Welcome
Our philosophy at Tunbridge Wells Grammar School for Boys is that education should be about giving young people every opportunity to explore and learn about the world around them and this is particularly evident in our culture and ethos in the Sixth Form. Working in partnership with parents, carers and the wider community, our aim is to help the young men and women in our Sixth Form fulfil their potential and become fully rounded individuals. Our students will be the model citizens of the future; young people who strive for excellence in all that they do, showing respect for one another, their communities and the world in which they live. Our Sixth Form students are role models within the school community and embody these values, as they set the highest aspirations for themselves and we support them in pursuing their chosen future pathways.
Learning is our core business and we are proud of our academic record. Our approach to education however is holistic. Excellent teaching is underpinned by the positive care and relationships that every student receives. This is linked with a vast array of opportunities both within the curriculum and as part of their Sixth Form experience that allow our students to grow and develop into well-rounded, articulate young adults and to support them in making informed decisions about their future.
What I hope is striking to anyone who walks around our school is the sense of how enthusiastic, engaged and lively our school community is. There is a tremendous community spirit among the students here, a tangible sense of pride in the school and a great feeling of mutual respect between staff and students. This is particularly visible in our Sixth Form students. Our co-educational Sixth Form is a hub of activity where our Sixth Form students are ambitious and engaged and happy in their work and keen to look to the future. I look forward to welcoming your son or daughter to join us and be part of our school community during this next exciting phase of their educational journey.
Amanda Simpson Headteacher
Dear Year 11 students
Our mission as a school is to achieve ‘All Round Excellence’ and this underpins our approach and aspirations for our co-educational Sixth Form. We welcome students from our own Year 11 cohort as well as external applicants. We expect our Sixth Form students to be willing to take risks in their learning and strive for excellence, have a strong work ethic and to actively contribute to the school community.
TWGSB6 offers a broad and balanced curriculum and a co-curricular programme to support personal growth. We pride ourselves on offering nurturing pastoral support that will equip our Sixth Form students with the skills and understanding required to achieve their aspirational pathways – whether that is to continue into Higher Education, pursue an apprenticeship or enter employment. We are passionate about raising the personal and academic aspirations of all of our students, enabling them to make informed choices about their future, encouraging them to develop a growth mindset and to become resilient life-long learners.
If you meet our entrance requirements of 48 points from your best eight GCSEs (see Minimum Qualifications for Entry, page 3), we look forward to you accepting the challenge of developing your full potential in our welcoming, purposeful and structured Sixth Form community.
If you have any further questions, please do not hesitate to make contact with the Sixth Form team. We look forward to working with you in the future and wish you every success in your Year 11 studies.
Marc Smith Assistant Headteacher – KS5
Curriculum 2025–27
A Levels
We offer a wide range of A Level courses, as outlined in this prospectus The content is taught over the two-year course and there are formal examinations at the end of the course in Year 13.
• Art, Craft and Design
• Biology
• Business
• Chemistry
• Classical Civilisation
• Computer Science
• Design and Technology – Product Design (Graphical and RM Pathways)
• Drama and Theatre
• Economics
• English Literature
• French
All students are required to study a minimum of three A Level subjects, each with ten hours of lessons per subject per fortnight. For almost all of our students, this will be the standard academic programme. However, a four A Level programme will be considered for those studying Further Maths in addition to Maths (see pages 22–23 for details)
Minimum Qualifications for Entry
• Geography
• History
• Maths and Further Maths
• Media Studies
• Music Technology
• Philosophy
• Physical Education
• Physics
• Politics
• Psychology
• Sociology
• Spanish
The entry requirements are a minimum of 48 points from the student’s best eight GCSE grades. We also require a minimum of grade 5 in English Language and Maths, where these subjects are not a requirement for a particular subject course. As a selective school, we would hope that our students would achieve nothing less than a grade 5 in any remaining GCSEs. Students wishing to study Maths at A Level must have a minimum of grade 7 at GCSE. For other subjects at least a grade 6 is required in the subject the student wishes to study at A Level, or in a closely related subject for those subjects that are new to the curriculum in the Sixth Form. Details about specific entry requirements follow on the course pages of this booklet.
A Level Course Criteria
A Level
Art, Craft and Design
Biology
GCSE subject and grade requirement
Art – 6
Biology – 6
Business Business or Humanities – 6
Chemistry
Classical Civilisation
Computer Science
Design and Technology –
Product Design (Graphical and RM Pathways)
Drama and Theatre
Economics
English Literature
Chemistry – 6
An English or Humanities – 6
Computer Science – 6
Design and Technology or Art – 6
Drama or an English – 6
Business or Humanities – 6
English Literature – 6
French French – 6
Geography
History
Geography/Geology or Humanities – 6
History – 6
Maths Maths – 7
Further Maths Maths – 8
Media Studies
Music Technology
Media or an English – 6
Play a musical instrument and proven aptitude in production
Philosophy English Language – 6
Physical Education
Physics
PE – 6
Physics – 6
Politics History or Humanities – 6
Psychology
Sociology
PLUS additional GCSE requirement(s)
Maths – 6
Maths – 6
Maths – 6
English Language – 6
Biology – 6
English – 6
Spanish Spanish – 6
Humanities – 6
Biology – 6
Maths – 6
Maths – 6
Humanities – 6
Sixth Form Life at TWGSB6
Tutor Time and Pastoral Support
Transition to A Level Studies
We recognise that there is a significant transition to A Level studies from GCSE. We have a comprehensive programme in place to make this process as smooth as possible. This normally includes a team-building day at Bewl Water, skills workshops, a parent curriculum information evening in October and additional support in the first term to ensure that students feel settled, have strategies in place to cope with the workload and a positive, growth mindset – all necessary to work towards achieving their potential.
Sixth Form students are part of a tutor group and have an assigned tutor from our very experienced team who will take them through both years of their studies. The tutor will be the first point of pastoral support for the students and will guide them in the transition to A Level studies, through choosing a future pathway and the UCAS process. Tutor time is a vital part of our Sixth Form culture and ethos and takes place 08:45–09:10 each day. Our Sixth Form team is available to provide pastoral care and careers advice, to track and monitor the academic progress and well-being of the students and to provide vital communication and support to the students and their families.
Academic Excellence
We pride ourselves on the level of support that we provide Sixth Form students in working towards achieving their personal goal of academic excellence. The school uses ALPS, a national database of results to assist the school in its target setting. ALPS provides targets using GCSE grades and calculates the target based on the performance of students with the same profile nationally. Using internal assessments throughout the year, the Sixth Form team will work closely with subject teachers to monitor the progress of the students towards these targets and, where necessary, set interventions in place and a programme of support to ensure that appropriate progress is made. Any programme of support is discussed with the student and parents/carers and monitored carefully so that it has a rapid impact.
Celebrating Achievement
We are incredibly proud of the young men and women who study in our Sixth Form and we foster a culture of celebrating excellence in both personal and academic endeavours, through regular assemblies and showcasing student work wherever possible. We value the importance of marking the students’ transition to adult life beyond school and celebrate this through our Leavers’ Assembly and Leavers’ Prom. Our Alumni organisation means that our students will always be part of the TWGSB6 community and we are visited frequently by alumni who wish to share with current students their experiences of higher education or work.
Personal, Social, Health and Economic Education (PSHEE)
All students will follow our All Round Excellence programme to prepare them for their life post-Sixth Form as well as to cope with the pressures and academic demands of A Level studies. These sessions will be delivered through PSHE lessons and morning tutorial sessions. The programme includes statutory Relationship and Sex Education (RSE) components, as well as careers guidance. The programme is divided into four strands: Personal Development, Learning Power, Future Goals and Community (see school website for further details).
