Curriculum Booklet
Commencing study September 2026 Sixth Form
Introduction
Sixth Form study marks the beginning of an exciting new chapter filled with greater independence, deeper learning, and fresh opportunities to grow both academically and personally It’s a time to explore your passions, challenge yourself, and prepare for the future with confidence and curiosity.
This booklet is designed to provide information about the courses available at A Level at St Peter’s School. With an open mind, explore the wide range of options available and make informed choices that reflect your interests and ambitions Talking to the teachers and current pupils is a great place to start!
Policy for entry into the Sixth Form
A Level study is a rigorous academic pathway. In all subjects there is substantial content depth, demanding workload and an emphasis on analytical and independent study skills. Pupils are expected to study at least three subjects to full A Level.
For pupils to thrive in our Sixth Form, they must be well equipped to embrace the academic challenge. It is therefore important to outline our minimum entry requirements from the outset.
Current St Peter’s Year 11 Pupils
Progression from Year 11 to the Sixth Form requires a minimum of six grade 5s at GCSE. During Year 11, any pupils whose progress suggests that A Level study at St Peter’s might not cater best for their needs will be given help to explore suitable alternatives.
Those applying to join St Peter’s in the Sixth Form
All pupils wishing to apply for Sixth Form entry to St Peter’s will sit the Sixth Form Entrance Examinations. An academic reference, including predicted GCSE grades where possible, will be obtained from their current school
Offers of a place would be made to those who perform well in the examination, and have satisfactory predicted grades, but this would then be dependent on the pupil attaining at least six grade 6s at GCSE or equivalent in their current school system.
Sixth Form Course Choices
Choosing A Level subjects is an exciting, but perhaps daunting, time. Pupils should seek advice from their Houseparent, tutor, subject teachers and careers staff to help inform the decisions.
The following questions might be useful:
Do I enjoy the subject? Studying subjects you enjoy helps to stay motivated and engaged. Am I good at the subject? Reflect on how your skills, knowledge and interests match the subjects. Do I need the subject? If you have a particular career or Higher Education course in mind, find out which subjects will open those doors in the future. However, be cautious about pursuing subjects for a particular career path if you might not cope with the challenges of those subjects at A Level.
Lower Sixth Subjects
Art Biology
Classical Civilisation Computer Science
Economics English Literature
Geography History
Mathematics Further Mathematics
Spanish Music
Physics Politics
Business Chemistry
Design and Technology
Drama and Theatre Studies
English Language and Literature Extended Project Qualification
History of Art Latin (and Classical Greek)
French German
Philosophy, Ethics and Religion Physical Education
Psychology
Further Mathematics is studied in addition to Mathematics.
Extended Project Qualification is taken as an additional qualification typically taken starting in January of the Lower Sixth.
Art (Fine Art) Course
The A Level Art course builds creative, technical and critical thinking skills. It offers pupils a platform to develop adaptability, a strong work ethic, and problem-solving abilities, providing a foundation for diverse careers in the creative industries and beyond. It encourages personal growth, resilience and a deeper understanding of the world by exploring innovation, history and human expression.
Most pupils will have studied Art at GCSE, but this is not an essential requirement. More importantly, pupils should have genuine passion and a high degree of commitment to the subject.
The OCR A Level Art and Design specifications are designed to encourage learners to develop skills, creativity, imagination and independence based on personal experience, taught skills and critical understanding. Learners show this through their responses to a range of stimuli. The aims and learning outcomes for these qualifications are to enable learners to develop:
Intellectual, imaginative, creative and intuitive capabilities • Investigative, analytical, experimental, practical, technical and expressive skills, aesthetic understanding and critical judgement
Independence of mind in developing, refining and communicating their own ideas, their own intentions and their own personal outcomes
The experience of working with a broad range of media • An understanding of the interrelationships between art, craft and design processes and an awareness of the contexts in which they operate.
Sixth Form A Level pupils at St Peter’s share their own studio space and will be expected to spend some of their ‘sit outs’ (free periods) in the Art Department.
Component 1: Personal Investigation (Lower Sixth/Upper Sixth)
There are two distinct elements:
A practical portfolio, with supporting contextual research in response to a set theme. The portfolio may be presented in a format appropriate to the specialism and area of study chosen
A related study using words and illustrations demonstrating the context in which their portfolio exists, exploring the relevant genre, subject matter, movement or historical framework of the selected theme.
Component 2: Externally Set Task (Upper Sixth)
Pupils can choose a starting point from any of the given themes for which they will generate an appropriate personal response for assessment. They will carry out preparatory work to research, plan and develop their ideas, before engaging in 15 hours of supervised time to complete their work
Assessment (OCR)
Both units are internally assessed and externally moderated
Additional Notes
Life drawing classes are held in the Autumn Term. Group visits to major galleries and cultural sites will be built into the course, alongside residential field trips. Pupils will also be expected to visit galleries and places of cultural and creative interest to develop their knowledge and understanding of the world of art.
Biology Course
The scope of A Level biology ranges from the microscopic world of biochemistry and cell biology, through tissues, organs and organisms, all the way to the macro-interactions of ecosystems, ecology and evolution. On the way, students uncover the fascinating interplay between structure and function. They learn to problem-solve and to think cohesively in a discipline that encompasses aspects of philosophy, maths, data analysis, physiology, anatomy, chemistry, and laboratory skills. Biology is a truly synoptic subject.
The breadth of Biology makes it particularly compatible with Chemistry, PE, and Physics, but students often find compelling links with Art, Philosophy, Business and other subjects. It is a valuable qualification for many degree subjects, and often essential for science-based courses, veterinary medicine, medicine, dentistry, physiotherapy and other career paths. Biology A-level is challenging but rewarding: curiosity, determination, and a problem-solving approach are the key attributes for success. Students cover topics 1 to 4 in the Lower Sixth and topics 5 to 8 in the Upper Sixth. A field trip in the second year supports the ecology content and introduces a large range of sampling techniques. Practical work is integrated throughout the course, allowing pupils to build a skill-set and lab book that culminate in the awarding of the Practical Endorsement. The core practical work also makes up a significant part of the examined material in the final exams.
The Lower Sixth units cover the following topic areas:
The structure and function of major groups of biological molecules and their polymers, including enzymes, nucleic acids and proteins.
Cell ultrastructure and the organisation of organelles which carry out key functions within the cell, and cell division via mitosis.
Exchange surfaces, transport and their uses, the lungs and their adaptations, heart structure and cardiac cycle, insect physiology, human digestion and plant transport.
Biodiversity within and between species, the ways in which diversity is created (via meiosis amongst other things) and assessed within ecosystems.
The Upper Sixth topics cover the following areas:
Energy transfer in and between organisms including an in-depth exploration of the biochemistry of photosynthesis and respiration.
How organisms detect and respond to changes in their environment, including the structure and function of the nervous system and eye, muscular control, hormonal control and the function of the kidneys.
Inheritance and how a populations’ genetic makeup can change over time leading to new species formation via evolution.
