose subjects that motivate and enthuse you as much as possible. We aim to be as flexible as possible providing each one of you with a bespoke package and firmly believe that choosing subjects from a range of Faculties will support you to make the strongest applications to prestigious universities and move forward into outstanding and high-profile careers.

Hayley Stein, Director of Sixth Form

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Into the sixth Course Structure 2025/26

Arts and Performing Arts. www.sthelens.london Contents page

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Into the sixth Course Structure 2025/26

Arts and Performing Arts

Art & Design (Fine Art) Examination Board: AQA Syllabus Ref No: 7202 Structure of course (A LEVEL) COMPONENT 1: PERSONAL INVESTIGATION

Students are required to conduct a practical investigation, into an idea, issue, concept, or theme, supported by written material. The focus of the investigation must be identified independently by the student and must lead to a finished outcome or a series of related finished outcomes. The investigation should be a coherent, in-depth study that demonstrates the student’s ability to construct and develop a sustained line of reasoning from an initial starting point to a final realisation.

The question paper will consist of a choice of eight questions to be used as starting points. Students are required to select one. Students will be provided with examination papers on 1 February, or as soon as possible after that date.

Following receipt of the paper, students should consider the starting points and select one. Preparatory work should be presented in any suitable format, such as mounted sheets, design sheets, sketchbooks, workbooks, journals, models and maquettes.

Following the preparatory period, students must complete 15 hours of unaided, supervised time.

ASSESSMENT: COMPONENT 1

ART & DESIGN

This is a practical investigation supported by written material.

COMPONENT 2: EXTERNALLY SET ASSIGNMENT

Information on Assessment Personal Investigation – 60% of A Level

ASSESSMENT: COMPONENT 2 Externally Set Assignment – 40% of A Level

ASSESSMENT OBJECTIVES FOR EACH COMPONENT (AOS) The assessments will measure how students have achieved the following assessment objectives: — AO1: Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding — AO2: Explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining ideas as work develops — AO3: Record ideas, observations and insights relevant to intentions, reflecting critically on work and progress — AO4: Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements

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05

Drama and Theatre

Music

Examination Board: AQA Syllabus Ref No: 7262

Examination Board: Edexcel Syllabus Ref No: 9MUO

Structure of course (A LEVEL)

Information on Assessment

Structure of course (A LEVEL)

Information on Assessment

COMPONENT 1: DRAMA AND THEATRE

COMPONENT 1: DRAMA AND THEATRE

COMPONENT 1: PERFORMING (30%)

— Study of two set plays

— Written exam

THERE ARE SIX AREAS OF STUDY:

— Analysis and evaluation of the work of live theatre makers

— 3 hours

— Process of creating devised drama — Performance of devised drama (students may contribute as performer, designer or director) which must be influenced by the work and methodologies of one prescribed practitioner

COMPONENT 3: MAKING THEATRE (PRACTICAL) — Practical exploration and interpretation of three extracts (Extract 1, 2 and 3) each taken from a different play — Methodology of a prescribed practitioner must be applied to Extract 3

— 80 marks — 40% of A Level

COMPONENT 2: CREATING ORIGINAL DRAMA (PRACTICAL) — Working notebook (40 marks) — Devised performance (20 marks) — 60 marks in total — 30% of A Level

COMPONENT 3: MAKING THEATRE — Performance of Extract 3 (40 marks) — Reflective report (20 marks) — 60 marks in total — 30% of A Level

— Extract 3 is to be performed as a final assessed piece (students may contribute as performer, designer or director)

— Instrumental Music — Music for Film — Popular Music and Jazz — Fusions — New Directions

Candidates are required to perform a live recital of one or more pieces, with a minimum time requirement of eight minutes. The standard level of difficulty is set at Grade 7 and the more difficult level is set at Grade 8.

This recital is externally assessed via audio recording.

DRAMA AND THEATRE / MUSIC

COMPONENT 2: CREATING ORIGINAL DRAMA (PRACTICAL)

— Open book

— Vocal Music

Into the sixth Course Structure 2025/26

Arts and Performing Arts

COMPONENT 2: COMPOSING (30%) Candidates are required to submit two compositions. One must be either from the set briefs relating to the Areas of Study or a free composition in any style, of at least five minutes in duration. The other composition will be a technical study, in which students apply the harmonic principals of Bach’s Chorale Harmonisations. Compositions are externally assessed.

COMPONENT 3: LISTENING AND APPRAISING (40%) Through the investigation and in-depth study of thirteen set works taken from the areas of study given above, students develop their knowledge and understanding of the interrelated elements, language and contexts of music. Students will also develop their aural skills and ability to analyse unfamiliar music. This component is assessed through the means of a two-hour listening paper.

— Reflective report analysing and evaluating theatrical interpretation of all three extracts

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Into the sixth Course Structure 2025/26

Classics and the Ancient World. www.sthelens.london Contents page

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Into the sixth Course Structure 2025/26

Classics and the Ancient World

Classical Civilisation Examination Board: OCR Syllabus Ref No: H408 Information on Assessment

Structure of course (A LEVEL) COMPONENT 1: THE WORLD OF THE HERO

COMPONENT 1: WRITTEN EXAM

COMPONENT 2: WRITTEN EXAM

Plays written by the Ancient Greeks, both tragedies and comedies, have had an enduring and influential impact on modern thought. Three plays will be studied in depth, but also the context in which plays developed and the society to which they belonged. A great deal of light will be shed on the beliefs and values of the Ancient Greeks and how they viewed the world. The plays that will be studied are Sophocles’ Oedipus the King, Euripides’ Bacchae and Aristophanes’ Frogs.

2 hours 30 minutes, 40% of A Level

1 hour 45 minutes, 30% of A Level

— Section A: shorter question involving literary criticism of an extract and a longer essay question

— Section A: shorter questions, two source commentaries and a longer essay question

COMPONENT 3: BELIEFS AND IDEAS – DEMOCRACY AND THE ATHENIANS

— Section B: shorter question involving literary criticism of an extract and a longer essay question — Section C: one shorter question, a comparison of two passages in the earlier sections, one of Homer and one of Virgil as well as a long essay question

CLASSICAL CIVILISATION

Students will work to gain an in-depth knowledge of classical epic poetry in translation and will study Homer’s Odyssey and Virgil’s Aeneid. The Odyssey was seen by the Greeks as an essential element of their own culture and is very revealing about Homeric society, which also makes it a useful entry point to understanding the classical world. Virgil’s Aeneid was a great Roman epic, written seven centuries later just as Augustus inaugurated the rule of the emperors. While Virgil was competing with Homer, he shed a great deal of light on the Roman world, its values and on Augustus in particular.