Personal Development
The most distinctive features of Sixth Form education are choice, independence and personal responsibility. In such a competitive world, students need more than A Level grades alone in order to stand out in a job or university application, therefore we expect our Sixth Form students to challenge themselves to take part in the co-curricular opportunities on offer, coming out of their comfort zone and developing themselves as young adults. As well as improving their ‘employability’ skills, involvement in the broader curriculum will be enjoyable and will support students in developing new friendships.
The following are commonly part of Sixth Form life at TWGSB6. Details of clubs/groups are circulated during Term 1 of Year 12. Students who wish to introduce a new idea or club are encouraged to approach the Sixth Form Team:
• Music groups, concerts etc.
• University visits
• Political discussion groups
• Debating Society
• Drama productions
• Sports and games
• Subject-specific seminars and trips
• Pride Club
• Well-being Ambassadors
• Prom and Social Team
• Student mentoring
• Taster lectures
• Duke of Edinburgh’s Award
• Voluntary work
• Sixth Form Yearbook Committee
• Model UN General Assembly
• Young Enterprise
• Charity fundraising
Tunbridge
Enrichment
Students choose either a sport enrichment activity or volunteering, which they attend for four hours a fortnight. These activities are designed to offer students the chance to develop skills outside the standard A Level curriculum. Sports options vary from year to year, but can include activities such as football, gym, badminton, basketball and netball. Volunteering is also encouraged as an enrichment option and can be arranged independently or through school-based programmes such as lower school mentoring, reading at a local primary school, maths clinic support, peer mentoring/Well-being Ambassadors or departmental subject support. We also offer personal and social development programmes and employability courses.
Student Leadership Teams
We expect our Sixth Form students to be role models for our younger students and to act with integrity and personal responsibility in all that they do. All Year 12 students are invited to become a Prefect, assisting in supervision duties throughout the week and working with the Senior Prefect team to support Lower School form groups, run events, represent the school and carry out fundraising. During the spring term of Year 12, we invite students to apply to become a member of the Student Leadership Team, including applying for the role of House Captain, Senior Prefect, Deputy Head Student, Head Girl and Head Boy. These roles carry significant responsibility and are very rewarding. They provide the students with the opportunity to lead a team, develop public speaking skills and work closely with the Sixth Form and Senior Leadership Team to improve and develop our school.
Tunbridge Wells Grammar School
Destinations and Future Pathways
We offer a very comprehensive Future Pathways programme and it is with great pride that we are able to support our students in pursuing a diverse and exciting range of higher education courses, apprenticeships and career destinations. In recent years our students have opted for university degrees in popular subjects such as economics, sports science, journalism, physics, maths, chemistry, law, history and psychology, as well as more niche degree choices such as Art of Video Games and Art of Visual Effects. Other pathways and destinations have included:
• Sponsored degree programme with KPMG
• Football scholarship at St Peter’s University, New Jersey
• Degree apprenticeship at the Bank of England
• Horticulture at Hadlow College
• Degree apprenticeship in Engineering at South Bank
• Apprenticeship with PWC
• Yacht Design funded degree
• Degrees in Music Performance (Jazz); Songwriting and Music Production, Naval Architecture, and Fashion Marketing and Branding
Careers/Higher Education Advice
The school uses Unifrog as a comprehensive tool for recording and supporting careers activities, as well as giving students the opportunity to research future pathways and labour market information in a wide range of industries. All students who join TWGSB6 will be given access to this outstanding tool.
During the two years of Sixth Form, students will gain practical advice in such areas as researching careers and university courses, personal statement writing, developing a CV, writing letters of application for employment, interview techniques and advice on employment and apprenticeships.
Students are involved in the process of considering and applying for Higher Education and investigating alternative pathways such as apprenticeships or School Leaver opportunities. Alongside a comprehensive programme of events and trips organised by the school, students are encouraged to investigate differing courses and universities, to visit Higher Education Fairs and to attend university Open Days. For those students who wish to consider alternatives to university, a complete system of support and careers guidance is in place including talks given by specialists in a number of different professions from local and national employers and TWGSB Alumni. All students have the opportunity to attend mock interviews in preparation either for university entrance and/or for the world of work.
In August, when the A Level results are published, members of staff are in school to assist with applications via UCAS and adjustment and clearing processes. All of our 2024 students who wished to go to university found a place, and 48% gained places at Russell group universities (including Oxford, Imperial and Kings College London)
A Level Subject Possible University Courses/Careers
Art, Craft and Design
Animation, Architecture, Art History, Fashion Design, Graphic Design, Illustration, Interior Design, Textile Design, Product Design
Biology Agriculture, Animal Behaviour, Biochemistry, Biology, Biosciences, Biotechnology, Dentistry, Dietetics, Ecology, Environmental Science, Genetics, Horticulture, Marine Biology, Medicine, Midwifery, Nursing, Physiotherapy, Sports Science, Agriculture, Veterinary Science, Wildlife Conservation
Business
Chemistry
Classical Civilisation
Computer Science
Accountancy, Banking and Finance, Business Management, Business Studies, Economics, Financial Services, Human Resource Management, Logistics and Supply Chain Management, Marketing, Retail Management
Applied Chemistry, Biochemistry, Chemical Engineering, Chemistry, Earth Sciences, Environmental Chemistry, Forensic Science, Geology, Materials Science, Nanotechnology, Petroleum Engineering, Pharmacology, Pharmacy
Archaeology, Ancient History, English, History, Sociology. Career opportunities include specialist roles such as archaeologist, museum curator or archivist, and roles in the heritage industry, journalism, law, media and politics.
Business information systems, Business Computing, Business Studies, Computer Science, Video Game Development and Software Development
Design and Technology Engineering, Construction, Product Design, Aeronautical and Motor Vehicle Design and Adaptive Design. Product Design, Architecture, Jewellery, Interior Design, Computer Games, Publishing, Illustration, Textiles
Drama and Theatre
Arts Management, Drama, English Literature, Performance Studies and Theatre Studies are a few of the courses. However, Drama is recognised by many Russell Group universities as being beneficial for students wanting to study Law or Medicine due to the development of transferable skills
Economics Accountancy, Banking, Business Finance, Economics, International Business Economics, Mathematics, Politics, Statistics
English Literature Communication Studies, Creative Writing, English Language, English Literature, Journalism, Media Studies, Theatre Studies
French/Spanish
A huge range of modern foreign languages courses are available –studied on their own or combined with another subject, such as European Studies, Linguistics, International Relations, Law, Business, Economics, Tourism, Media, Drama, Politics, Medicine and Scientific Research, Accountancy, Archaeology, Design, Marketing, Engineering, Advertising, Teaching and many more
Geography Disaster Management, Environmental Science, Geographical Information Systems, Geography, Geology, Surveying, Sustainable Development, Travel and Tourism, Planning
History
Maths
Media Studies
American Studies, Ancient History, Archaeology, Heritage Studies, History, Medieval Studies, Modern History, Social History, Law, International Relations, Politics, Journalism, Accountancy, Public Relations, TV and Media, Research, Civil Service, Lobbyist, Museum Curator
Actuarial Science, Accountancy, Business Studies, Computer Science, Economics, Engineering, Financial Services, Mathematics, Software Engineering, Statistics
Arts Management, Film and TV Studies, Film Studies, Media Studies
Music Technology Music, Music Production (and DJ Performance), Music Business, Music Composition, Music History, Music Technology, Musicology, Sound Engineering, Law and Music Production, Music Performance and Production, Audio Production and Music Technologies, Popular Music Production, Digital Music Production and Sound Arts. Most of these degrees are BA, but some are BSc
Philosophy
Physical Education
Physics
Politics
Psychology
Sociology
Spanish
Lecturer/Teacher, Merchant Banking, Civil Service, Social Sciences, Law, Journalism, Publishing, Marketing, Advertising,PR
Sports Science, Sport and Leisure Management, Sport and Recreation, Sports Coaching, Primary and Secondary Teaching, Sports Journalism, Sports Analysis, Sports Nutrition and Diet, Sports and Exercise Science, Sports and Fitness Course. Courses that lead to graduate opportunities in the armed forces, physiotherapy, sports massage and sports rehabilitation
Acoustics, Applied Physics, Astrophysics, Electronics, Engineering –from Aerospace and Civil to Mechanical and Marine Engineering, Geophysics, Optometry, Physics, Radiography
Politics, History, International Relations, Social Policy, Peace Studies, Social Sciences, Journalism, Law, Philosophy, Economics, Anthropology, Criminology, Research, Think Tanks, Lobbyist and many more
Applied Psychology, Criminology, Psychology, Social Work, Sociology, Sports Psychology, Youth and Community Work
Anthropology, Sociology, International Relations, Psychology, Social Policy, Social Science
See ‘French’
Sixth Form Privileges and Responsibilities
The Sixth Form is part of TWGSB and therefore we do expect the highest standards of behaviour, commitment to studies and adherence to the school policies in terms of attendance, punctuality and behaviour. All the school policies are available to review on our website here. Sixth Form students are still in full-time education and, as such, are expected to remain in school for any private study periods; Year 12 and 13 students have offsite privileges at lunch times.