How genes are controlled and regulated within the nucleus and through human activity in laboratory via genetic engineering.
Business Course
Do you fancy yourself as the head of a successful business? Have you got some great ideas for new products? 90% of graduates work in a business of one form or another, from Oxfam to Facebook. Business aims to give pupils a practical understanding of how the real world of business works and helps pupils develop critical thinking and analytical skills which will be useful throughout life. Whether you want to sell home-made cupcakes or start your own e-company and give Richard Branson a run for his money, you will need to know about the bottom-line profit. It’s all here.
Over the A Level course, pupils study a variety of key distinct areas, from setting up a business, the skills needed by entrepreneurs, raising finance for a business start-up, to managing strategic change in the largest of multinational corporations. Within this spectrum, pupils will look at financial issues such as cash flows and profits, to HR issues such as how firms recruit, select and motivate the workforce. Other topics for investigations include methods to ensure quality products and customer service, with special reference to existing market conditions and competitiveness on both a national and global scale. Reallife case studies provide a crucial platform upon which pupils can apply their problem solving and decision-making skills. From small local firms based in York to the world’s biggest multinational companies; decisions on hiring and firing, the entrepreneurship behind new ideas, product launches with advertising campaigns and the financial accounting requirements behind business success; pupils will really get to see what businesses require to be successful in the modern world. The focus is for pupils to appreciate how to improve business performance and how to make tactical and strategic decisions. We welcome ‘real-life’ experience, from pupils who have held part-time or summer jobs to those who can discuss family, local or well-known businesses; this is a relevant real-life subject and many of our pupils go on to study Business, Management or Finance related disciplines at undergraduate level and beyond.
Examination Board: Edexcel
Additional Notes
You should enjoy this subject if you are interested in the theory and practice that can help business success, enjoy stories about entrepreneurs and businesses in the media, or like the idea of a being a better problem solver and decision maker.
Chemistry
Course
A strong A Level grade in Chemistry demonstrates a wealth of transferable skills. Logical thinking and problem solving skills are cultivated continuously through practical and written activities. A clear appreciation for attention to detail is critical to ensure precision of measurements and accuracy of recording. Written and verbal communication skills are developed in a variety of ways, including the preparation of tables, graphs, equations and mathematical problem solving. Practical activities provide an opportunity for team work and the ability to analyse data critically is central to the course. In almost every walk of life the ability to reflect and evaluate is crucial to facilitate progress; these skills are integral to successful experimental work in Chemistry.
Success in the A Level course hinges on substantial consolidation of core knowledge and care over the detail, a problem solving, “ can do” approach to challenging, multi-step problems and good mathematical competence and confidence. The course is made up of topics in Physical, Inorganic and Organic Chemistry. Some topics are familiar from the IGCSE and GCSE courses, including Amount of Substance, Atomic Structure, Structure and Bonding, Kinetics, Energetics and Redox, which are each studied in greater depth and detail, with an increasingly quantitative, mathematical treatment. Other topics expand existing knowledge and understanding in completely new ways, and include Biological Chemistry, Equlibria and the study of a diverse range of Organic Functional Groups and Analytical Methods. There is no practical exam but understanding of practical methods and skills are assessed rigorously within the written papers; the necessary skills and understanding are developed by adopting a “minds on ” approach to practical learning throughout the two year course.
To support and enhance learning, the department offers drop in Chemistry Clinics, a challenging Question of the Week, the opportunity to enter the RSC Chemistry Olympiad competition and bespoke resources such as the in-house lab book, annotated topic cards, definitions book and weekly mini-tests.
Additional Notes
Many science based university courses including Medicine and Veterinary Medicine have A level Chemistry as a prerequisite. Pupils must consult university course websites and the Careers Department for specific course requirements.
Classical Civilisation
Course
The study of Classical Civilisation at A Level gives pupils the opportunity to understand and explore the historical, cultural, political and literary life of the Greeks and Romans. In so doing they will gain an appreciation of the roots of western society. The topics studied provide natural links with art, politics, literature and history, but the course is unique in so far as it seeks to understand through one subject the interrelation of these aspects of any society.
Pupils will learn to develop a critical understanding of primary sources and of the links between them in their classical contexts, an awareness of the parallels between the classical world and later times, and they will be able to apply analytical and evaluative skills to evidence of different kinds.
There are three topics for study In the World of the Hero pupils study Homer's Iliad or Odyssey, as well as Virgil's Aeneid. We consider these texts both as great works of literature in their own right and as reflections of the moral, historical and political worlds which produced them. The way Rome’s first Emperor, Augustus, presented himself to the world through coins, art and literature is the focus of the Imperial Image topic. Augustus’ extraordinary success in creating an image for himself which was often at odds with the historical reality has analogues throughout world history, from Nero to Napoleon, Stalin, Mao, Churchill and Trump. In The Politics of the Late Republic, we look at how Rome transitioned, usually violently, from a dysfunctional republican democracy to a monarchic empire Here we meet some of the most able, influential and ruthless leaders of western history – Julius Caesar, Cicero, Pompey the Great and Cataline.
The course incorporates approaches and skills used in other subjects including, History, History of Art, Politics, English Literature. As such it is uniquely interdisciplinary amongst A level choices.
Assessment
Paper 1 2hr 30min
Paper 2 1hr 45min
World of the Hero
Paper 3 1hr 45min The Politics of the Late Republic
Examination Board: OCR
Additional Notes
There is no requirement to have studied Classical Civilisation at GCSE. The course equally suits those who aim to continue their study of the Classical World and those who are looking for something new.
Additionally, to support and extend the topics studied, we enjoy regular theatre trips, visits to museums and study days at universities across the UK. The department also offers regular trips to Mediterranean countries.
Computer Science
Course
The Digital Revolution continues to drive our lives in a plethora of areas. Whether that is ensuring our data is secure; developing the latest games; keeping life as normal as possible during a global pandemic or trying to solve environmental issues through efficiency, computers are EVERYWHERE! Since computers are everywhere, a computer scientist can work anywhere. Some of those areas are in the fields of music and film production, artificial intelligence, engineering, robotics, game creation or even health. Not sure about your ‘ career path’? Most jobs in tomorrow’s market have yet to be thought of!
If you are a critical thinker, a problem solver and are not afraid of a challenge, then Computer Science would give you a start into the digital world we inhabit. The range of skills gained from the course covers the digital (programming and design) to the broader more generic, transferrable skills (like teamwork, problem solving & negotiation). The practical programming part of the course allows you to begin to explore an area of your own interest.
Course Content
Computational Thinking & Problem Solving
Programming techniques & paradigms
Computer Systems
Artificial intelligence
Structure & function of the CPU
Processor types
Applications
Assessment
Examination Board: OCR
It
Software development
Compression
Encryption
Databases
Network topologies
Web technologies
Automated Decision making & ethics
Design and Technology (3D - Product Design)
Course
Product Design suits pupils who have studied design based courses at GCSE; however, pupils who have pursued an Art course will be given serious consideration as long as they are prepared to offer the time and commitment towards developing the necessary skills. A GCSE grade 5 in a practical subject would be a normal entry requirement.