COMPONENT 2: CULTURE AND THE ARTS – GREEK THEATRE

— Section B: one long essay question

COMPONENT 3: WRITTEN EXAM 1 hour 45 minutes, 30% of A Level — Section A: shorter questions, two source commentaries and a longer essay question — Section B: one long essay question

Students will learn about the circumstances in which democracy came about in Athens, how it evolved and responded to the pressures put on it. This study will also make students see recent events in our own history in a new light. Through considering a variety of prescribed literary sources, students will expand and develop their ability to analyse and evaluate source material and to write scholarly essays.

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Into the sixth Course Structure 2025/26

Classics and the Ancient World

Classical Greek Examination Board: OCR Syllabus Ref No: H444 Information on Assessment

Structure of course (A LEVEL)

Students will develop their recognition and understanding of Classical Greek structure and grammatical forms, as well as building up their vocabulary over the duration of the course. During this process, and particularly after the grammar has been studied, students will have the opportunity to read and study a range of texts from different authors, although there will be a strong coverage of Xenophon, the set author for the unseen prose text, and of Euripides (iambic trimeter), the author for the unseen verse.

COMPONENT 2: PROSE COMPOSITION OR COMPREHENSION Preparation for this component includes an emphasis on students’ understanding and being confident in the grammatical terminology that they will encounter. It will also give pupils the opportunity to translate passages of English into Greek. For the Comprehension question, the text will be prose from a passage of oratory.

COMPONENT 3: PROSE LITERATURE

COMPONENT 1: WRITTEN EXAM

COMPONENT 3: WRITTEN EXAM

Pupils will study sections of two set prose authors, mostly in Greek but with additional sections in English.

For the A Level exam in 2027, two will be chosen from the works of Herodotus, Plato or Lucian. As well as extending pupils’ ability with the language, and in literary criticism, they will also learn a great deal about the political, social and historical contexts of their authors.

— 1 hour 45 minutes

— 2 hours

— 33% of A Level

— 25% of A Level

— Section A: Unseen Prose translation

— Section A: respond to extracts from the set texts with a mixture of short answers and a long one

COMPONENT 4: VERSE LITERATURE

— 7% of A Level

Pupils will also study sections of two set verse authors, mostly in Greek but with additional sections in English.

The two verse texts for the A Level exam in 2027 will be chosen from influential works including Homer’s Odyssey, Sophocles’ Electra and Aristophanes’ Birds.

This will extend pupils’ understanding of the structure of Greek, but also the special requirements of verse as well as broadening their understanding of classical Greek society and its values.

— Section B: Unseen Verse translation including a question on scansion

COMPONENT 2: WRITTEN EXAM — 1 hour 15 minutes A choice of either: — Section A: Comprehension and Grammar; or — Section B: Prose Composition

CLASSICAL GREEK

COMPONENT 1: LANGUAGE: UNSEEN TRANSLATION (PROSE & VERSE)

— Section B: respond to extracts from the set texts with a mixture of short answers and a long one — Section C: an essay question

COMPONENT 4: WRITTEN EXAM — 2 hours — 25% of A Level — Section A: respond to extracts from the set texts with a mixture of short answers and a long one — Section B: respond to extracts from the set texts with a mixture of short answers and a long one

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Into the sixth Course Structure 2025/26

Classics and the Ancient World

Latin Examination Board: OCR Syllabus Ref No: H443 Information on Assessment

Structure of course (A LEVEL)

Students will develop their recognition and understanding of Latin structure and grammatical forms, as well as building up their vocabulary over the duration of the course. During this process, and particularly after the grammar has been studied, students will have the opportunity to read and study a range of texts from different authors, although there will be a strong coverage of Livy, the set author for the unseen prose text, and of Ovid, the author for the unseen verse.

COMPONENT 2: PROSE COMPOSITION OR COMPREHENSION Preparation for this component includes an emphasis on students’ understanding and being confident in the grammatical terminology that they will encounter. It will also give pupils the opportunity to translate passages of English into Latin, which is exciting, challenging and rewarding, and which they may not have done much of until Sixth Form. For the Comprehension question, the text will be prose from an author whose work does not feature among the choices for Component 3.

COMPONENT 3: PROSE LITERATURE

COMPONENT 1: WRITTEN EXAM

COMPONENT 3: WRITTEN EXAM

Pupils will study sections of two set prose authors, mostly in Latin but with additional sections in English.

For the A Level exam in 2027, two will be chosen from Cicero’s Pro Roscio Amerino, Tacitus’ Annals, Apuleius’ Metamorphoses or from Nepos. As well as extending pupils’ ability with the language, and in literary criticism, they will also learn a great deal about the political, social and historical contexts of their authors.

— 1 hour 45 minutes

— 2 hours

— 33% of A Level

— 25% of A Level

— Section A: Unseen Prose translation

— Section A: respond to extracts from the set texts with a mixture of short answers and a long one

COMPONENT 4: VERSE LITERATURE

— 17% of A Level

Pupils will also study sections of two set verse authors, mostly in Latin but with additional sections in English.

The two verse texts for the A Level exam in 2027 will be chosen from works by Virgil, the Aeneid epic, from Lucretius, Tibullus or from the Metamorphoses of Ovid.

This will extend pupils’ understanding of the structure of Latin, but also the special requirements of verse, including poetic metre. As with the prose in Component 3, these texts will add to students’ understanding of Roman society.

— Section B: Unseen Verse translation including a question on scansion

COMPONENT 2: WRITTEN EXAM — 1 hour 15 minutes A choice of either: — Section A: Comprehension and Grammar; or — Section B: Prose Composition

LATIN

COMPONENT 1: LANGUAGE: UNSEEN TRANSLATION (PROSE & VERSE)

— Section B: respond to extracts from the set texts with a mixture of short answers and a long one — Section C: an essay question

COMPONENT 4: WRITTEN EXAM — 2 hours — 25% of A Level — Section A: respond to extracts from the set texts with a mixture of short answers and a long one — Section B: respond to extracts from the set texts with a mixture of short answers and a long one — Section C: an essay question

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10

Into the sixth Course Structure 2025/26

English and Humanities.