Sixth Form Study Centre
We also understand that our Sixth Form students are young adults and consequently they are awarded privileges and responsibilities appropriate to a more mature approach to studying. Our students make daily use of our brand new, state-of-the-art study centre with its supervised silent private study area, a studio space for informal group study, and computer facilities. Subjects such as DT and Art also encourage the students to work in their departments during their private study time. There is an encouraging and supportive working relationship between the teaching staff and A Level students. The Sixth Form team and pastoral support are always on hand to support the students throughout the day. We have a ‘no mobile phone’ policy across the school, which applies to all students and staff; however Sixth Formers are able to use their phones in some Sixth Form areas. Ear buds/headphones are not to be worn walking around the site. Food and drink cannot be consumed in the Sixth Form Study Centre; Sixth Formers must use the dining room pods or outside space instead.
Business Dress
Private Study
Our Sixth Form students have 6–8 private study lessons on their timetable a week. These are vital to carry out the independent learning needed to be a successful A Level student. Research shows that successful A Level students are consistently carrying out 20 hours of private study a week as a minimum and our own data and experience reinforces this; using independent study time effectively is a fundamental part of Sixth Form life. In Year 12, some of this time will be directed as supervised study in the Sixth Form Study Centre, to support the students in developing effective study habits. Alternatively, students can work in subject areas on coursework or receiving individual support from their teachers. The remaining private study time will be managed by the students and this is an exciting way to learn, as well as offer a challenge in developing intrinsic motivation to work towards a long-term goal.
As young adults, Sixth Form students are expected to wear formal business dress including a suit jacket at all times around the school site and a lanyard so that they can be identified for safeguarding reasons on the school site. We have high expectations of our students meeting this requirement and details of our Sixth Form Dress Code are available on the school website.
Art, Craft and Design
Qualifications needed: GCSE grade 6 in Art and Design.
Course Content
Students are taught various ways to research and respond to the artwork of others and the world around them; these skills are developed throughout the two-year course. Alongside practical work created using a wide variety of techniques and materials, students study chosen artists in an analytical way and full annotation of thought processes is expected. Students are encouraged to be as creative as possible and to produce work in both 2 and 3 dimensions. Initial research is developed by experimenting with composition, colour and imagery to produce skilfully made, individual outcomes. Students are given regular individual tutorials and assessment is continual. ESA question papers are given out in February of Year 13 and students have approximately a 12-week preparation period to gather research and develop their ideas on the set theme. At the end of the preparation period, students sit the 15-hour, three-day practical timed test under full exam conditions during which they produce an unaided outcome.
Unit Outline
Year 12 Skills Foundation Portfolio of Work: Practical unit based on a set theme using a variety of skills and media such as: photography, drawing, painting, mixed media, and ceramics which can be incorporated into the students Personal Investigation.
1
2
Personal Investigation: Practical and analytical investigation using the skills and techniques developed in early Year 12. This is linked to the written investigation. This runs from January in Year 12 to the February of Year 13.
Year 13 Written Investigation: An essay of at least 1000 words linking to the Year 13 practical work. This forms part of the personal investigation.
A Level
60%
Externally set Assessment: An externally set assignment in which students respond to given starting points. Students have a set period of preparation time starting from Feb in Y13, culminating in a 15-hour practical exam to produce their final outcome. 40%
Careers Education
The department has a successful track record of students proceeding to study Art. Students embark on Art and Design Foundation Courses locally and others go directly onto Art and Design degree courses. Recently, students have embarked on courses in Fine Art, Architecture and Art History. We advise students on suitable Art and Design careers most appropriate for them and suggest suitable institutions at which to study.
Exam Board: AQA
Biology
Qualifications needed: GCSE grade 6 in both Maths AND Biology (or Dual Science 66). A reasonable understanding of Chemistry will be an advantage to candidates, but studying Chemistry A Level is not a requirement.
Course Content
The new A Level Biology course which started in September 2015 contains an appropriate balance between plant biology, animal biology and microbiology, and will include the following content:
• Development of practical skills in Biology: Core practical skills are covered throughout the course.
• Foundations in Biology: Prokaryotic and eukaryotic cell structure, cellular organisation, cell division, biological molecules, enzymes and nucleic acids.
• Exchange and transport: Exchange surfaces, transport in animals and plants.
• Biodiversity, evolution and disease: Communicable diseases, immune system, biodiversity, classification and evolution.
• Communication, homeostasis and energy: Homeostasis, excretion, neuronal communication, hormonal communication, plant and animal responses, photosynthesis and respiration.
• Genetics, evolution and ecosystems: Cellular control, patterns of inheritance, manipulating genomes, cloning and biotechnology, ecosystems, populations and sustainability.
1, 2, 3, 5)
Practical endorsement in Biology non-exam assessment
Careers Education
• Biology is a widely required and highly regarded ‘facilitating’ subject that will help students gain entry to many careers. It is a requirement for many very competitive degree courses where sound scientific skills are required.
• The department offers specific guidance to students applying for Biology-related courses, and runs a lunchtime club for students interested in pursuing Medicine and related courses.
• We actively encourage students to participate in work experience, and to take up co-curricular opportunities in the subject, and provide opportunities for mock interviews for university courses.
• Careers opportunities are emphasised where appropriate as an intrinsic part of the Biology curriculum.
Exam Board: OCR
Business
Qualifications needed: GCSE grade 6 in Business or another humanities subject.
Course Content
To promote a student’s curiosity and develop skills which help them understand the real world of business. We expect our Business students to possess a genuine interest in current affairs, problem solving skills, and a willingness to join the Young Enterprise scheme.
Starting a Business
Theme 1: Marketing and People
Theme 2: Managing Business Activities
Theme 3: Business Decisions and Strategy
Theme 4: Global Business
Assessment
Business and Economics are some of the most popular A Level subjects with over 130 students choosing them.
The department prides itself on excellent exam results, with lessons delivered by teaching staff who are also examiners.
There is no coursework associated with this course. Students are assessed through three examinations at the end of Year 13.
Examinations
Paper 1: Marketing, people and global business
2: Business activities, decisions and strategies
Paper 3: Investigating businesses in a competitive environment
Careers Education
• Through the very nature of the subject, students will develop an understanding of the world of work. Students study the application process for jobs, the importance of the interview and workforce planning. They understand the changing dynamics of the labour market and how they can best plan for their future careers from this.
• Mock interview process within GCSE and A Level Business.
• University and personal statement support.
• Enterprise education delivered by the department through drop-down days and Young Enterprise.
Exam Board: Edexcel
Chemistry
Qualifications needed: GCSE grade 6 in both Maths AND Chemistry (or Dual Science 66).