This creative and thought provoking qualification gives pupils the theoretical knowledge, and practical skills to succeed in a number of careers, especially those in the engineering and creative industries They will cover material science, industrial practices and the historical, social, cultural, environmental influences on design and technology through examined theory. Through coursework they will put their theoretical learning into practice by designing and manufacturing prototypes, culminating in a yearlong project of their choosing.
Pupils will gain a real understanding of what it means to be a design engineer, alongside the knowledge and skills sought by higher education and employers.
Examination Board: AQA
The specification requires pupils to demonstrate their application of knowledge and understanding in maths and science in both theoretical and practical ways. There are clear links between aspects of the specification content and other subject areas such as Art and Design, Business Studies, History and Computer Science.
Additional Notes
The course provides links and visits with manufacturing industries, and an opportunity to enter coursework into national design competitions such as the Manufacturing Technologies Association Technology Design and Innovation Challenge.
Drama and Theatre Studies
Course
The A Level Drama & Theatre Studies course is aimed at pupils with an interest in theatre as a practical and academic art form. Throughout the course pupils will devise performances for live audiences and share their practical interpretations of published texts. They will also study the techniques of a wide variety of theatre practitioners and prepare for a final written examination. The course will help to develop selfconfidence and communication skills as well as explore radical and stimulating theatre which touches on the essence of what it means to exist in a modern world.
Texts are studied from the perspective of actors, directors, designers and critics and there is a firm emphasis on contemporary theatre practice which stimulates and challenges its audiences. In addition to developing performance, analytical and critical skills, pupils also enhance their knowledge and understanding of the historical, social, cultural and political contexts of drama and theatre.
Assessment
Component 1: Devised play & Coursework Devising
Component 2: Text in Performance Practical Examination
Component 3: Theatre Makers in Practice Written Examination
Examination Board: Edexcel
Additional Notes
Pupils respond to a short extract of a published play as stimulus to devise an original piece of theatre in the style of a recognised practitioner Alongside the examined performance they produce a 3000-word portfolio which analyses and evaluates the process of development of their play
Pupils perform or create the design for two extracts from different plays, one as a group and the second as either a monologue or duologue. 20%
Pupils study two complete set texts from different time periods and review a live performance
In Components 1 and 2 there is the option for pupils to work as either a performer or designer.
Pupils do not necessarily need to have studied Drama at GCSE to take it at A Level, although a degree of theatrical experience is required.
It is a course requirement that candidates experience live theatre. The department offers theatre visits and trips throughout the course
Economics
Course
In recent times, economic issues have dominated the national and global headlines. The cost of living crisis, much-commented- on government budgets and climate change are all regularly featured. Indeed, not a day passes without economic issues making headline news; from discussions on dynamic pricing, the fees charged for university study, or the Bank of England’s interest rate decisions. It’s not difficult to see why Economics is popular with Sixth Formers nationally! Economics is an intellectually challenging but rewarding subject where pupils will be expected to develop logical thought and their skill of reasoned problem solving. These are skills that are much prised in future studies and careers.
The A Level course is broadly split into two areas. The first is ‘Microeconomics’ where pupils investigate individual markets. This may include questions such as why petrol prices rise, the impacts of fast fashion, and how governments respond to waiting lists in the NHS. The world of business economics is also addressed in which pupils examine issues such as cost, revenue and profit within a range of practical industries. Discussion of ‘hot topics’ such as the decision to go ahead (or not) with HS2 or the power wielded by big companies in industries such as energy supply ensure pupils are fully immersed in this ‘reallife’ subject.
The second area is ‘Macroeconomics’, which looks at the whole of the economy, including learning key measures of national economic performance and the main objectives and instruments of UK economic policy We learn about, and question, economic growth, unemployment, inflation, the UK tax system and the implications of government spending plans. International trade, globalisation, global poverty and measures to promote economic development across the world are some of the exciting and thoughtprovoking issues covered.
Throughout the A Level course, pupils have a vast range of opportunities open to them They will enter national competitions and have the opportunity to see online lectures live from universities such as the London School of Economics.
Examination Board: Edexcel
Additional Notes
Economics and Economics related or combined courses are a popular choice at university. Pupils should be aware that Mathematics A level is a prerequisite for some universities.
You should enjoy this subject if you are: curious about the world you live in and its future; want to be able to question and be more aware of current affairs; and want to develop reasoning and critical thinking skills that are transferable and highly valued in future studies and career paths.
English Literature Course
Studying English Literature is not just about reading and dissecting books from different eras. Literary study has, at its heart, the disciplines of psychology, history, morality and ethics, politics and religion and that is why, amongst other reasons, it has been defined by the Russell Group of universities as a ‘facilitating subject’. This is an intellectually challenging and analytical subject: its joy is that literature seeks to elicit an emotional response and this can generate the most animated class discussions and passionate likes and dislikes of texts studied. However, the study of literature as an academic discipline means the initial engagement on a human level, then a gradual move to a more clinical view of the texts through the study of writers’ methods and their effects.
This is truly a transformative subject and it will also offer the hard currency of: excellent writing skills; the ability to analyse text quickly and efficiently; the articulation of thoughts and ideas that are clear and intelligent; using secondary sources and a wide range of data whilst formulating an argument; and, of course, being well-read in a digital, transient age. Pupils studying English Literature have gone on to pursue careers in Law, Journalism and Film but many have also combined English Literature very successfully with science subjects, as close scrutiny, analysis and hypothesising are core skills for our subject also.
Over the course of the two years, pupils will read and respond to set drama, poetry, and prose texts, as well as preparing for an exam on unseen poetry and unseen prose (covering the dates 1890-1910).
Pupils study canonical writing by Shakespeare (‘Hamlet’), Chaucer (‘The Merchant’s Tale’), Webster (‘The Duchess of Malfi’) and Williams (‘A Streetcar Named Desire’), alongside modern works of literature, including the poetry of writers such as Ocean Vuong, Owen Sheers, Carol Ann Duffy, Seamus Heaney, and Jackie Kay. Towards the end of year one, pupils begin their coursework preparation.
They must produce one 2500-3500 word assignment where they compare two prose texts: this counts for 20% of the final grade. Pupils will have the opportunity to read ‘Passing’ by Nella Larsen and ‘Never Let Me Go’ by Kazuo Ishiguro as a starting point for this comparison, but, importantly, pupils are given the opportunity to pursue their own literary interests as they will be supported to complete an independent response to their chosen prose texts. All the external examined units take place at the end of the second year of study.
Component 4
Examination Board: Eduqas
Additional Notes
Non-examined Assessment (Coursework) One 2000-word comparative essay (prose texts) 20%
We ask that you bring with you an open mind, tolerance, and an interest in reading widely. We will visit the theatre and sites and exhibitions relating to our areas of study. Recent visits have been to Haworth, Whitby, and the theatre - both locally and in Windsor and London.
English Language and Literature Course
New in 2025, we launched A Level Language and Literature as an alternative choice to A Level English Literature.