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Into the sixth Course Structure 2025/26

English and Humanities

Economics Examination Board: Edexcel Syllabus Ref No: 9EC0 Information on Assessment

Structure of course (A LEVEL) THEME 3: BUSINESS BEHAVIOUR AND THE LABOUR MARKET

PAPER 1: MARKETS AND BUSINESS BEHAVIOUR

In this theme students will consider how markets work, looking at how supply and demand interact to allocate resources in local, national and international markets.

They will also look at how consumers act in a rational way to maximise utility and how firms maximise profit, but also why consumers may not behave rationally.

Having investigated how markets work, students will look at the nature and causes of market failure.

This theme examines how the number and size of market participants affect pricing and nature of competition among firms. Students will consider the size and growth of firms through exploring organic growth, and mergers and takeovers. Supply and demand analysis is applied to labour market to see how wages are determined in both competitive and non-competitive markets.

Each question is set in a context, drawing on topics from across Themes 1 and 3

THEME 2: THE UK ECONOMY – PERFORMANCE AND POLICIES

THEME 4: A GLOBAL PERSPECTIVE

Students will be introduced to the aggregate demand/ aggregate supply model so that they can use it to analyse changes in real output and the price level. They will examine the use of demand-side policies, supply-side policies and direct controls as measures of improving an economy’s performance; recognise the underlying assumptions; predict the likely impact and effectiveness of such policies; and consider these in a historical context.

Students will be expected to understand the significance of globalisation, international trade, the balance of payments and exchange rates. They will study public finance, macroeconomic policies and the role of the financial sector in a global context. Students will consider the factors influencing the growth and development of emerging and developing countries.

ECONOMICS

THEME 1: INTRODUCTION TO MARKETS AND MARKET FAILURE

— The assessment is 2 hours and carries 100 marks — It is 35% of the overall qualification

PAPER 2: THE NATIONAL AND GLOBAL ECONOMY Each question is set in a context, drawing on topics from across Themes 2 and 4 — The assessment is 2 hours and carries 100 marks — It is 35% of the overall qualification

PAPER 3: MICROECONOMICS AND MACROECONOMICS Each question is set in a context, drawing on topics from across all 4 themes — The assessment is 2 hours and carries 100 marks — It is 30% of the overall qualification

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12

English Literature

Geography

Examination Board: AQA B Syllabus Ref No: 7717

Examination Board: OCR Syllabus Ref No: H481

Structure of course (A LEVEL)

Information on Assessment

Structure of course (A LEVEL)

Information on Assessment

This course ensures students read a wide range of literature texts, from Shakespeare’s ‘Othello’, to Fitzgerald’s ‘The Great Gatsby’, to Atwood’s ‘The Handmaid’s Tale’. The course requirements also allow students to study two texts chosen by students themselves, according to their own interests. Students then explore these texts from a variety of interesting and illuminating angles.

PAPER 1: ASPECTS OF TRAGEDY

Through the study of Physical Systems, learners will develop an understanding and appreciation of: Landscape Systems, contextualised through Coastal Landscapes, and Earth’s Life Support Systems, which encompasses the water and carbon cycles vital to our planet. Learners will also explore Human Interactions through the study of Global Connections, with a focus on Migration and Powers and Borders, and Changing Spaces Making Places, which gives learners an insight into the nature of places and the fluidity of their meanings and representations.

The Geographical Debates paper allows learners to explore in depth two of the most challenging, dynamic and fascinating issues of the 21st century; Disease Dilemmas and Climate Change. The Investigative Geography component allows learners to undertake an a non-examined, independent investigation linked to any aspect of the specification to satisfy their intellectual curiosity. This component is designed to encourage learners to deepen their knowledge and understanding of their chosen topic whilst developing a number of geographical and study skills relevant to Higher Education or within the world of work.

PAPER 1: PHYSICAL SYSTEMS

• The second paper is an exploration of genre and form, from a more historicist lens, which recognises texts as products of their times.

• The coursework offers critical lenses through which to view texts (e.g. political lenses such as Marxism and Feminism) - and offers the opportunity for students to produce recreative responses.

— 40% of A Level — Closed book

PAPER 2: ELEMENTS OF POLITICAL AND SOCIAL PROTEST WRITING — 3 hours — 40% of A Level — Open book

COURSE WORK: — 20% of A Level

Throughout, students also develop well-recognised and well-regarded knowledge and skills, including: high-level critical thinking skills, knowledge of the humanities, and the art of argument in response to complex material.

The course is therefore highly enjoyable and rewarding for students interested in literature. The course is also valuable to students interested in sociology, history, politics, psychology, law, and more.

COURSE CONTENT OVERVIEW: — Coastal Landscapes — Earth’s Life Support Systems — Changing Spaces Making Places — Global Connections — Disease Dilemmas

— 66 marks

ENGLISH LITERATURE / GEOGRAPHY

• The first paper is an exploration as tragedy as a vehicle, adapted by writers to meet their aims (from creative to philosophical).

— 2 hours 30 minutes

Into the sixth Course Structure 2025/26

English and Humanities

— 1 hour 30 minutes written paper (22% of A Level) — Earth’s Life Support Systems and Coastal Landscapes

PAPER 2: HUMAN INTERACTIONS — 66 marks — 1 hour 30 minutes written paper (22% of A Level) — Changing Spaces Making Places, Global Connections (Migration and Powers and Borders)

PAPER 3: GEOGRAPHICAL DEBATES — 108 marks — 2 hours 30 minutes written paper (36% of A Level) — Climate Change and Disease Dilemmas

INVESTIGATIVE GEOGRAPHY: Non Examined Assessment — 60 marks — Non-examination assessment (NEA) (20% of A Level) — Fieldwork investigation with 5 days of residential study to take place in Somerset to assist with this

— Climate Change — Non-Examined Assessment

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13

Into the sixth Course Structure 2025/26

English and Humanities

History Examination Board: OCR Syllabus Ref No: 7652 Information on Assessment

Structure of course (A LEVEL)

Unit 1 offers a unique opportunity to learn about a key period in Britain’s history which focuses on Tudor monarchs and the challenges they faced at home and abroad. This as the tumultuous period examines the religious changes introduced by the Tudors which divided families and friends, leading to conflict and bloodshed.