Course Content
The GCSE course will have given students an excellent idea of enormous contribution chemists have made to our modern way of life. At A Level, students will gain understanding of why chemical reactions take place at the atomic level, gain confidence in problem solving, and also develop excellent three dimensional thinking skills. There is also an increased role for mathematical reasoning skills. The practical work contributes to the award of a practical endorsement in addition to the A Level qualification.
Year 12
Physical chemistry topics: Atomic structure, Amount of substance, Bonding, Energetics, Kinetics, Chemical equilibria, Le Chatelier’s principle and Kc, Oxidation, reduction and redox equations.
Inorganic chemistry topics: Periodicity, Group 2, the alkaline earth metals, Group 7(17), the halogens Organic chemistry topics: Introduction to organic chemistry, Alkanes, Halogenoalkanes, Alkenes, Alcohols, Organic analysis.
Year 13
Physical chemistry topics: Thermodynamics, Rate equations, Equilibrium constant Kp for homogeneous systems, Electrode potentials and electrochemical cells, Acids, bases and pH.
Inorganic chemistry topics: Properties of Period 3 elements and their oxides Transition metals, Reactions of ions in aqueous solution.
Organic chemistry topics: Optical isomerism, Aldehydes and ketones, Carboxylic acids and derivatives, Aromatic chemistry, Amines, Polymers, Amino acids, proteins and DNA, Organic synthesis, Nuclear magnetic resonance spectroscopy, Chromatography.
Assessment is via a series of topic tests which are based upon past A Level questions, and successful completion of a range of required practical investigations which are used to validate the practical endorsement. A formal exam is taken towards the end of Year 12 which is used to inform your progress and provides a basis for giving predicted grades that will be important in applying for university courses. Mock Exams are sat in the spring term of Year 13.
Careers Education
• Chemistry is a widely required and highly regarded ‘enabling’ subject that will help students gain entry to many careers. It is a requirement for many very competitive degree courses where sound scientific skills are required such as Medicine, Chemistry and Engineering.
• The department has staff trained and accredited to award the Endorsement for Practical Skills in addition to the A Level course.
• We are active in promoting scientific careers amongst our students through taking part in external events such as the Royal Society of Chemistry Science at Work event.
Exam Board: OCR
Classical Civilisation
Qualifications needed: GCSE grade 6 in English or a humanities subject.
The Classical Civilisation course involves acquiring a sophisticated knowledge and understanding of the literature and culture of the classical world, and developing skills of critical analysis and evaluation.
Course Content
The course provides students with a broad and rewarding study of the culture of the classical world. It is a wide-ranging and multi-disciplinary subject where students have the opportunity to study elements of the literature, visual/material culture and thoughts of the classical world while acquiring an understanding of their social, historical and cultural contexts.
Course
Content A Level
Written paper: The world of the hero
In this compulsory component, students study either Homer’s Iliad or Odyssey and Virgil’s Aeneid.
Written paper: Culture and the arts
This unit involve study of visual and material culture, and literature in translation. 30%
Written paper: Beliefs and Ideas
This unit involves study of an area of classical thought, along with either literature in translation or visual/material culture. 30%
Careers Education
From the Ancient World, to the study of religious beliefs and ideas about war, Classical Civilisation involves the study of ideas that relate to the modern world:
‘... men grappled with exactly the same issues that we do: life, death, gods, sex, love, family, children, education, the nature of the world, our origins and development, the past, money, health, status, other cultures, friendship, power, patriotism, politics, law, crime, justice, empire, war’. Peter Jones, advisor to Classics for All, 'Taking the Long View'
• A Level Classical Civilisation can be extremely useful. Students not only acquire specific Classical knowledge, but also important transferable skills such as analysing sources and developing independent, critical and evaluative approaches. They learn to formulate and support an argument and develop a valuable understanding of cultures very different to their own.
• From the proven ability to write a well-structured extended response to the acknowledgement of the views of others and a culturally sensitive approach to these, Classics puts students in an excellent position to seek employment and opportunities.
• The study of A Level Classical Civilisation can often lead to university-level study of Classics, Drama, English, History, History of Art, Law, Philosophy and Politics.
• Students who study Classical Civilisation go on to study and have careers in such diverse disciplines as archaeology, the heritage industry, journalism, law, media and philosophy, politics and economics. In fact, the range of career options with this A Level is vast: information from UCAS shows that students who studied Classical Civilisation often go on to study in such diverse disciplines as medicine, veterinary science and chemistry!
Exam Board: OCR
Computer Science
Qualifications needed: GCSE grade 6 in Computing.
A strong interest in problem solving and logical thinking would be preferential and a benefit to completing the programming project. There are also topics that are not covered as part of the GCSE course followed by our students. Provided that you are willing to work hard and practise programming beyond the classroom there is no reason why you should not consider taking Computer Science.
Course Content
This is a two-year course. The course comprises three units. Components 1 and 2 are externally examined through written papers and focus on computer systems, algorithms and programming. The third unit is a programming project where the students approach a complex problem and investigate, design, develop and test a programmable solution. Core course aims are to develop: the capacity for thinking creatively, innovatively, analytically, logically and critically; project and time management skills; an understanding of the consequences of uses of computing, including social, legal, ethical and other issues. A logical mind and good mathematical ability are the attributes that help students do well in the course. Some students will not have experienced the type of programming covered during the course, but this should not be seen as a hurdle. The third element of the course is an NEA. This consists of a written report and a programming project. This is done over the course of approximately 12 weeks.
Paper 1
• Storage and memory
• The CPU
• Systems software
• Application and utility software
• Data types and representation
• Computer arithmetic
• Software development
• Computer law, ethical, moral and social issues
• Programming techniques and problem-solving
Paper 2
• Programming project coursework
• Problem-solving, algorithms and computational methods
• Exchanging data
Careers Education
A-Level Computer Science teaches students how to approach complex problems methodically and find efficient solutions. These skills are highly valued in many industries, from technology to finance, and are essential for success in higher education. Students also gain hands-on experience with coding, software development, and understanding algorithms. This practical knowledge is directly applicable to many job roles in the tech industry, such as software engineering, data analysis, and IT support. Students spend time learning how to approach complex problems methodically and find efficient solutions. These skills are highly valued in many industries, from technology to finance, and are essential for success in higher education.
Exam Board: OCR
Design and Technology – Product Design (Graphical and RM Pathways)
Qualifications needed: GCSE grade 6 in a Design and Technology subject or Art.
Course Content
This is a two-year course which requires you to produce and submit one portfolio which will demonstrate your creativity and flair when investigating, designing and making a product. Students will undertake a commercial design and make project that apply the knowledge and understanding of the subject. It will need to be sustainable in the environment.
Students will be expected to develop knowledge of a wide range of resistant materials, graphical media, textiles, smart materials and manufacturing processes as well as knowledge of past designers. This is to be applied in their project. ICT will be integral to this course as will the ability to communicate graphically and by the written word. The use of CAD/CAM to an industrial level will be part of the Year 12 course, and form a key aspect of the final portfolio where it will be used to model and test out design ideas. Students will be able to recognise design needs and develop an understanding of how current global issues, including integrating technology, impacts on today’s world. Students will have the confidence to innovate and produce creative design solutions as they develop their own design brief with a client/end user.
Unit Outline Weighting
Written Exam Component 1: Principles of Design and Technology
Coursework Component 2: Independent Design and Make Project
Careers Education
• The department has seen many students proceed to study a product design-related course at university, many of these students studying at the top universities in the country. The department has established links with ex-students who provide seminar style experiences to our existing students. In previous years, Alwani Architecture has visited our 6th form students to showcase degree and masters level portfolios and the types of work required for an outstanding portfolio.
• The department provides extensive reading lists and has its own departmental library consisting of a wide range of books and subscription magazines that help students investigate a broader context than lessons can deliver.
