Sixth Form Curriculum Guide 2025

HEADMASTER’S INTRODUCTION

Whitgift is one of the country’s leading boys’ schools and we have a strong commitment to each student’s all-round development as well as ensuring they reach their potential academically. Alongside our strong academic ethos, we offer a rich variety of co-curricular activities, music, drama and sports and superb onsite facilities –all helping to create a very special and enriching experience for students in the Sixth Form.

We welcome applications to our Sixth Form from boys currently studying elsewhere. Almost all of our Fifth Form boys remain at Whitgift until they have taken their A levels or International Baccalaureate exams, where they achieve excellent results. However, we also accept a number of students each year who join us from many other schools. They might live locally, travel across London and Surrey, or they might seek one of our prestigious boarding places so that they can throw themselves into Whitgift life without any travel issues! With strong support from the pastoral teams our new students integrate seamlessly into the cohort, quickly benefiting from the stimulating new surroundings and our famously wide range of opportunities. These range from an enormous number of sports, through music, drama, partnership work, debating, and countless other options.

Courses are individually tailored, with pathways for A Level or International Baccalaureate qualifications, and specialist tutors are available to offer personal advice on the most suitable routes.

Being confident and ready for more independent learning and living is a core area for Whitgift School. Stepping up to positions of responsibility allows Sixth Formers to develop as individuals and to demonstrate initiative, leadership and collaborative working - all helping the journey to Higher Education, whether in the UK or overseas. For those who opt to board with us at Founder’s House, this offers an ideal stepping stone to growing independence.

The Sixth Form experience is a very exciting time for any student and, as Headmaster of Whitgift for the year ahead, I hope to see every Sixth Former enjoy and make the most of their time with us. For many, the Sixth Form years are some of the best times in their school careers, but we understand there are inevitably pressures and anxieties in these years too. Whitgift tutors are here to help every student navigate their way and I would like to make clear that I am also available to students who want to ask for advice or ideas regarding their future. I may only be Head for a year, but I want all pupils to know I care very much about each of them.

Andrew Halls Headmaster 2024-2025

AN INTRODUCTION TO THE SIXTH FORM

Whitgift’s Sixth Form marks a clear transition point into a period of education in which greater freedom, privilege and responsibility will be evident to all our students. Our aim is to seamlessly bridge the gap between the GCSE years and adulthood and set our students on a path of future success in their chosen field, with all the knowledge and tools needed to achieve beyond what they thought possible and to make a positive difference in the world.

In these two years, students will be guided by the values of independence (in terms of managing time and learning), leadership (as they help to shape the culture of the school and those following in their footsteps) and aspiration (as they set their sights beyond Whitgift and on the adult life they will have ahead of them). A student’s time in the Sixth Form will be some of the most rewarding, fun and exciting years they will experience, but ones that we hope will enable them to forge any path they desire, and to do so with purpose and humility. We hope that Whitgift Sixth Formers will not take their privilege for granted, but know they are being given an extraordinary opportunity, and grasp it with both hands.

We aspire for all our Sixth Formers to be engaged, articulate, innovative, and wellrounded young people with a powerful sense of identity and strong values, brimming with self-confidence, but with their feet planted firmly on the ground. We are unashamedly a school which places a high value on academic success, but we value equally the development of the whole student, both in and outside the classroom. Students are encouraged to think critically, push themselves beyond their comfort zone and embrace the new. There will be hard work ahead, but this will be approached with eagerness and not with trepidation, and every student will have the opportunity to find an area in which they can excel. We want them to find

their happy place, and grow within it, sharing their passions with others, and leaving behind them a legacy of which we all can be proud.

With its diversity truly reflecting that of London, Whitgift offers a unique opportunity to engage with young adults of vastly differing backgrounds, life experiences and views. This creates an atmosphere which is genuinely lively and stimulating, but also accepting. As individuals, students are known and valued and as a community they are strong.