UNIT 2: NON-BRITISH STUDY: THE COLD WAR IN EUROPE, 1941-1995 Unit 2 is a fascinating study into how ideological differences between the USA and the USSR in the post- war world impacted the people and societies in Europe and the world. The remnants of the Cold War continue to this day, and students will learn about how past confrontations shapes our world today from the Crimea to Syria to Pyongyang.

UNIT 3: THEMATIC STUDY AND HISTORICAL INTERPRETATIONS: CIVIL RIGHTS IN THE USA, 1865-1992 Unit 3 combines breadth and depth studies because it examines the development of civil rights over a period of hundred years and how it impacted the lives of African Americans, Native Americans, women, and labour and trade unions. Students will have an opportunity to study in-depth key developments including the New Deal and Black Power.

— Written exam: 80% — Coursework: 20%

UNIT 1: ENGLAND, 1485-1558: THE EARLY TUDORS — 1 hour 30 minutes — Total marks: 50 — Answer one 30 mark interpretation question, and one 20 mark essay — 25%

UNIT 2: NON-BRITISH STUDY: THE COLD WAR IN EUROPE, 1941-1995 — 1 hour — Total marks: 30 — Answer one 10 mark and one 20 mark question — 15%

UNIT 3: THEMATIC STUDY AND HISTORICAL INTERPRETATIONS: CIVIL RIGHTS IN THE USA, 1865-1992

HISTORY

UNIT 1: BRITISH PERIOD STUDY AND ENQUIRY: ENGLAND, 1485-1558: THE EARLY TUDORS

Unit 3 combines breadth and depth studies because it examines the development of civil rights over a period of hundred years and how it impacted the lives of African Americans, Native Americans, women, and labour and trade unions. Students will have an opportunity to study in-depth key developments including the New Deal and Black Power.

— 2 hours and 30 minutes — Total marks: 80 — Answer a 30 mark interpretation question and two essays worth 25 marks each — 40%

UNIT 4: COURSEWORK The coursework is a unit where you can really explore your passion, choosing a history topic of your choice.

Throughout year 13 you will set and explore your own question using primary and secondary sources.

This is excellent practice for university study.

— 3,000-4,000 word essay — 40 marks — 20%

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14

Philosophy

Religious Studies

Examination Board: AQA Syllabus Ref No: 7172

Examination Board: OCR Syllabus Ref No: H573 Information on Assessment

Structure of course (A LEVEL)

Information on Assessment

A Level Philosophy comprises four topic areas: Epistemology, Moral Philosophy, the Metaphysics of God and the Metaphysics of Mind.

Written exams:

UNIT 1: PHILOSOPHY OF RELIGION

Written exams:

From Plato and Aristotle to William James and Ludwig Wittgenstein, we study what the great minds have thought about the philosophical questions surrounding our humanity.

— 3 x 2 hour papers, one exam on each unit.

In each paper, students are required to write three essays (from a choice of four).

— 2 x 3 hour papers (each 50% of the A Level). Each paper has 10 questions (5 on each of the topics in the paper).

PHILOSOPHY / RELIGIOUS STUDIES

Structure of course (A LEVEL)

Into the sixth Course Structure 2025/26

English and Humanities

These include such questions as: — “Why is there anything at all?”

PAPER 1: EPISTEMOLOGY AND MORAL PHILOSOPHY

PAPER 2: THE METAPHYSICS OF GOD AND THE METAPHYSICS OF MIND

In Epistemology we consider the definition of knowledge, the question of where and how we gain knowledge and whether it is ultimately possible to ‘know’ anything at all. We engage with the key writings and ideas of a range of philosophers, including Plato, Locke, Descartes, Hume, and Russell. In Moral Philosophy we examine the central question of what the ‘right’ thing to do is as well as debating what we even mean by the term ‘right’. We look at three main approaches to ethical decision-making (Aristotelian virtue ethics, Kantian deontological ethics and the Utilitarianism of Bentham and Mill) and apply them to stealing, simulated killing, eating animals and telling lies.

In the Metaphysics of God we examine the very concept of ‘God’ and whether it is logically sustainable (both in and of itself and in relation to the Problem of Evil) as well as evaluating the classic arguments (Ontological, Teleological and Cosmological) for God’s existence. We also explore the philosophy of language and the limits to which human language may meaningfully be used to discuss the divine. We look at the work of a range of philosophers and theologians including Anselm, Aquinas, Leibniz, Ayer and Wittgenstein. In Metaphysics of Mind we engage with the attempts by thinkers such as Chalmers, Ryle, the Churchlands and Princess Elisabeth of Bohemia to understand what the mind is, whether it exists separately from the body and the relationship between consciousness and the brain.

— “Does life have a purpose?”

— “What happens at death?”

UNIT 2: RELIGION AND ETHICS From theory to practice, we compare the world’s most influential ethical approaches, ranging from St Thomas Aquinas to Immanuel Kant and Jeremy Bentham. These ethical approaches are then be applied to issues of importance, namely euthanasia, business, and sexual relationships.

The topics for study include such questions as: — “How ought we to behave?”

— “Is good ethics good business?”

— “Is euthanasia morally right?”

UNIT 3: DEVELOPMENTS IN RELIGIOUS THOUGHT We consider this unit from the Christian perspective due to the religion’s impact on Western thought.

The wide-ranging topics include such issues as: — “Do we have a duty to fight injustice?”

— “How does religion impact on our morality?”

— “What should be the role of religion in modern society?”

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15

Into the sixth Course Structure 2025/26

English and Humanities

Politics Examination Board: Edexcel Syllabus Ref No: 9PL0 Information on Assessment

Structure of course (A LEVEL) THEME 3: POLITICAL THOUGHT

COMPONENT 1: UK POLITICS

Politics A Level focuses on democratic politics.

Although the democracies of the UK and USA are the main focus, you are encouraged to consider how other democracies around the world solve the problems associated with democratic politics: how do we encourage people to participate? How do we represent the views of voters? How is power allocated and limited? We can understand this as the ‘competitive’ side of politics, dealing with parties, pressure groups, elections and voting systems.