• A number of co-curricular learning opportunities also take place, including trips to ‘Emco Wheaton’ and ‘Flambeau Europlast’ in Ramsgate. The department is increasing its links with local and national businesses.
Exam Board: Edexcel
Drama and Theatre
Qualifications needed: GSCE Drama preferable but not essential or grade 6 in English.
Course Content
The A Level Drama course includes three components which consists of Devising, Exploring Text in Performance, both as a performer or designer, and a written paper showing understanding of a set text from the view of the director as well as an evaluation of a live play.
Component 1: Devising (40%)
As a performer or designer you will create and develop an original piece of drama using a key extract from a performance text and a theatre practitioner as a stimulus.
Performance 20 Marks
Written Portfolio 60 Marks
Component 2: Text in Performance (20%)
‘A challenging and fascinating A Level that uniquely provided me with the creative outlet I needed.’
‘A demanding and diverse course where every lesson is different and where you learn a lot about yourself as well as about drama.’
As a performer or designer you will work in a group to create a performance of one key extract from a performance text. You will also create a monologue or duologue of one key extract from a different text. Group performance 36 Marks Monologue or duologue 24 marks
Component 3: Written Exam Paper (40%)
The written exam is divided in to three sections and is 2 hours and 30 minutes
Section A Live Theatre Evaluation 20 Marks
Section B Page to Stage: Realising a performance Text 36 Marks
Section C Interpreting a Performance Text 24 Marks
Careers Education
This course includes the development of performance skills and stagecraft. Students should aim to take advantage of school plays and outside drama opportunities to extend their experience. They should also see as much theatre as possible, including any chargeable trips which are organised by the school.
Furthermore, students can go on to drama school or university to develop a variety of skills, including performance, lighting, design, directing and creative writing. However, the presentation, communication, and teamwork skills developed are relevant in any career and universities recognise that studying Drama at A Level is beneficial in many vocations including Law, Medicine and Business to name a few.
Exam Board: Edexcel
Economics
Qualifications needed: GCSE grade 6 in Business or another humanities subject AND a grade 6 in Maths.
Economics gives students the chance to understand the systems of the world around them, and to understand how decisions are made on an individual, firm and government level.
We expect our economics students to possess a genuine interest in current affairs, problem solving skills, skills of critical evaluation, ability to grasp and explain real world events, be able to construct lucid technical arguments, and competence in handling statistics.
Assessment: There is no coursework associated with this course. Students are assessed through three exams at the end of Year 13.
Course Content
Year 12:
Markets and Market Failure (microeconomics)
The National Economy (macroeconomics)
Year 13:
Business and Economics are some of the most popular A Level subjects with over 130 students choosing them.
The department prides itself on excellent exam results, with lessons delivered by teaching staff who are also examiners.
The labour market, individual decision making and the theory of the firm (microeconomics) The international economy and trade (macroeconomics)
Careers Education
• Through the subjects’ very nature, students will develop an understanding of the world of work. Students study the application process for jobs, the importance of the interview and workforce planning. They understand the changing dynamics of the labour market and how they can best plan for their future careers from this.
• University and personal statement support
• Enterprise education delivered by the department through drop-down days and Young Enterprise.
• Statistically students who continue to study economics at degree level will attract the greatest earning premiums of all courses (BBL, 2018)
Exam Board: EdExcel A
English Literature
Qualifications needed: GCSE grade 6 in both English Literature AND English Language.
Course Content
A Level English Literature invites students to explore world-renowned, influential texts. These include Shakespeare’s Othello, a breathtaking narrative that examines the power of jealousy, revenge, lust and manipulation – human issues that transcend time, and more contemporary literature, such as Atwood’s The Handmaid’s Tale, a dystopian novel, which bears an uncanny and eerie relevance to the modern day. Students will also engage with other genres like Wertenbaker's Our Country’s Good, a mischievously irreverent and amusing play. Through the study of English Literature, students develop strong analytical skills applicable to various careers, such as law, marketing, journalism, research and human resources. Lively debate and discussion help them to cultivate a confident, independent voice, both in writing and speaking.
Examinations A Level
Written Paper 1: Love Through the Ages
Section A: Shakespeare passage based question with linked essay
Section B: Unseen poetry comparing two poems
Section C: Compare the prose and poetry texts (open book in Section C only)
Written Paper 2: Modern times: literature from 1945 to the present day
Section A: Set text, one essay question
Section B: Contextual Linking, one essay on unseen extract, one essay linking two texts
Non-Exam Assessment
Independent Critical Study (coursework)
2500 word extended essay. A comparative critical study of two texts, at least one of which must have been written pre1900.
Careers Education
‘English Literature covers so many cultural topics; it’s a real mindbroadener.’
‘It provides great opportunities for relaxed and interesting discussions on inspirational and fascinating literature.’
‘English Literature has taught me to articulate my views on a wide range of interesting texts.’
• Successful students in English A Level acquire a qualification that is a widely recognised and highly respected that is evidence of an analytical and erudite mind; students are able to read, argue and analyse with precision and skill at the highest levels.
• Our students often go on to study English Literature, America Studies, Law, Journalism and History, Linguistics, Language based courses including Creative Writing and Speech Therapy, and Cultural Studies. We are able to guide and suggest appropriate courses that will suit students and help them to understand the diversity in English Language and Literature specialisms.
• English Literature is a facilitating subject and is warmly welcomed by all universities.
Exam Board: AQA (A)
Tunbridge
French
Qualifications needed: GCSE grade 6 in French.
Course Content
Areas of interest
Social issues and trends
Themes • Being a young person in French-speaking society
• Families and citizenship
• Youth trends and personal identity
• Education and employment opportunities
Themes • Diversity and difference
• Migration and integration
• Cultural identity and marginalisation
• Cultural enrichment and celebrating difference
• Discrimination and diversity
Examinations: Outline
Component 1: Speaking
Component 2: Listening, Reading and Translation
Component 3: Critical and analytical response in writing:
Careers Education
Political, intellectual and artistic culture
• Understanding the French-speaking world
• Regional culture and heritage in France, French-speaking countries and communities
• Media, art, film and music in the Frenchspeaking world
• France 1940–1950: The Occupation and postwar years
• June 1940–May 1945: Life in occupied France; the French Resistance
• The cultural dimension in occupied France
• 1945–1950: Rebuilding and restructuring
• We offer advice to students considering doing a university degree in Modern Languages or following associated career paths.
French is both a working language and an official language of the United Nations, the European Union, UNESCO, NATO, the International Olympic Committee, the International Red Cross and international courts. French is the language of the three cities where the EU institutions are headquartered: Strasbourg, Brussels and Luxembourg.
• We encourage students to attend the annual Language Show in London in October. The Careers Zone at Language Show Live is the place for skilled linguists to meet recruiters, get advice, hear from experts and find a job. There is a Careers Forum where they can find dedicated sessions on how to make best use of their language skills and the opportunities available within the language world.
• Some teachers in the department have had successful careers in other areas of the world of work and they are able to demonstrate that the academic rigour of an MFL degree course equips students well for the competitive job market, making them attractive to employers and opening up a variety of professional opportunities.
Exam Board: WJEC Eduqas
Geography
Qualifications needed: GCSE grade 6 in Geography or Geology. If the student has not taken Geography or Geology at GCSE, a grade 6 in a humanities subject.
Course Content
This contemporary course is designed to engage with the relationships of human populations to each other over space and time and their relationship with their physical environment at a variety of scales from the local to the global. The subject content follows an ‘issues and impacts’ approach. It is designed to allow progression through the course and beyond to link with the demands of higher level study.
Please be aware that the residential fieldwork trip is an integral part of the course and is an opportunity to cover the necessary data collection for the coursework component, therefore there is a monetary commitment to taking this course.