At its core, A Level Language and Literature offers pupils an opportunity to explore, celebrate, and create a wide range of texts. What sets English Language and Literature apart from A Level English Literature is the study of non-fiction texts such as travel writing, news reports, speeches, memoirs, and the opportunity for pupils to develop their creativity and expertise by producing their own original writing- both fiction and non-fiction. Pupils explore texts of greater variety and challenge than those encountered at GCSE and learn to apply linguistic and literary concepts and methods to their analysis of texts.
The study of English Language and Literature allows pupils to develop cultural literacy, enables them to express themselves creatively, and supports them in exploring their own voice and style. It provides a strong foundation for further study in fields such as English, Journalism, Law, and the humanities The skills gained are also beneficial for any academic pursuit requiring robust writing and critical analysis. Of course, proficiency in language and literature opens doors to careers in writing, publishing, media, teaching, public relations, and more.
Over the course of the two years, pupils will read and respond to set drama, poetry, and prose texts, as well as exploring non-fiction and spoken texts. The primary difference from English Literature is that pupils of Language and Literature produce their own creative writing. The Literature aspects of the course include the study of a play which might be Jez Butterworth’s ‘Jerusalem’ or Tennessee Williams’ ‘A Streetcar Named Desire’, a poetry collection by Carol Ann Duffy or Jacob Sam-La Rose, and a novel (‘The Great Gatsby’ or ‘Jane Eyre’) Language specific elements include the exploration of non-fiction and spoken texts which focuses on an anthology of 20 spoken and written texts from different time periods, types of text and context. Pupils produce an original narrative text and a commentary as part of their examined work. For the Non-Exam Assessment (NEA), pupils undertake two tasks. Task one is a comparative essay of 1500–2000 words on a non-fiction text chosen from a prescribed list and another free-choice text from any genre For task two, pupils write an original non-fiction text of 1000–1200 words including a 150-word introduction. The original writing could take the form of travel writing, memoir, speech, digital text, multi-modal text or any other text in a non-fiction genre. The coursework tasks are supported in the classroom but also foster pupil independence. All the external examined units take place at the end of the second year of study.
Examination Board: OCR
Additional Notes
A Level English Language and Literature celebrates creativity and curiosity around written and spoken words, and so reading widely is expected, and there will be a significant amount of written work Pupils will also be encouraged to explore language beyond the curriculum, from watching live performances of plays, to analysing transcripts of television programmes.
Extended Project Qualification Course
The Extended Project Qualification (EPQ) is an independent research project that pupils can undertake alongside their main A Levels. It allows pupils to explore a topic of their choice in depth. During the process, pupils develop valuable research, project management, and presentation skills. Most pupils select an EPQ topic that links to an A Level, a future career idea, or university plan.
Once pupils have decided upon their direction, they complete a Project Proposal Form, which is a compulsory component of the qualification’s paperwork. The Head of Department offers guidance before projects are approved, and before substantive work begins. Sometimes, a good idea for a personal exploration might not suit the EPQ assessment guidelines, but advice is always available.
At St Peter’s, the EPQ runs from January in the Lower Sixth year and is completed between September and November in the Upper Sixth year, giving pupils the flexibility to work around their other subjects. Each pupil receives guidance from the Head of the EPQ Department and a teacher acting as their EPQ tutor. The expected workload each week is the equivalent of an ordinary A Level, but pupils have the flexibility to plan their time in their own way, with many opting to spread the work into holiday breaks. Most pupils opt for a Dissertation or long essay. Dissertations are built around a strong question that can be debated with sub-conclusions leading to a final answer. Dissertations are not simply ‘finding things out’, they need an argument. It is expected (and encouraged) that titles are refined throughout the process
Artefacts are another popular EPQ choice. Some examples of Artefacts produced by past pupils include: a musical composition, an engineering project, a computer program, an architectural design, and an illustrated book; the scope is very broad. What all Artefact projects have in common is a clear design brief and a robust research base Whatever the project type, EPQs should be of an appropriate scope and cost.
All pupils produce a Project Activity Log that tracks the work they are doing, as well as any obstacles they face along the way. Finding solutions to problems, and working independently, are highly rewarded in the EPQ
Assessment
There are four assessment objectives used to determine the Extended Project Qualification grade: AO1 Manage (17%), AO2 Use Resources (22%), AO3 Develop and Realise (44%), AO4 Review (17%) - these are assessed throughout the course and the final mark reflects process as well as outcome.
The draft EPQ project is due before the end of the Lower Sixth year Final projects are submitted between September and October in the Upper Sixth year. Each pupil delivers a ten minute presentation about their EPQ as part of their assessment. We encourage pupils to offer parts of their findings in an additional forum such as an article for Keystone magazine, or a Laurentius Lecture.
Final assessment is undertaken by the school and moderated by the exam board
The UCAS tariff for an EPQ is slightly higher than an AS level. Grades A*-E are available.
Examination Board: Edexcel
Additional Notes
The EPQ is highly regarded by universities, as it demonstrates independent working, research skills and original thinking. Many encourage pupils to undertake the qualification for this reason and some make alternative, lower, A Level offers.
Geography Course
A Level Geography is an exciting, contemporary course that will challenge your perceptions and stimulate you to develop your investigative and analytical skills. It can help to open a wide range of career doors and university pathways from architecture to water conservation.
Whilst the teaching and assessment is divided into two sections: Human Geography and Physical Geography, you will be encouraged to make connections between the topics and other subject areas, making Geography an ideal hub for Sixth Form study.
The Physical Geography element of the course comprises three topics: Water and Carbon, Coastal Systems and Hazards. In Water and Carbon, you will develop an understanding of important environmental systems. You will evaluate the role of humans in causing change to these interlinked cycles and assess the extent to which these cycles will change our planet in the 21st century. In Coasts, we will study the physical and human processes shaping beautiful and diverse coastlines and consider how fragile and dynamic these environments are. Finally, in Hazards, you will explore the origin and nature of natural hazards and the various ways in which people respond to them.
The Human Geography course also explores three topics: Global Systems and Governance, Changing Places and Contemporary Urban Environments. You will explore contemporary world affairs and study change in the global economy We will work to understand the complexities of international trade and how international bodies, like the UN, attempt to manage current affairs. You will also learn how your own lives and those of others are affected by changes in the places around us as well as developing an understanding of the challenges of 21st century urban living and how we can aim for environmental sustainability and social cohesion.
In class, you will study real life places and issues while developing your skills in critical analysis, data manipulation and creating balanced, evidenced arguments. Classroom learning is augmented with at least four field days in our wider area, designed to enhance your understanding. There is also a residential course in the summer term of the Lower Sixth year.
You will be supported to conduct an independent investigation on a topic of your choice (worth 20% of the final grade). This will help to prepare you for research-based learning at university, as well as helping you to develop key skills for the workplace.
The course is relevant, contemporary and supported with study of a wide range of real-world places In an increasingly global, interdependent and fragile world, Geography has never been more important.