Politics doesn’t just exist materially – it also exists ideally, in the form of political thinking, a lineage of thought that goes back to the poleis of ancient Greece. While we don’t go back that far, in studying the three ‘core’ ideologies of conservatism, liberalism and socialism, we examine the ideas of pre-democratic Europe that both inspired and criticised the revolutions in France and America, as well as the 20th century thinkers who created new ways of conceptualising modern politics and society: feminists, environmentalists, anarchists and multiculturalists.

This paper focuses on the issues of democracy and participation in the UK.

THEME 2: INSTITUTIONS, GOVERNMENT AND THE LAW

POLITICS

THEME 1: DEMOCRACY AND PARTICIPATION

— Two 30-mark essays (one source-based) — One 24-mark essay on political thought — Represents 33.3% of the overall A Level

COMPONENT 2: UK GOVERNMENT This paper focuses on the issues of law and governance.

— Two 30-mark essays (one source-based) — One 24-mark essay on political thought — Represents 33.3% of the overall A Level

Democratic politics isn’t just about voting; there is also the question of how we are governed. Every political system has a constitution that sets out the framework of government and the rules to which those inside government must adhere. We examine the UK and US constitutions and how they shape the key activities of passing, implementing and interpreting the law, which are the basic roles of MPs, ministers and judges. We also contrast the two political systems: the centrality of Parliament in the UK compared to the presidential system of the US, where the framers sought to limit the power of the president – a key issue in the era of Donald Trump.

COMPONENT 3: US/COMPARATIVE This paper focuses on US politics and government.

— Two 12-mark short, comparative answers — Two 30-mark essays on US government and politics — Represents 33.3% of the overall A Level

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Modern Foreign Languages. www.sthelens.london Contents page

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17

French

German

Examination Board: AQA Syllabus Ref No: 7652

Examination Board: AQA Syllabus Ref No: 7662 (AL) Information on Assessment

Structure of course (A LEVEL)

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. Students will develop their understanding of themes relating to the society and culture of the country or countries where French is spoken, and their language skills; they will do this by using authentic spoken and written sources in French.

PAPER 1: LISTENING, READING AND WRITING

TOPIC 1: ASPECTS OF GERMAN-SPEAKING SOCIETY (Y12)

TOPIC 1: ASPECTS OF FRENCH-SPEAKING SOCIETY: CURRENT TRENDS — The changing nature of family — Cyber-society — The place of voluntary work

TOPIC 2: ARTISTIC CULTURE IN THE FRENCH-SPEAKING WORLD — A culture proud of its heritage — Contemporary francophone music — Cinema: the seventh art form FILM: La Haine by Mathieu Kassovitz

TOPIC 3: ASPECTS OF FRENCH-SPEAKING SOCIETY: CURRENT ISSUES

— 2 hours 30 minutes — 50% of A Level — Section A: listening — Section B: reading — Section C: translation from French to English and translation from English to French

PAPER 2: WRITING — 2 hours

— The Changing State of the Family — The Digital World — Youth Culture: fashion and trends, music, television

TOPIC 2: ARTISTIC CULTURE (Y12) — Festivals and Traditions — Art and Architecture — Cultural Life in Berlin, past and present FILM: Das Leben der Anderen by Florian Henckel von Donnersmarck

TOPIC 3: MULTICULTURALISM (Y13) — Immigration — Integration — Racism

FRENCH / GERMAN

Structure of course (A LEVEL)

Into the sixth Course Structure 2025/26

Modern Foreign Languages

TOPIC 4: ASPECTS OF POLITICAL LIFE (Y13) — Germany and the European Union — Politics and Youth — German Reunification and its Consequences LITERARY TEXT: Der Besuch der Alten Dame by Friedrich Dürrenmatt

— 20% of A Level — The paper draws on the study of a film and a literary text

PAPER 3: SPEAKING — 21-23 minutes — 30% of A Level — Task 1: discussion of a sub-theme with the discussion based on a stimulus card — Task 2: presentation and discussion of individual research project

— Positive features of a diverse society — Life for the marginalised — How criminals are treated LITERARY TEXT: L’étranger by Albert Camus

Information on Assessment 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. Students will develop their understanding of themes relating to the society and culture of the country or countries where German is spoken, and their language skills; they will do this by using authentic spoken and written sources in German.

PAPER 2: WRITING

PAPER 1: LISTENING, READING AND WRITING

— Task 1: discussion of a sub-theme with the discussion based on a stimulus card.

— 2 hours 30 mins — 50% of A Level

TOPIC 4: ASPECTS OF POLITICAL LIFE IN THE FRENCH-SPEAKING WORLD

— 2 hours — 20% of A Level — The paper draws on the study of a film and a literary text

PAPER 3: SPEAKING — 21-23 minutes — 30% of A Level

— Task 2: presentation and discussion of individual research project

— Section A: Listening — Section B: Reading

— Teenagers, the right to vote and political commitment

— Section C: Translation from German to English and translation from English to German

— Demonstrations, strikes – who holds the power?

— Politics and immigration

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Modern Foreign Languages

Mandarin Examination Board: Edexcel Syllabus Ref No: 7692 Structure of course (A LEVEL) TOPIC 3: THE EVOLVING CHINESE SOCIETY

1) Family

1) Communications and Technology

— Family structure and generation gap

— Internet and social media

— Family planning and ageing population

2) Economy and Environment

2) Education and Work

— Economic development

— School life and student issues

— Environmental protection

— Opportunities — Work and life balance

TOPIC 4: CHINA IN THE WORLD (AFTER 1978)

TOPIC 2: CHINESE CULTURE

1) Chinese Society after 1978

1) Tradition — Festivals (Spring Festival, Dragon Boat Festival, Mid - Autumn Festival, Ching Ming Festival) and customs 2) Cultural Activities

— Important people — Urban and rural life 2) China in the world — China and Europe and America’s relations, since 1978

— Movies, television, music and reading (Relating to Chinese culture)

Information on Assessment PAPER 1: LISTENING, READING AND TRANSLATION

MANDARIN

TOPIC 1: CONTEMPORARY CHINESE SOCIAL CHANGES

— 2 hours — 40% of the qualification — Section A: Listening — Section B: Reading — Section C: Translation into Chinese

PAPER 2: WRITING — 2 hours and 40 minutes — 30% of the qualification — Section A: Translation into Chinese — Section B: Written response to works (literary texts) or — Section C: Written response to works (films)

PAPER 3: SPEAKING — 21-23 minutes — 30% of the qualification — Task 1: Discussion on a Theme — Task 2, Part 1: Independent research presentation 5 — Task 2, Part 2: Discussion on independent research

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Into the sixth Course Structure 2025/26

Modern Foreign Languages

Spanish Examination Board: AQA Syllabus Ref No: 7692 YEAR 12 TOPIC 1: ASPECTS OF HISPANIC SOCIETY

Information on Assessment

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. Students will develop their understanding of themes relating to the society and culture of the country or countries where Spanish is spoken, and their language skills; they will do this by using authentic spoken and written sources in Spanish.