Component Outline
Paper 1: Physical Geography
Tectonic Processes and Hazards, Landscape Systems, Processes and Change –including Coastal Landscapes and Change. The Water Cycle and Water Insecurity and the Carbon Cycle and Energy Security
Paper 2: Human Geography
Globalisation, Shaping Places – including Regenerating Places. Superpowers, Global Development and Connections – including Identity and Sovereignty.
Paper 3: Synoptic Investigation based on a resource booklet containing information about a geographical issue.
Fieldwork investigation
Students complete an individual investigation of 3,000–4,000 words, which includes data collected in the field. The investigation must be based on a question or issue defined and developed by the student relating to any part of the specification content.
Careers Education
• The course content incorporates examples of careers in all of its components, from river management to urban planning. The human interaction with the world around us is central to Geography and raises awareness of the possibilities and consequences of living on our planet.
• Field work trips bring students in touch with people at work in the environmental management sector as well as urban planning.
• The wide variety of skills taught in Geography equips students with transferrable skills that are relevant to many careers.
Exam Board: Edexcel
History
Qualifications needed: GCSE grade 6 in History.
Course Content
‘Very good. Well above average standards are promoted by very effective teaching. Students’ achievements are very good throughout the course.’ Ofsted comment.
The A Level History course allows students to develop a deepened historical knowledge and understanding of a number of pivotal periods and events that have shaped the world we live in today. The course will enable you to develop transferable skills including, critically evaluating evidence, researching and using historical documents, producing reasoned and thoughtful arguments, presentation and interpersonal skills. Unit Outline
1 Breadth study with interpretations: Russia, 1917–1991: from Lenin to Yeltsin
Students will study the communist government, industrial and agricultural change, control of the people and social developments between 1917 and 1985. Students will also consider the reasons for the collapse of the USSR c.1985–91. The exam involves three essay questions with the latter of the three assessing different interpretations of the collapse of the USSR under Gorbachev.
2 Depth Study: The German Democratic Republic, 1949–90
An in-depth study of the German Democratic Republic from its formation after World War II to its collapse in 1990. Students will consider how communist rule was established and consolidated in the GDR, how the East German state developed, what life was like in East Germany and how communist rule collapsed in the GDR. The exam involves two essays: one focused on depth, and a source-based question
3 Themes in breadth with aspects in depth: The British experience of warfare, c.1790–1918
Students will investigate the changing nature and experience of warfare from the Napoleonic wars through the Crimean War and Second Boer War to the end of World War I. The exam involves three essays; one focused on depth, one focused on breadth and one source-based question
4 Interpretations of Appeasement during the 1930s. Coursework: Students complete an independently researched enquiry on three historical interpretations about the appropriateness of appeasement. This unit requires students to complete a 3,000–4,000 word essay.
Careers Education
• We subscribe to Modern History Review, which has relevant articles to guide further reading.
• The department has a successful track record of students proceeding to study History, Politics or International Relations at university. A number of students have gone on to study the subject at Oxbridge.
• We provide specific guidance to students applying for History and develop important skills outside the classroom through the Debating Society, extensive reading lists and a wide range of books that help students to investigate Historical periods outside of the curriculum.
• The department also provides advice for those students who require extra support for any applications to higher education.
Exam Board: Edexcel
Maths and Further Maths
Qualifications needed: GCSE grade 7 in Maths. Students need to have covered grade 7/8 material and be proficient in Algebra in order to access the A Level course. Further Maths requires GCSE grade 8 or above in Maths.
A Level Maths is challenging and exciting, and if you love algebra, reasoning and logic, it will suit you well. Learning Maths requires problem solving, discovery and a lot of determination. Students will only achieve success by ‘doing’ – answering Maths questions – lots of practice in and outside of lessons.
At TWGSB Further Maths is only offered as a fourth A Level to students studying Maths A Level Further Maths may be offered elsewhere as a standalone subject but not at TWGSB. Essentially, Maths and Further Maths are not treated as separate subjects here although the teaching hours equates to that of two full A Levels for those students studying both. It is our firm belief that curriculum breadth is important for students, therefore if students find that they are struggling with the demands of four A levels, Further Maths is the subject they would be required to drop in order to manage workload. This view is supported by many universities where three A Levels including Further Maths is considered insufficiently broad. Students should therefore opt for Further Maths on this basis only.
Course Content
The A Level Maths content is 100% prescribed, containing both Pure Maths (Algebra, Calculus and Functions), and Applied Maths drawn from Statistics (Data and Probability), and Mechanics (Forces and Motion) There will no longer be any options. There is no Decision Maths included.
The A Level Further Maths content contains 50% compulsory Core Pure and 50% of optional content.
All exams take place at the end of Year 13, all calculator papers. Overarching themes of mathematical argument, language and proof, problem solving and mathematical modelling underpin all parts of the qualifications. The use of technology in the classroom is expected and some exam questions will be based on a large data set that will students will have access to throughout the course which will be used as part of classwork and homework.
A Level Maths content includes:
• Pure Maths: proof; algebra and functions; coordinate geometry in the (x,y) plane; sequences and series; trigonometry; exponentials and logarithms; differentiation; integration; vectors; numerical methods;
• Statistics: statistical sampling; data presentation and interpretation; probability; statistical distributions; statistical hypothesis testing;
• Mechanics: quantities and units in mechanics; kinematics; forces and Newton’s laws; moments.
A Level Further Maths content includes:
• Core Pure 1 (Year 12), Core Pure 2 (Year 13)
• Decision Mathematics 1 (Year 12)
• Further Statistics 1 (Year 13)
Wells Grammar School for Boys Sixth Form
Careers Education
The department is successful in preparing students for studying Maths and related areas such as Engineering, Finance, Computing and the Sciences via some of the top university courses or straight entry to employment or apprenticeships. Years 10–13 can attend lectures and presentations on many applications of Maths in the real world.
Our co-curricular provision enables students to participate in a range of activities to enhance their experiences and employment or university prospects. These include supporting younger students, taking part in competitions such as code breaking and team challenges, Maths Inspiration Trips, and studying for additional examinations such as STEP.
Exam Board: Edexcel (9MA0 – Maths; 9FM0 – Further Maths)
Tunbridge
Media Studies
Qualifications needed: GCSE grade 6 in Media or English.
Course Content
This offers the in-depth study of media products in relation to the four areas of the theoretical framework: language, representation, industries and audiences. Students are required to study products from all of the following media forms: tv, film industries, radio, newspapers, magazines, advertising and marketing, online, social and participatory media, video games and music video. The students have the opportunity to learn Publisher, Adobe Photoshop and Premiere Pro to create their own media texts. Creative, independent learning skills are essential, as is the desire to engage in lively discussion and debate in class. An interest in contemporary media forms such as news, social media and music is useful to the course.
Unit
Component 1: Media Products, Industries and Audiences
Component 2: Media Forms and Products in Depth
What’s assessed?
The examination assesses media language, representation, media industries, audiences and media contexts. It consists of two sections:
Section A: Analysing Media Language and Representation
This section assesses media language and representation in relation to two of the following media forms: advertising, marketing, music video or newspapers. There are two questions in this section:
• one question assessing media language in relation to an unseen audio-visual or print resource
• one extended response comparison question assessing representation in one set product, plus an unseen audio-visual or print resource in relation to media contexts.
Section B: Understanding Media Industries and Audiences
This section assesses two of the following media forms – advertising, marketing, film, newspapers, radio, video games – and media contexts. It includes: one stepped question on media industries and one stepped question on audiences.
The examination assesses media language, representation, media industries, audiences and media contexts. It consists of three sections:
Section A – Television in the Global Age
There will be one two-part question or one extended response question.
Section B – Magazines: Mainstream and Alternative Media
There will be one two-part question or one extended response question.
Section C – Media in the Online Age
There will be one two-part question or one extended response question.