Examination Board: AQA
Additional Notes
Whilst the course builds on GCSE Geography, it is not essential to have done the subject at GCSE Fieldwork is a compulsory part of the course, the costs of which are covered by the school.
History Course
The Chinese revolutionary leader Mao Zedong declared that: ‘A revolution is not a dinner party. A revolution is an insurrection, an act of violence by which one class overthrows another.’ Mao’s dictum might help in explaining several twentieth-century revolutions, including his own, but it is it a valid and full explanation for earlier revolutions?
In the Lower Sixth we explore both the ‘English’ and French Revolutions. The role of individuals is central to an understanding of revolutions. Charles I, regarded by some as the worst monarch since Henry VI, was a king who firmly believed in his divine right to rule and, even after his defeat in the civil wars, refused to compromise with his opponents. His son, James II, lacked most political skills and was forced from the throne after just three years. Louis XVI of France was intent on maintaining the country’s Ancien Regime and was duly swept away by revolution. However, these weaknesses among rulers would not have been fatal without determined opponents. Cromwell, Robespierre and Danton were all powerful personalities who drove the process of change within their respective countries. Revolutions are also driven by ideologies and beliefs. The rulers of England and France tried to maintain their personal rule at a time when new ideas on government were increasing in popularity. Many English politicians opposed the Stuart kings’ support of Catholicism in a largely Protestant country, believing that the Stuarts favoured absolute monarchy on the lines of the Catholic king Louis XIV. French absolutism was challenged by the rationalism of the Enlightenment.
In the Upper Sixth, we explore developments which have shaped contemporary America and remain a fundamental issue in US society: the changing pattern of race relations between black and white Americans, both in terms of civil rights and also broader social and cultural changes over the period, one which started with millions of black Americans in slavery and ended with Barack Obama as President. In addition, a coursework component is undertaken This is a 3-4000 word piece of work set by department It is worth 20% of the total A Level.
Component 4 3-4000 word NEA 20%
Examination Board: Edexcel
Additional Notes
We would welcome any pupil who has an interest in History! Pupils need not have taken GCSE History in order to do well at A Level However, they should have an enjoyment of reading and be able to write competently.
History of Art
Course
History of Art offers pupils the opportunity to explore an exciting breadth of artworks from around the world. The subject is divided into analytical, thematic and historical strands, which allow pupils to explore art and architecture from a range of critical perspectives. Pupils are encouraged to bring their own point of view to this subject, as their experiences and interests are a crucial part of visual analysis - a willingness to think for oneself and engage in debate is essential. Technology forms the backbone of resourcing with high-quality images being at the heart of teaching and learning.
History of Art can be an excellent complement to humanities and arts subjects but also sits comfortably alongside subjects like physics and maths. Pupils will quickly see that History of Art connects to their other A-level choices, often in unexpected ways. This might be through the presentation of a classical myth in sculpture, or in exploring the forces at work in arch construction, or learning about the mathematics behind linear perspective, or evaluating the impact of colonisation on artist identityHistory of Art connects learning widely and globally. The syllabus covers works from the European tradition but also art works from other cultures, and a key part of the subject is exploring diverse identities and points of view.
Visual Analysis:
“The ability to analyse the formal characteristics of any work of art and architecture is a key advantage for any individual in a world dominated by visual images and messages. It is, therefore, a valuable life skill”
Themes:
· Nature in art and architecture – “A source of inspiration, a symbol of belonging or as an ideal of perfection, the natural world has always played a vital part in shaping our art and architecture”
· Identities in art and architecture - “Art and architecture have always played a vital part in the expression of identity. Works shape our understanding of gender, nationality and ethnicity, both as individuals and as societies”
Historical Topics:
Invention and illusion: The Renaissance in Italy (1420-1520) – “This option spans one of the most extraordinary concentrations of artistic achievement the world has ever seen. The ideas, values and iconic works of the Italian Renaissance continue to shape ideas of beauty, perfection and heritage today”
Paper 2
· Brave new world: Modernism in Europe (1900-1939) – “In the early years of the twentieth century, an extraordinary optimism fuelled the beginnings of the urban, machine age, and artists responded with startling ideas that challenged many of the long-established conventions in art and architecture. Gradually, this optimism gave way to the horrific events of the two World Wars.”
Examination Board: Edexcel
Additional Notes
Visits to galleries and significant architectural works, in the UK and abroad, are arranged to support student learning in History of Art. Whilst the primary subject matter is visual, a readiness to read widely, and an enjoyment of writing is essential. It is not necessary to have studied History of Art, or Art, previously
Latin
(Classical Greek follows the same pattern)
Course
The study of Latin is hugely rewarding, providing an understanding of, and sensitivity towards, our own language, a recognition of the influence of Latin on many modern languages, a knowledge and appreciation of the enduring power of Roman literature, and the ability to make informed responses based on a range of evidence.
The Lower Sixth course guides candidates into gaining a high degree of competence and understanding in the Latin language. Pupils can expect to develop their translation and appreciation skills and read selections from both verse and prose authors: the year is designed to smooth the transition from GCSE.
The Upper Sixth year is used to consolidate these skills and to extend them through the reading of original texts for the exams. Throughout pupils will be challenged to appreciate writers within the context of their genre, as well as assessing the impact on literature of the political and social trends.
Examination Board: OCR
Additional Notes
Pupils will need to have enjoyed and succeeded in Latin GCSE. In addition to the language studied in the classroom, we enjoy regular study days at universities across the UK, along with theatre and museum trips as appropriate. Talks, lectures and plays provide an excellent stimulus for revision and consolidation, as well as enabling pupils to see universities at work.
The subject combines well with a variety of subjects: the skills and attitudes demanded are shared both by other humanities subjects, and also by mathematics and the sciences.
Mathematics
Course
A Level Mathematics aims to encourage pupils to develop their understanding of mathematics and mathematical processes in a way that promotes confidence fosters enjoyment and develops:
An ability to reason logically
An understanding of coherence and progression in mathematics and of how different areas of mathematics can be connected
A recognition of how a situation may be represented mathematically the use of mathematics as an effective means of communication
An ability to read and comprehend mathematical arguments
The skills needed to use technology such as calculators and computers and effectively recognise
When such use may be inappropriate and be aware of limitations
An awareness of the relevance of mathematics to other fields of study
The content of A Level Mathematics falls into three areas:
Pure mathematics which includes proof, algebra, graphs, sequence, trigonometry, logarithms, calculus and vectors.
Mechanics which includes kinematics, motion, under gravity, working with forces including friction, Newton’s laws and simple moments.
Statistics which includes working with data from a sample to make inferences about a population, probability calculations, using binominal and Normal distribution as models and statistical hypothesis testing.
Mathematical processes consisting of mathematical argument and language, problem solving and mathematical modelling will be covered across these three areas.
Assessment
Paper 1 2hr
Paper 2 2hr
Paper 3 2hr
Examination Board: Edexcel
Additional Notes
Pure Mathematics
Pure Mathematics
Statistics and Mechanics
Mathematics is a required or strongly recommended subject for entry to a number of degree courses in the areas of: Science, Engineering, Economics, Psychology, Computing and a range of Biological Sciences. You must investigate the level of Mathematics required if these are subject areas you wish to pursue at university.