— Modern and traditional values

Length of exam and percentage of qualification

— Cyberspace — Equal rights

PAPER 1: LISTENING, READING AND TRANSLATION

TOPIC 2: ARTISTIC CULTURE

— Section A: Listening

— Modern day idols — Spanish regional identity — Cultural Heritage FILM: Volver by Pedro Almodóvar

YEAR 13 TOPIC 3: MULTICULTURALISM — Immigration — Racism — Integration

TOPIC 4: ASPECTS OF POLITICAL LIFE — Young people and politics — Monarchies and dictatorships — Popular movements LITERARY TEXT: La Casa de Bernarda Alba

by Federico García Lorca

SPANISH

Structure of course (A LEVEL)

— Section B: Reading — Section C: Translation from Spanish to English and translation from English to Spanish

PAPER 2: WRITING — 2 hours — 20% of the qualification — The paper draws on the study of a film and a literary text

PAPER 3: SPEAKING — 21-23 minutes — 30% of the qualification — Task 1: Discussion of a sub-theme with the discussion based on a stimulus card — Task 2: Part 1: Independent research presentation

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Into the sixth Course Structure 2025/26

STEM.

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Biology

Chemistry

Examination Board: OCR Syllabus Ref No: H420

Examination Board: OCR Syllabus Ref No: H432 Information on Assessment

Structure of course (A LEVEL)

Information on Assessment

MODULE 1:

There are four assessment components: three written exam papers, and the Practical Endorsement in Biology, which is not assessed by written exam, but is reported separately.

MODULE 1: DEVELOPMENT OF PRACTICAL SKILLS IN CHEMISTRY

There are four assessment components: three written examination papers, and the Practical Endorsement in Chemistry, which is not assessed by written examination, but is reported separately. Learners must complete all components (01, 02, 03 and 04). All components include synoptic assessment.

Development of practical skills in biology, including planning, implementing, analysis and evaluation.

MODULE 2: Foundation in Biology, including cell structure; biological molecules; nucleotides and nucleic acids; enzymes; biological membranes; cell division, cell diversity and cellular organisation.

MODULE 3: Exchange and transport, including exchange surfaces; transport in animals; transport in plants.

MODULE 4: Biodiversity, evolution and disease, including communicable diseases, disease prevention and the immune system, biodiversity; classification and evolution.

MODULE 5: Communications, homoeostasis and energy; excretion as an example of homoeostatic control; neuronal communication; hormonal communication; plant and animal responses; photosynthesis; respiration.

MODULE 6: Genetics, evolution, and ecosystems, including cellular control; patterns of inheritance; manipulating genomes; cloning and biotechnology; ecosystems; populations and sustainability.

The assessment components are as follows:

COMPONENT 1: BIOLOGICAL PROCESSES This assesses content from modules 1, 2, 3 and 5 and is a 2 hour 15 minutes written paper out of 100 marks worth 37% of A Level.

COMPONENT 2: BIOLOGICAL DIVERSITY This assesses content from modules 1, 2, 4 and 6 and is a 2 hour 15 minutes written paper out of 100 marks worth 37% of A Level.

A range of practical skills will be developed, including planning and implementing experimental methods and analysing and evaluating empirical data.

MODULE 2: FOUNDATIONS IN CHEMISTRY Atomic structure and isotopes, Compounds, formulae and equations, Amount of substance, Acids, Redox, Electrons structure, Bonding and structure.

MODULE 3: PERIODIC TABLE AND ENERGY The periodic table, Periodicity, Group 2, The halogens, Qualitative analysis, Enthalpy changes, Reaction rates, Chemical equilibrium.

MODULE 4: CORE ORGANIC CHEMISTRY

COMPONENT 3: UNIFIED BIOLOGY

Basic concepts, Alkanes, Alkenes, Alcohols, Haloalkanes, Organic synthesis, Analytical techniques (IR and MS).

This assesses content from all modules (1 to 6) and is a 1 hour 30 minutes written paper out of 70 marks and worth 26% of A Level.

MODULE 5: PHYSICAL CHEMISTRY AND TRANSITION ELEMENTS

COMPONENT 4: PRACTICAL ENDORSEMENT IN BIOLOGY

How fast? How far? Acids, bases and buffers, Lattice enthalpy, Enthalpy and entropy, Redox and electrode potentials, Transition elements, Qualitative analysis.

This is a non-exam assessment, reported separately. Learners must complete all components (1, 2, 3 and 4). All components include synoptic assessment.

MODULE 6: ORGANIC CHEMISTRY AND ANALYSIS Aromatic compounds, Carbonyl compounds, Carboxylic acids and esters, Amines, Amino acids, amides and chirality, Polyesters and polyamides, Carbon-carbon bond formation, Organic synthesis, Chromatography and qualitative analysis, Spectroscopy (NMR).

BIOLOGY / CHEMISTRY

Structure of course (A LEVEL)

Into the sixth Course Structure 2025/26

STEM

The assessment components are as follows:

COMPONENT 01: PERIODIC TABLE, ELEMENTS AND PHYSICAL CHEMISTRY This assesses content from modules 1, 2, 3 and 5 and is a 2 hours 15 minutes written paper out of 100 marks worth 37% of A Level.

COMPONENT 02: SYNTHESIS AND ANALYTICAL TECHNIQUES This assesses content from modules 1, 2, 4 and 6 and is a 2 hours 15 minutes written paper out of 100 marks worth 37% of A Level.

COMPONENT 03: UNIFIED CHEMISTRY This assesses content from all modules (1 to 6) and is a 1 hour 30 minutes written paper out of 70 marks and worth 26% of A Level.