Assessment Outline
35% Written examination: 2 hours 15 minutes
Component 3: Cross-Media Production
An individual cross-media production based on two forms in response to a choice of briefs set by WJEC, applying knowledge and understanding of the theoretical framework and digital convergence.
Careers Education
35%
Written examination: 2 hours 30 minutes
30% Non exam assessment
• We have a successful track record of students studying Film Production, Creative Writing, Animation, Journalism, Advertising and Marketing at university. Many have then secured jobs in the industry.
• We offer advice on different courses/universities related to the subject, including talks from industry specialists and we encourage students to expand their portfolios by participating in independent projects and external competitions. We have resources in the department to encourage students to widen their knowledge and expertise of the subject such as examples of past work, media magazines, broadcasts and books. We attend a major A Level Media students' conference in London each year.
. • Exam Board: EDUQAS
Music Technology
Qualifications needed: It is helpful if candidates play an instrument, have basic keyboard skills and do some music production in their spare time, though performing itself is not marked. Enthusiasm for listening to and creating popular music using relevant technologies is a must.
Course Content
We have invested heavily in our recording studio over the past few years. It is a stimulating space containing record player, reel-to-reel tape recorder, sample pad, analogue and digital synths, Yamaha DX7, digital jazz organ, dedicated guitar and bass, and Logic Pro X
This largely practical course will develop recording, composing, critical listening and producing skills. In recording, you will learn to capture, edit and mix sounds to produce an audio recording with increased sensitivity and control. Students will develop the skills to capture and manipulate sounds in corrective and creative ways in order to communicate effectively with listeners. In composing, you will learn to create, edit and structure sounds with a focus on music technology. The emphases in this process will be on synthesis, sampling and creative effects. For the listening exam, you will need to be able to identify a range of music production techniques used in unfamiliar commercial recordings. The production stages of capture and creating sounds, editing and arranging sounds and mixing will be covered in the examination. Finally, the production exam will assess your knowledge of the techniques and principles of music technology through a series of written and practical tasks, in the context of audio and MIDI materials provided by the exam board. Having corrected and developed a number of stems, you will need to put these together to form a convincing final mix.
1 Recording: Production tools and techniques to capture, edit, process and mix an audio recording.
2 Composition: Creating, editing, manipulating and structuring sounds to produce a technology-based composition.
3 Listening and Analysing: 1 hour 30 min listening examination with questions on focussed on music production, including how the tracks were performed, recorded, edited, effected and mixed.
4 Producing and Analysing 2 hours 15 mins examination on music production
Careers Education
• The department has a successful track record of students proceeding to study Music and Music Technology at a number of high-profile universities and music colleges.
• Students are encouraged to gain ‘work experience’ by helping with sound at concerts.
• Marketing materials provided by universities are shared with students.
• The department also has a number of industry contacts who are able to provide careers advice to students.
Exam Board: Edexcel
Philosophy
Qualifications needed: GCSE grade 6 in both English Language AND a humanities subject.
Course Content
‘To teach how to live with uncertainty, yet without being paralysed by hesitation, is perhaps the chief thing that philosophy can do.’ Bertrand Russell
A Level Philosophy is designed to give students a thorough grounding in the key concepts and methods of philosophy. Students will have the opportunity to engage with big questions in a purely secular context.
Epistemology
Perception: What are the immediate objects of perception?, The definition of knowledge: What is propositional knowledge? and The origin of concepts and nature of knowledge: where do ideas/concepts and knowledge come from?
Moral philosophy
Ethical Theories: How do we decide what is morally right to do?, Kantian deontological ethics, Aristotle Virtue Ethics and Ethical Language: What is the status of ethical language?
Metaphysics of God
The Concept of God, Arguments relating to the existence of God and Religious Language
Metaphysics of mind
The mind–body problem, Logical/analytical behaviourism, Mind–brain type identity theory and Eliminative materialism
Examination Outline
Paper 1: Epistemology and moral philosophy (3 hours exam)
Section A – Five questions on Epistemology
Section B – Five questions on Moral Philosophy
Paper 2: The metaphysics of God and the metaphysics of mind (3 hours exam)
Section A: Five questions on the metaphysics of God
Section B: Five questions on the metaphysics of mind
Careers Education
Philosophy is a non-vocational subject, so the skills it gives you are transferable to many different industries. Additionally, through studying Philosophy you will acquire the ability to think very deeply about complex issues, weigh up and evaluate different ideas, and take in and analyse dense information quickly. Guidance is provided for students considering continuing the subject in further education – concerning the best university to go when considering certain courses – while taking in to account their interests and the jobs this may lead to.
Exam Board: AQA
Tunbridge
Physical Education
Qualifications needed: GCSE grade 6 in both Physical Education AND Biology.
Course Content
‘I have enjoyed learning the different aspects of PE, particularly how performance can be affected by psychological aspects such as stress and anxiety.’
The course enables the student to develop an understanding of physiological, psychological and social/cultural aspects which affect skilled performance and participation in physical education and sport. Students also learn to observe and analyse practical performance, as well as refine their own skills.* Students gain the opportunity to take up leadership roles, as a coach, official or analyser. The varied course requires an interest in contemporary issues in sport, sound research skills and considerable independent learning.
Overall course structure
Theory (70%)
2 papers: 2 hours each (35% each)
• Paper 1: Factors affecting participation in physical activity and sport (105 marks)
• Paper 2: Factors affecting optimal performace in physical activity and sport (105 marks)
Each section of the exam will be examined by multiple choice, short answer and extended writing questions
Careers Education
Non-examined assessment (30%)
There are two aspects to the NEA (90 marks):
• Performance assessment (practical performance) 15% (45 marks)
• Performance analysis assessment (analysis and evaluation) 15% (45 marks)
Physical Education provides opportunities for several career paths in sport, including Sport Science, Sports Leisure and Management, Physiotherapy, Podiatry, Teaching and Coaching courses at university to name but a few.
In Year 11 GCSE theory syllabus, there is a section on Careers in PE including physiotherapy, sports medicine, sports massage, coaching, sports journalism, teaching, sports scientist, performance analysis, sports psychologist, sports nutrition. We also give specialist advice for those students looking to follow sports-related degree courses and offer coaching opportunities for students in Years 10–13 in football, rugby, basketball, cricket and athletics.
Exam Board: AQA
* Please note, for the practical NEA students need to be playing their chosen sport at school or club level (see AQA course specification).
Tunbridge
Physics
Qualifications needed: GCSE grade 6 in both Maths AND Physics. Due to the demanding level of mathematical understanding and application required by the course, we strongly recommend that students taking A Level Physics also study Maths at A Level.
Course Content
The Physics course builds and expands upon many of the key concepts established in GCSE Science.
We engage in a range of learning experiences, such as role playing (excitation of atomic electrons and electron energy levels, for example), student presentations, model making, collaborative learning techniques, electronic student feedback (e.g. Socrative), problem solving, especially using past paper questions. Asking and answering questions are crucial elements of the learning experience.
Outline
Examination: Paper 1
Measurement and errors
Mechanics and Materials
Electricity
Radioactivity and Particle Physics
Examination: Paper 2
Physics at A Level aims to develop essential knowledge and understanding of the applications of Physics and to develop an understanding of the link between theory and experiment. We aim to help you appreciate how Physics has developed and is used in present day society. Perhaps most importantly, we hope to sustain and develop your enjoyment of, and interest in, the subject.
Paper 3
Careers Education
• Physics equips you with the ability to embark upon a wide range of courses and careers: from nanotechnology to stock market analysis, from geophysics to astronautics. The most popular courses followed by students tend to be in the fields of Physics, the Sciences, Medicine or Engineering.
• The department has a successful track record of students proceeding to study Physics or Engineering at university.
• We provide extensive further reading lists with a view to impressing university entrance officers.