Further Mathematics
Course
Further Mathematics is an A Level qualification which both broadens and deepens the mathematics covered in A Level Mathematics.
For someone who is good at, and who enjoys mathematics, it provides a challenge and a chance to explore new and/or more sophisticated mathematical concepts. It enables pupils to distinguish themselves as able mathematicians in the university and employment market.
As well as building on algebra and calculus introduced in A Level Mathematics, the A Level Further Mathematics core content introduces complex numbers and matrices, fundamental mathematical ideas with wide applications in mathematics, engineering, physical sciences and computing. Further applied maths ideas will also be studied which will build upon the topics covered in the A Level Mathematics course.
Assessment
Paper 1 1hr 30m
Paper 2 1hr 30m
Paper 3 1hr 30m
Paper 4 1hr 30m
Examination Board: Edexcel
Additional Notes
Further Pure 1
Further Pure 2
Further Mechanics 1
Further Mechanics 2
Anyone considering A Level Further Mathematics must discuss this with their Mathematics Teacher. A minimum of 12 periods per week in both Sixth Form years will be required to cover the content of A Level Mathematics and Further Mathematics.
In the Lower Sixth, it is expected that Further Mathematics is taken in addition to four other subjects. Further Mathematics is a required or strongly recommended subject for entry to a number of degree courses, especially in areas such as Maths, Engineering and sometimes Economics.
Modern Languages (French)
Course
Learning a language simultaneously opens one ’ s mind to new ideas and new ways of looking at the world. Speaking more than one language is a skill, and French in particular, which is spoken and learnt around the world, will radically increase your marketability in the job market and in university applications as well as facilitate your future travel! It fosters a range of transferable skills including communication, critical thinking, research skills and creativity.
The A Level French course offers an immersion in authentic language and culture, embracing the Francophone world Alongside developing listening, reading, speaking and grammatical skills introduced at GCSE, pupils will develop techniques for essay and summary writing, translations and an awareness of aspects of society and culture of the Francophone world.
There are four main topic areas for study during the two-year course:
Aspects of French-Speaking Society: Current Trends (Family, Cyber-society, The Role of Charities and Charity Work)
Artistic Culture in the French-Speaking World (Cultural Heritage, Music, Cinema)
Aspects of French-Speaking Society: Current Issues (Benefits of Diverse Multi-Cultural Societies, Life of Marginalised Peoples in Society, How Society Treats Criminals)
Aspects of Political Life in the French Speaking World (Teenagers and Political Engagement, The Right to Strike, Politics and Immigration)
In addition, we will study one French film (such as Au Revoir les Enfants) and one work of French literature (such as No et Moi). Pupils will also work on an Independent Research Project for the oral exam, which can be a topic of their own choice and is a fantastic opportunity to develop research skills. Pupils will develop all skills in lessons using teaching and learning materials, which have been produced in consultation with the exam board, along with a wide-range of authentic materials such as internet articles and news reports, magazines and podcasts.
Pupils also benefit from one-to-one speaking lessons with our French Assistant.
Assessment
Paper 1
2hrs 30 minutes
Listening, Reading and Writing 50%
Paper 2 2hrs Writing (response to works and grammar)
Paper 3 21-23 minutes
Pupils should have achieved GCSE or IGCSE grade 9 to 6. A Modern Language can be combined with, and will complement, any other academic subject.
Examination Board: AQA
Additional Notes
There may be opportunities to visit other countries during the course as we have run trips to Normandie, France throughout the last 10 years.
There may also be the opportunity for pupils in the Lower Sixth, who intend to continue with language, to apply for an award to help with a study trip abroad to improve the language and cultural knowledge of the chosen country.
Modern Languages (German)
Course
There are four main topic areas for study during the two year course: the development of German society (environment, education and the world of work), political and artistic culture in German speaking countries (music, media and festivals and traditions), immigration and the German multicultural society and the reunification of Germany.
In addition pupils will study one German film and one work of German literature. They will also work on an independent research project which can be a topic of their own choice. They will need to speak about this in the oral exam. Pupils will develop their skills in lessons using teaching and learning materials which have been produced in consultation with the exam board, along with a wide range of other authentic materials such as newspaper and internet articles, radio and TV broadcasts and video clips.
Pupils also benefit from one to one speaking lessons with the German assistant.
Pupils should have achieved GCSE or IGCSE grade 9 to 6. A modern language can be combined with another academic subject
Examination Board: Edexcel
Additional Notes
There may be the opportunity to visit Germany during the course. For example, we have run a successful study visit to Berlin in the past which provided valuable support for the topic of German reunification.
There will also be the opportunity for pupils in the Lower Sixth to apply for an award to help with a study trip to a German speaking country in order to improve their knowledge of the language and culture.
Modern Languages (Spanish)
Course
Learning another language opens one ' s mind to new ideas and new ways of looking at the world. Speaking more than one language is a skill, which is highly valued by universities and employers.
The course builds on the skills gained at GCSE and focusses on language, culture and society. It fosters a range of skills including communication, critical thinking, research skills and creativity. Pupils will develop their understanding in lessons using teaching and learning materials, produced in consultation with the exam board, along with a range of other authentic materials such as newspaper and internet articles, radio and TV broadcasts and video clips. Pupils also benefit from one to one speaking lessons with the Spanish assistant.
There are four main topic areas for study during the two-year course:
Aspects of Hispanic Society (modern and traditional values, cyberspace and equal rights)
Artistic culture in the Hispanic world (modern day idols, Spanish regional identity, cultural heritage)
Multiculturalism in Hispanic society (immigration, racism and integration)
Aspects of political life in the Hispanic world (today’s youth, monarchies and dictatorships, popular movements)
In addition, pupils will study one film (Volver by Pedro Alomodóvar) and one text (La Casa de Bernarda Alba by Lorca) They will also work on an independent research project, on a topic of their choice, which they will speak about in their oral exam.
Pupils should have received a GCSE or IGCSE grade 9 to 6. A modern language can be studied with another academic subject.
Additional Notes
There may be an opportunity to visit Spain during the course in Lower Sixth or Upper Sixth We have run numerous study visits to Salamanca.
There is also be the opportunity for pupils in the Lower Sixth, who intend to continue with the language, to apply for an award to help with a study trip to a Spanish speaking country in order to improve their knowledge of the language and culture
Music Course
The two-year course is structured as follows: Component 1 is Listening, Analysis and Contextual understanding, which will be examined at the end of the course through a written paper of 2 hours 30 minutes. The pupils study a group of set works from the Western Classical Tradition 1650-1910 which is a compulsory element. The three areas for focus within this period will be the Baroque Concerto, Mozart Operas and Piano music by Grieg, Brahms and Chopin. They answer listening questions on music drawn from these three areas and then place the set works in the wider context of their composition, commenting on stylistic and historical elements that affect the sound and nature of the music (for example it may be a baroque concerto with harpsichord and string textures written for a particular court or patron of the time). They also study two other areas of music for this component, focusing on particular artists and compositions. These will be Jazz and Art music since 1910. There are short listening and contextual questions on these two areas in the examination and one essay to write from a choice of questions on both areas.