COMPONENT 04: PRACTICAL ENDORSEMENT IN CHEMISTRY This non-exam assessment component rewards the development of practical competency in Chemistry and is teacher assessed. Learners demonstrate competence in a specified range of skills and techniques by carrying out a minimum of 12 assessed practical activities.

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Computer Science

Design & Technology

Examination Board: OCR Syllabus Ref No: H446

Examination Board: AQA Syllabus Ref No: 7552

Structure of course (A LEVEL) PAPER 1: COMPUTER SYSTEMS

It covers: — The characteristics of contemporary processors, input, output and storage devices — Types of software and the different methodologies used to develop software

Students are expected to apply the principles of computational thinking to a practical coding programming project. They will analyse, design, develop, test, evaluate and document a program written in a suitable programming language. The project is designed to be independently chosen by the student and provides them with the flexibility to investigate projects within the diverse field of computer science.

We support a wide and diverse range of programming languages.

— Data exchange between different systems — Data types, data structures and algorithms — Legal, moral, cultural and ethical issues

PAPER 2: ALGORITHMS AND PROGRAMMING

Information on Assessment

This builds on Paper 1 to include computational thinking and problem-solving.

PAPER 1: COMPUTING PRINCIPLES

It covers: — W hat is meant by computational thinking (thinking abstractly, thinking ahead, thinking procedurally)

— 2 hours 30 minutes — 140 marks — 40% of A Level

— P roblem solving and programming – how computers and programs can be used to solve problems

PAPER 2: ALGORITHMS AND PROBLEM SOLVING

— A lgorithms and how they can be used to describe and solve problems

— 140 marks

— Standard algorithms (Search and Sort algorithms) — algorithm efficiency

Structure of course (A LEVEL)

Information on Assessment

This qualification is linear. Students will sit two examination papers and submit all their non-examined assessment at the end of the course.

PAPER 1: TECHNICAL PRINCIPLES

Students must undertake a substantial iterative design and make task (Non-examined Assessment) or NEA and produce a final prototype based on a context and design brief developed by the student.

Students are required to identify a design opportunity or problem from a context of their own choice, and create achronological portfolio supported by real-time evidence of their project development. Innovative approaches will be required resulting in a final prototype that can be tested against the user and the market.

— 120 marks

— Written exam — 2 hours 30 minutes COMPUTER SCIENCE / DESIGN & TECHNOLOGY

Students are introduced to the internal workings of the computer processing unit, data exchange, software development, data types and legal and ethical issues.

The resulting knowledge and understanding will underpin their work in the Programming Project.

PROGRAMMING PROJECT

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STEM

— 30% of A Level (a mixture of short answers and extended responses)

PAPER 2: DESIGNING AND MAKING PRINCIPLES — Written exam — 1 hour 30 minutes — 80 marks — 20% of A Level (a mixture of short answers and extended responses) Section A: — Product Analysis: 30 marks — Up to six short answer questions based on visual stimulus of product(s) Section B: — Commercial manufacture: 50 marks — Mixture of short and extended response questions

— 2 hours 30 minutes — 40% of A Level

PROGRAMMING PROJECT — 70 marks — 20% of A Level

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Mathematics/Further Mathematics

Physical Education

Examination Board: Edexcel Syllabus Ref No: 9MA0 / 9FM0

Examination Board: OCR Syllabus Ref No: H555

Structure of course (A LEVEL)

Structure of course (A LEVEL)

Information on Assessment

It is expected that you will be maintaining the standard of your practical performance independently, as you will not have time to do this in lessons. The EAPI will be covered in your second year of study on both courses.

The course is initially broken down into three main areas of study, which are then divided into specific topics within those areas. Please find a brief summary below of each main area of study and the topics covered within each one.

PAPER 1: WRITTEN EXAM

PAPER 1: PHYSIOLOGICAL FACTORS AFFECTING PERFORMANCE

— Short answers and 10 marks synoptic question

Applied anatomy and physiology, exercise physiology and biomechanics.

PAPER 3: WRITTEN EXAM

We also have the option of students taking AS Further Maths. Students would need to select to take the full Further Maths A Level from the start and will then be able to make the change into Year 13.

The AS Further Maths course overlaps with the A Level Further Maths course including half of the Pure Maths course and two optional elements which comprise of part of the full A Level Further Maths options.

Information on Assessment A LEVEL MATHS PAPER 1: PURE MATHS WRITTEN EXAM — 2 hours — 33.3% of A Level

PAPER 2: PURE MATHS WRITTEN EXAM — 2 hours — 33.3% of A Level — Both of these papers may contain questions on any topics from the Pure Mathematics content

PAPER 3: STATISTICS AND MECHANICS WRITTEN EXAM — 2 hours

PAPER 2: CORE PURE MATHS WRITTEN EXAM — 1 hour 30 minutes — 25% of A Level — Both of these papers may contain questions on any topics from the Core Pure Mathematics content

PAPER 3 and 4: OPTION TOPICS: ANY 2 OF:

Further Statistics 1 — 1 hour 30 minutes — 25% of A Level — 1 hour 30 minutes

A LEVEL FURTHER MATHS PAPER 1: CORE PURE MATHS WRITTEN EXAM

— These papers will assess each of the two selected option topics

— 25% of A Level

Skill acquisition and sports psychology.

— 30% of A Level — Short answers and 20 marks synoptic question

PAPER 2: WRITTEN EXAM — 1 hour — 20% of A Level

— 1 hour — 20% of A Level — Short answers and 10 marks synoptic question

PAPER 3: SOCIO-CULTURAL ISSUES IN PHYSICAL ACTIVITY AND SPORT

NON-EXAM ASSESSMENT (NEA):

Sport and society and contemporary issues in physical activity and sport.

— One individual sport or coaching activity

NEA PERFORMANCE IN PHYSICAL EDUCATION:

— 30% of A Level — Evaluation of Performance for Improvement (EAPI)

Practical Performance and Evaluation & Analysis of Performance for Improvement (EAPI).

Further Mechanics 1

— 33.3% of A Level

— 1 hour 30 minutes

PAPER 2: PSYCHOLOGICAL FACTORS AFFECTING PERFORMANCE

— 2 hours MATHEMATICS/FURTHER MATHEMATICS / PHYSICAL EDUCATION

The A Level Maths course includes the study of Pure Maths together with Statistics and Mechanics. A Level Further Maths also includes further study of Pure Maths, together with two optional elements, selected from Statistics, Mechanics, Further Pure and Decision Maths.