• Guest speakers have come in and discussed their roles e.g. Bloodhound, Young Engineers. This gives an insight into what such careers involve and the pathways into them.
• The department also provides advice and mock interviews for those students who requiring extra support for any applications to higher education.
Exam Board: AQA
Politics
Qualifications needed: GCSE grade 6 in History or a humanities subject.
Course Content
The specification requires in-depth study of UK and US government and politics. Comparisons across the two political systems are required in the topic entitled Comparative politics. Students will be required to identify parallels, connections, similarities and differences between aspects of politics. This will ensure that students develop a critical awareness of the changing nature of politics and the relationships between political ideas, political institutions and political processes. The subject also requires students to learn about political ideologies and the evolution of the main schools of political thought. The three broad areas are as follows:
• Government and politics of the UK
• Government and politics of the USA and comparative politics
• Political ideas
Examination outline
Paper 1: 2 hours, 33.3%
Government and politics of the UK
Paper 2: 2 hours, 33.3%
The government and politics of the USA
Comparative politics
Paper 3: 2 hours, 33.3%
Political ideas
Careers Education
The course develops analytical skills and an ability to marshal facts and argue a case. It also develops a shrewd critical eye for political developments and spin!
• The department subscribes to Politics Review magazine, which has articles that students can use for their further reading and for referencing in exams
• We provide extensive further reading lists, listening lists for podcasts and watch lists for news programmes and political documentaries.
• We attend political conferences where key political figures including government ministers, MPs and political journalists discuss their work and careers
• We discuss a range of roles relevant to the course e.g. MPs, civil servants, lawyers and judges, lobbyists, public relations, journalism and media, NGOs, union delegates, special advisors, think tanks and their links to other institutions such as universities. We consider university paths into several of these; party membership, civil service fast track, internships and voluntary work etc. We encourage engagement with political parties and local political engagement.
Exam Board: AQA
Psychology
Qualifications needed: GCSE grade 6 in both Biology AND Maths
What is Psychology?
Psychology is the scientific study of mind and behaviour; psychologists focus on understanding and explaining all kinds of human behaviour. Studying Psychology allows students to consider the brain and its functions and how it operates to create memories and attachments. It also provides the opportunity to look at different approaches to understanding behaviour and think about how psychologists observe and conduct experiments to find out more about the way people act and interact. Students can consider a range of issues such as why most people conform, how our early experiences shape us as a person and why some people suffer depression or other mental illness.
Students will learn a number of skills including analytical thinking, problem solving, critical reasoning, planning and conducting scientific investigations. Students should be prepared for the significant scientific and mathematical content alongside the need to develop extended written skills.
Course Content
The course covers a range of topic areas including:
Social influence
Why do people conform? What makes some people obey? How can a minority influence a majority?
Memory How are memories stored? What are the different models of memory? How accurate is eyewitness testimony?
Attachment How do we form attachments in early childhood? What can animal studies tell us about human attachments?
Psychopathology What counts as abnormality? How can you treat phobias, depression and OCD?
Approaches in Psychology
What are the different psychological approaches? How does their explanation of behaviour differ?
Biopsychology How does the nervous system differ from the endocrine system? What are the different ways of studying the brain?
Research Methods Which research methods do psychologists from different approaches use? How do ethics influence research?
Issues and Debates in Psychology
What is the nature nurture debate and what do psychologists think? How have gender bias and cultural bias affected Psychology?
Students will also study three option topics: Cognition and Development, Schizophrenia and Addiction.
Assessment
Students sit three 2-hour exam papers at the end of the course, each worth 33.3% of their grade.
Paper 1: Introductory Topics in Psychology – Social Influence, Memory, Attachment, Psychopathology.
Paper 2: Psychology in Context – Approaches to Psychology, Biopsychology, Research Methods.
Paper 3: Issues and Options in Psychology – Issues and Debates, and 3 option topics.
Careers Education
Psychology and related areas of study are an incredibly popular choice at university. It can provide students with a host of exciting career options including clinical psychology, marketing, occupational therapy, teaching, business development, forensic psychology, nursing and human resources.
Exam Board: AQA
Sociology
Qualifications needed: GCSE grade 6 in both English AND a humanities subject.
What is Sociology?
Sociology is the study of human social life, groups and societies. Studying Sociology helps students to develop a critical approach to understanding issues around education, families, crime, discrimination, power and life chances. It is a fascinating subject and focuses on our own behaviour as social beings. The scope of the A Level course is wide-ranging – from the analysis of how people present themselves to others in different social settings to the investigation of globalised society.
Students will learn a number of skills including the use of evidence to support arguments, how to investigate facts and critical thinking. A willingness to discuss social issues and a questioning mind is essential since debate and evaluation form an important part of the course. We expect students to have the maturity to discuss the range of issues covered as well as to be prepared for the significant written work.
Sociology is relevant to the society in which we live so students are bound to enjoy topics that are relevant to everyday life; plus it opens the door to a fantastic range of interesting careers.
Course Content
This course provides students with the opportunity to examine contemporary society and human behaviour through a range of topic areas including:
Education
Why are some students so anti-school? What factors inside school, and their home background, affect a person’s achievement?
Families and Households
Has the position of children in society improved in the last 100 years? Has increased family diversity led to the decline of the traditional family?
Crime and Deviance
Is there one law for the rich and another for the poor? Why do people commit crime and can it be prevented?
Assessment
Research Methods and Methods in Context
What methods do sociologists use to conduct their research? What practical and ethical factors affect their decisions? Which research methods are best suited to studying educational issues?
Stratification and Differentiation
Does social class still matter in the UK today? How does a person’s age, gender and ethinicity affect their life chances?
Theory and Methods
Do we live in a modern or postmodern society? Is Sociology really a science?
Students sit three 2-hour exam papers at the end of the course, each worth 33.3% of their grade.
Paper 1: Education, Methods in Context, Theory and Methods
Paper 2: Topics in Society – Families and Households, Stratification and Differentiation
Paper 3: Crime and Deviance with Theory and Methods
Careers Education
Sociology is a great choice of subject for people considering careers in nursing, social work, policing, teaching, law and journalism – essentially any work with the public. Many students go on to study the following at degree level: Sociology, Criminology, Psychology, English, Business, Law and Teaching.
Exam Board: AQA
Spanish
Qualifications needed: GCSE grade 6 in Spanish.
Course Content
Areas of interest
Social issues and trends
Themes • Being a young person in Spanish-speaking society
• Families and citizenship
• Youth trends and personal identity
• Education and employment opportunities
Themes • Diversity and difference
• Migration and integration
• Cultural identity and
• marginalisation
Political, intellectual and artistic culture
• Understanding the Spanish-speaking world
• Regional culture and heritage in Spain, Spanish-speaking countries and communities
• Media, art, film and music in the Spanish-speaking world
• The two Spains: 1936 onwards
• El franquismo: Origins, development and consequences
• Post-Civil War Spain
• Cultural enrichment and celebrating difference
• Discrimination and diversity
Outline
• Spain – coming to terms with the past? ‘Recuperación de la memoria histórica’; attempts to deal with the past; ‘los desaparecidos’; removing the symbols of Franco’s Spain
A report by the British Council, titled ‘Languages for the Future’, identified Spanish as the most important language for people in the UK to learn.
Careers Education
• We offer advice to students considering doing a university degree in Modern Languages or following associated career paths.
• We encourage students to attend the annual Language Show in London in October. The Careers Zone at Language Show Live is the place for skilled linguists to meet recruiters, get advice, hear from experts and find a job. There is a Careers Forum where they can find dedicated sessions on how to make best use of their language skills and the opportunities available within the language world.
• Some teachers in the department have had successful careers in other areas of the world of work and they are able to demonstrate that the academic rigour of an MFL degree course equips students well for the competitive job market, making them attractive to employers and opening up a variety of professional opportunities.
Exam Board: WJEC Eduqas