Component 2 is performance. There is a range of options but our pupils normally perform a solo recital with accompaniment on an acoustic instrument/voice with a level of demand of Grade 8. This allows their instrumental/vocal learning to be integrated into the qualification. The performance is required to last a minimum of 10 minutes and the repertoire will therefore be carefully chosen and timed to produce an effective, contrasting programme of around 12-15 minutes and this is taught in their individual music lessons
Component 3 is composition. This is in two parts- composition to a set brief and free composition. We teach chorale writing in the style of JS Bach during the course and this is offered as one of the set briefs in this new specification but it is not compulsory. The free composition allows pupils to write in any style, which is a wonderful opportunity to explore a particular genre or style that may be of interest to them as an individual. The combined composition time has been set at 4.5 minutes and no longer than 6 minutes.
Examination Board: AQA
Philosophy, Ethics and Religion
Course
Why study Philosophy, Ethics and Religion? One reason is because it deals with some of the most important questions in life: does God exist? Why is there suffering in the world? How do we know what is right and wrong? And on what basis do we make decisions about our society? A second reason is that it develops the skills of critical thinking, close reading, and analytical writing. These are essential in any number of fields of enquiry and work beyond school.
During the course you will learn to think philosophically about issues, understand how key ideas have developed through the work of philosophers in the past and recognise the influence on ideas and society today and in the future.
You will have the opportunity to reflect on your own points of view in relation to these ideas The course is designed around a core of study, focussing on the most influential writers of the Western Tradition: Plato, Aristotle, Augustine and Aquinas. In the remainder of the course there is the option of studying ethics, theology or philosophy, depending on the interest of the class.
Topics which might be studied include: Applied ethics, the arguments for and against the existence of God, theories of perception, and the division between mind and body, to name but a few.
Lessons will typically comprise of discussion, debate and careful evaluation of Classical, Enlightenment and modern philosophies. Beyond the classroom, you will have the opportunity to meet some of the most eminent philosophers in the country today, both at our own annual Philosophy conference and through our Public Lecture programme.
Examination Board: OCR A Level RS H573
Physical Education
Course
The theoretical element of the course is split into three distinct areas: Exercise Physiology, Sports Psychology and Sport & Society. The course offers the pupils a diverse range of study which covers the following areas:
Exercise Physiology. This includes changes within the musculoskeletal, cardio-respiratory and neuromuscular systems and the use of energy systems during different types of physical activity and sport, and the recovery process.
Sports Psychology. In this section pupils will develop knowledge and understanding of the role of sport psychology in optimising performance in physical activity and sport.
Sport & Society. Here we look at the socio-cultural and contemporary issues of sport starting with the impact of sport in society from pre-industrial through to present day moving onto issues such as drugs and the use of technology in sport.
Practical Assessment. Pupils assessed as a performer or coach in the full sided version of one activity.
Plus: written/verbal analysis of performance.
It is an academically robust A Level which requires strengths in three diverse topic areas. There is a strong link with Biology through the Physiology section, however, the other two sections are likely to be new to pupils and require a range of academic skills. Practically, the opportunity to perform or coach in a competitive situation is included in the assessment
Many pupils who have a keen interest in sport go on to study related courses at university which include: sport science, exercise physiology, coaching and teaching, physiotherapy, sports management and business, nutrition and marketing. Career opportunities can be very diverse including sports journalism, marketing, performance analyst, dietician, broadcasting and fitness professionals
Additional Notes
The practical assessment is internally marked and externally moderated before the Summer Term begins
Physics
Course
Physics is the fundamental science and the physicists’ claim that “Physics is at the heart of everything” is largely true. We use basic ideas such as matter, force, energy to explain almost every aspect of our world from the innermost workings of an atom to the edge of the visible universe. Physics is concerned with observing natural phenomena in the world around us and trying to predict what might happen in new and unknown situations. Part of its appeal is that there are relatively few principles and that these apply throughout science, not just in physics.
Physics is an intellectually challenging but rewarding subject in which pupils will be expected to develop logical thought and show high level problem solving skills. They will also develop the ability to explain complex ideas clearly and precisely. It brings benefits that last a lifetime; transferable skills such as an ability to grasp concepts quickly, analyse and evaluate data, a practical approach to problem solving, the ability to reason clearly and communicate complex ideas and expertise in mathematical formulation and solution. Study in the Sixth Form will not only prepare you for moving on to physical sciences and engineering courses at university, but also a whole host of other subjects as diverse as molecular biology, economics, finance, medicine and the law.
The course is based on interlocking and inter-dependent topics, taught in six modules. The modules are 1) Development of practical skills in physics, 2) Foundations of physics, 3) Forces and motion, 4) Electrons, waves and photons, 5) Newtonian world and astrophysics, 6) Particles and Medical Physics We will study modules 3 to 6 in order with modules 1 and 2 (which are skills based) being taught throughout the course. Practical skills are also assessed throughout the course as a natural part of your study and you will be given a pass/fail grade together with your A level grade on the final examination certificate.
Examination Board: OCR
Additional Notes
Beyond the classroom there are a wide range of opportunities: eminent physics speakers visit the school; there is the chance to attend local physics talks and a trip to the National Space Centre; pupils prepare for national physics competitions; and you can be a science ambassador at our public events, such as the St Peter's Stargazing evening and Physics Olympics competition
Politics Course
Despite the landslide Labour victory for Keir Starmer and the re-election of Donald Trump in 2024 Politics remains volatile and uncertain, with the rise of populism and a loss of confidence amongst mainstream parties on both sides of the Atlantic. The study and understanding of Politics is therefore more important than ever.
What will happen next? This is what makes Politics a lively and exciting subject to study. We look at the people and events shaping British and American politics today to see how the theory of the subject works out in practice.
The A Level course has three main elements:
1. British Politics (this will be covered in the Lower Sixth) including topics such as elections, Parliament and Prime Minister. This makes up 50% of the total course.
2. American Politics (this will be covered in the Upper Sixth) including topics such as the President, Constitution and Civil Rights. This makes up about 30% of the total course.
3. Ideologies (this will be covered at the end of the Lower Sixth and beginning of the Upper Sixth) including the big ideas behind politics such as freedom and society and consideration of what makes people liberals, conservatives or socialists This makes up about 20% of the total course.
Every year we have a trip to London to visit Parliament, Downing Street and the Supreme Court. Politics is also brought alive at St Peter’s through regular visits from MPs, journalists and writers to talk to students and as part of the Public Lecture Programme.
In recent years we ’ ve enjoyed hearing from those at Cabinet level, such as John Healey, Vince Cable and Alan Johnson, as well as MPs such as Kevin Hollinrake, Rachael Maskell and Alan Mak.