Our typical option topics are two of Further Pure 1, Further Statistics 1 and Further Mechanics 1, depending on the teachers and topics most suited to the class.

We aim to provide the most suitable programme for our students, but we reserve the right to change the selection of option topics in the future.

Into the sixth Course Structure 2025/26

STEM

— 25% of A Level

Further Pure 1 — 1 hour 30 minutes — 25% of A Level

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Physics

Psychology

Examination Board: CIE Syllabus Ref No: 9702

Examination Board: Edexcel Syllabus Ref No: 9PSO

Into the sixth Course Structure 2025/26

STEM

Information on Assessment

Structure of course (A LEVEL)

The key concepts for Cambridge International AS & A Level Physics are:

COMPONENT 01: AS MULTIPLE CHOICE

PAPER 1

PAPER 3

— Written exam, 1 hour 15 minutes

Paper 1 examines Social Psychology, Biological Psychology, Cognitive Psychology and learning theories. There will be questions on theories, research, research methods and questions on issues and debates. It is a 2 hour paper and constitutes 35% of the A Level.

Paper 3 focuses on the application of knowledge from the previous areas of study. Subject content examined here includes Methods, Synoptic Review of studies and issues and debates. It is a 2 hour paper and constitutes 30% of the A Level.

Models of physical systems hysics is the science that seeks to understand the P behaviour of the Universe. The development of models of physical systems is central to physics. Models simplify, explain and predict how physical systems behave Testing predictions against evidence Physical models are usually based on prior observations, and their predictions are tested to check that they are consistent with the behaviour of the real world.

This testing requires evidence, often obtained from experiments.

Mathematics as a language, and problem-solving tool Mathematics is integral to physics, as it is the language that is used to express physical principles and models.

It is also a tool to analyse theoretical models, solve quantitative problems and produce predictions.

Matter, energy and waves Everything in the Universe comprises matter and/or energy. Waves are a key mechanism for the transfer of energy and are essential to many modern applications of physics.

Forces and fields The way that matter and energy interact is through forces and fields. The behaviour of the Universe is governed by fundamental forces with different magnitudes that interact over different distances. Physics involves study of these interactions across distances ranging from the very small (quantum and particle physics) to the very large (astronomy and cosmology.

— 40 marks This assesses the AS course and is 15.5% of the A Level.

COMPONENT 21: AS STRUCTURED QUESTIONS — Written exam, 1 hours 15 minutes — 60 marks This assesses content from the AS course and is 23% of the A Level.

COMPONENT 31: ADVANCED PRACTICAL SKILLS — Practical Exam, 2 hours — 30 marks, 11.5% of A Level

COMPONENT 41: A LEVEL STRUCTURED QUESTIONS — Written Exam, 2 hours — 100 marks This assesses content from the A2 course and is 38.5% of the A Level.

COMPONENT 51: PLANNING, ANALYSIS AND EVALUATION — Written Exam, 1 hour 15 minutes

PHYSICS / PSYCHOLOGY

Structure of course (A LEVEL)

— Social Psychology considers Obedience, Prejudice and Group behaviour — Cognitive Psychology explains various models of memory — Biological Psychology investigates brain function as well as the causes of aggression — Learning theories examines different theories of how behaviour develops

PAPER 2 Paper 2 focuses on Clinical and Criminological approaches, there will be questions on theories, research, research methods and one extended essay question. It is a 2 hour paper and constitutes 35% of the A Level.

— Clinical Psychology is about explaining and treating mental health issues, including counselling and drug treatments — Criminological Psychology examines the causes of crime and anti-social behaviour, and the identification and treatment of offenders undertaken by forensic investigators

— 30 marks, 11.5% of the A Level This component assesses experimental skills.

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–– English Language

(or appropriate examination for students from overseas)

–– Mathematics In addition to this, please note the following guidelines for the specific subjects, which you may wish to study in the Sixth Form.

For further information and advice please contact Admissions.

01923 843230 admissions@sthelens.london

Into the sixth Entry Requirements 2025/26

Entry Requirements You will need a minimum of seven GCSEs graded 9-6 to be taken in one sitting and which include:

A Level subject GCSE guidelines Art & Design (Fine Art)

Grade 7 in Art

Biology

Grade 7 in Biology

Chemistry

Grade 7 in Chemistry

Classical Civilisation

Grade 6 in a Humanities subject

Classical Greek

Grade 7 in Classical Greek

Computer Science

Grade 7 in Computer Science or Grade 7 in Mathematics

Design & Technology

Grade 6 in Design & Technology

Drama and Theatre

Grade 6 in Drama. There will be an audition for any girls who wish to study Drama and Theatre Studies who have not previously studied Drama at GCSE

Economics

Grade 7 in English Language and Grade 7 in Mathematics

English Literature

Grade 7 in English Language and Grade 7 in English Literature

Geography

Grade 6 in Geography

History

Grade 6 in History

History of Art

Grade 6 in English Literature

Latin

Grade 7 in Latin

Mathematics

Grade 7 in Mathematics

Further Mathematics

Grade 9 in Mathematics

Modern Foreign Languages

Grade 7 in the chosen language: French, German, Mandarin and Spanish

Please note, the school cannot guarantee that all the courses advertised here will run if circumstances beyond our control make it unviable to offer the course. We may withdraw a course if insufficient numbers opt for it, or if we cannot guarantee being able to staff it.

Music Grade 7 in Music GCSE and at least Grade 6 Associated Board Examination

We are as flexible as possible when accommodating students’ A Level choices; however, sometimes a particular combination of subjects cannot work within our timetable.

In such a situation, we will work hard with you to help you choose another suitable option.

(or equivalent standard) at the start of Year 12 in at least one or more instruments

Philosophy/Religious Studies

Grade 6 in a Humanity, and a Grade 7 in English Literature or English Language

Physical Education

Grade 6 in PE. For girls who have not studied PE at GCSE, Grade 6 in Biology, Chemistry and Physics, or Grade 6/6 in Trilogy Science

Physics

Grade 7 in Physics and Grade 7 in Mathematics

Politics

Grade 6 in a Humanities subject

Psychology

Grade 6 in Biology or Grade 6/6 in Trilogy Science

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