Politics has connections with many other subjects. It combines particularly well with History and Economics, as well as with Human Geography and with some of the ideas covered in Philosophy and Ethics If you are studying languages at A Level and university then you will be considering the Politics of those countries. If you are a Mathematician or Scientist, Politics makes a great fourth choice to give you insights which will be valuable for a lifetime as well as helping with your evaluation and essay skills. Looking ahead to your university choices a Politics A Level will help with any of the subjects already mentioned. It is a highly regarded, academic subject – as seen in the increasing popularity of PPE at a number of Russell Group universities as well as Oxford It is particularly important if you are considering a degree in Law, Politics or International Relations.
Above all it is an exciting subject to study, where the curriculum comes alive in every lesson and every day’s news.
Assessment: There are three, 2 hour exams for the A-level (and no coursework)
Examination Board: Edexcel
Additional Notes
It is recommended that you have at least a grade 6 in GCSE English or History as the skills developed there will aid your successful development on the course.
Psychology Course
Psychology is the scientific study of the human mind and behaviour.
It is a fascinating subject which allows us to question some of our most basic human instincts. During the course, you are exposed to a breadth of psychological disciplines and a range of approaches to explaining why we do what we do.
You will be challenged to think critically and develop your evaluative skills when discussing the efficacy of theories attempting to explain complex behaviour. Not only will your ability to debate theories improve but you will develop your own research skills whilst learning how to conduct research in real life. This is an extremely valuable skill for any university dissertation.
The AQA course allows students to consider questions such as why do we conform to the majority in society, how do our brains process information, why do we forget some things and remember others, and what might cause conditions such as schizophrenia and OCD? Students will show their learning through a range of examination skills from multiple choice questions to longer essay-based responses. The course has a mathematical requirement, and a strong science and maths background will allow students to succeed in the research methods aspect of the course.
Psychology pairs well with almost any A-level subject given the wide application of theories to any human behaviour. Furthermore, Psychology is a growing discipline which is relatively new and as such is an exciting option for university study and future career options. Many students go into roles such as psychologists, law, sport science, media, and business, just to name a few!
Examination Board: AQA
Additional Notes
It is not necessary to have studied GCSE Psychology to complete this course. Pupils should be enthusiastic and interested in human behaviour and would benefit from a natural ‘nosiness’. Psychology is one of the fastest growing university courses and Psychology A-level can often count as one of your ‘science’ A-level requirements when applying for other university courses.
Higher Education and Careers
The Higher Education and Careers Department provides dedicated individual information and guidance about careers in general, as well as specific advice relating to the wide range of options and choices after A Levels: progression to Higher Education, school leaver schemes, apprenticeships and so on. This guidance is impartial, confidential and based on the needs of individual pupils.
Guidance is provided in a planned and coordinated manner throughout pupils’ time at school – both through the tutorial programme and in combination with topics and activities organised to coincide with critical periods in pupils’ academic careers when important decisions need to be made. Pupils are encouraged to develop their understanding and knowledge of not only their own abilities, skills and potential but also opportunities in education and employment to enable them to make informed choices As much as possible, parents are involved in the process.
Decisions on subject choices and possible career options are never easy. Pupils need to recognise that their views can change as their understanding and knowledge of subjects, as well as specific careers, develop.
Some pupils may have definite ideas about their future careers and these may have specific entry requirements. When pupils consider particular career options or higher education courses, it is important that they seek advice and consult relevant up-to-date reference information held in the Careers Department to ensure that they will have the right entry qualifications to follow their chosen route.
However, other pupils will not have a well-defined career plan at this stage and should avoid feeling under pressure to make a premature career decision. Many pupils develop new ideas and ambitions as their academic careers progress and therefore need to avoid becoming focused on a specific career before they are ready to make that choice. In this case, it is much safer to choose a range of subjects which leave as many career options open as possible Such pupils should concentrate on using their abilities to the full in order to pursue the subjects that are of greatest interest to them.
Specific support by academic year
11
One-to-one interviews are held with pupils to discuss their Morrisby Reports as well as possible career options and subject choices for the Sixth Form.
Each pupil is encouraged to identify work experience placements which may be relevant to any A Level studies being considered alongside any future areas of interest for Higher Education, a school leaver scheme, apprenticeship or employment.
A Futures Fair takes place when representatives from a range of professions are available to talk to pupils on a one-to-one basis
Sixth
A Careers evening is held for parents and pupils providing advice on choosing courses and universities.
One-to-one interviews are held with pupils to discuss the way forward after St Peter’s including Higher Education, school leaver scheme, apprenticeship or employment options.
Preliminary information is provided to pupils and parents on completing university applications and writing personal statements.
Presentations are organised on a range of topics related to careers in general as well as Higher Education choices and school leaver schemes. These include feedback from recent past pupils on their own experiences: this will assist pupils in their choices and applications. From the Christmas term, the Lower Sixth cohort are given the opportunity to forge professional relationships with Old Peterite Mentors. Mentoring sessions are held on a Thursday from 8.30am9am for five weeks and are delivered both in person and virtually via Zoom. Topics covered include interview skills, decision-making and future planning.
Individual guidance is given to pupils on completing applications to universities as well as employment opportunities.
Coordination of the school’s input and overall quality assurance is provided to the pupils’ university applications.
Tailored interview preparation is provided, including tips on techniques and mock interviews by external experts where appropriate.
Support and advice is provided to pupils as required on Results Day and beyond.
Lower
A comprehensive programme of activities and events at key transition stages For instance: visits from outside visitors and speakers on a range of topics including specific careers, Higher Education choices and admissions processes; Careers Convention where representatives from a variety of professions are available to discuss career options in one focused forum; as well as external visits.
One-to-one discussions and advice e.g. on personal options and choices; the Careers Department have an ‘ open door’ policy at all times and pupils should be free to come and see us
Investigation into Post-18 opportunities: ultimately leading to guidance and quality assurance checks on higher education or alternative applications, including Personal Statements; mock interviews; post exam results advice and guidance.
Specialist advice, for instance on specific courses, such as Medicine and Veterinary Medicine, and applications to Oxbridge and international universities
Guidance on the importance, and securing, of work experience placements for pupils. We encourage all pupils in Y11 to undertake placements in the period after GCSEs, during the summer before the start of Sixth Form and A level studies. This enables pupils to acquire a wide range of skills which can be used as vital evidence for increasingly competitive university applications.
A dedicated Careers Library with open access to a comprehensive, up-to-date range of careers information including:
- Books, journals;
- Pre-university career experience courses e.g. for Medicine and Law;
- University prospectuses;
- Guides to alternative routes;
- Information on Gap year opportunities and alternative routes;
- Computer software that enables pupils to examine their own strengths, interests, ambitions and Career options;
- Internet access to web sites which can assist with career and Higher Education choices.
The school has been awarded the Career Mark 6 Quality Award for high quality Careers Education, Information, Advice and Guidance.
The school is a member of ISCO (Independent Schools Careers Organisation) and CRAC (The Careers Research and Advisory Centre)