Although the transition to adulthood can be challenging for some, the supportive community lead by the tutors and the wider Sixth Form team will be there to encourage, inspire and guide students at every stage of their educational journey. The Student Futures team is there to guide all towards towards the best possible next steps. Ultimately, we aim for our Sixth Formers to emerge as outstandingly qualified, lifelong learners with the ability to make a positive difference to the world, and a desire to ‘give back’ in many ways. We want them to be happy and secure. We know all of this is only possible with a significant emphasis on outstanding pastoral care and wide-ranging support mechanisms to suit all individuals. We are not a one-size-fits-all school. We are proud of our ability to tailor our support to the needs of every pupil.

So, what makes our Sixth Form so special? First and foremost, this is a school that combines a rich heritage with modernity – a school that moves with the times! Our students are proud to be Whitgiftians on every level and represent the school with pride. The Whitgift Sixth Form is characterised by the sheer breadth of opportunity available to students. Whether they choose International Baccalaureate (IB) or A Level is only the start; the range of co-curricular opportunities is exceptional and there are

countless opportunities to develop leadership skills, through Community Service, Charity, CCF, as a prefect and so much more. As ambassadors for the School, and role models for our younger boys, our Sixth Formers are always encouraged to think about more than just themselves, and consider what kind of difference they can make, however small, to others. Through their vastly differing endeavours, they make us proud every day. Our student are what make Whitgift truly special.

We know that we provide our students with the perfect environment to create memories and friendships that will last a lifetime and our staff is committed to ensuring they do.

Faye Carter Director of Sixth Form

Entry requirements

The great majority of students enter the Sixth Form directly from the Fifth Form, a tribute to the atmosphere and spirit within the school. We also welcome students from other schools both in the surrounding area and from further afield. Every effort is made to ensure that any new entrant to Whitgift quickly becomes part of the school community and soon feels comfortable.

Admission to the Sixth Form is not automatic, being determined by overall academic achievement and suitability for the rigours of Sixth Form study. The precise requirements for this are set out in a separate document. Certain subjects also have specific GCSE grade requirements. Students are expected to maintain high academic standards throughout the Sixth Form. Strong university applications require a good academic performance in the Lower Sixth year.

For internal candidates, there is no formal application process for the Sixth Form, as it is expected that most will continue straight through.

We recommend that applications for entry into the Sixth Form by external candidates are made early in the final GCSE year. Prospective Sixth Formers may be asked to sit entrance examinations in subjects that they intend to study at Higher Level IB or A Level so as to assess their suitability, as well as a Thinking Skills paper. In addition, those applicants who are non-native speakers will sit a proficiency exam in English. Applicants will usually have an interview with a representative of the Senior Leadership or Sixth Form teams. Receipt of satisfactory references from the student’s current or previous school is also required. The Headmaster may make an unconditional offer or one conditional upon specific grades being achieved at GCSE.

Sixth Form facilities

The Sixth Form Centre is a modern space with invaluable neighbouring facilities, including the Raeburn Library, a Quiet Study Area and a newly-refurbished café. The Library is staffed permanently and students have specific private study periods on their timetables in the Quiet Study Area to encourage organisation and study skills. The contemporary, bright and expansive Common Room combines areas for relaxing and socialising. Immediately adjacent to the Common Room, Quiet Study Area and Prefects’ Room are offices for the Sixth Form leadership teams comprising the Director of Sixth Form; the Proctor; the Heads of Lower and Upper Sixth together with their Deputies and Assistants; the Director of IB; the Assistant Head (Student Futures) and her team, and the Sixth Form Administrators. This ensures that support and advice is always at hand.

Co-curricular activities

All students are attached to the Senior School House system. There are House competitions and events covering a wide range of sporting, cultural and artistic activities. In addition to House activities, students can involve themselves in many sports including rugby, football, hockey, cricket, athletics, badminton, climbing, crosscountry running, rowing, fencing, fives, golf, rowing, biking, badminton, shooting, squash, swimming, table tennis, tennis and water polo. In addition, students can join the Outdoor Education Programme or the Combined Cadet Force, or participate in the Duke of Edinburgh Award Scheme. We also operate an inspiring clubs and societies programme; those of particular interest to Sixth Form students include the Debating Society, MedSoc, Whitonomics, as well as various musical groups and drama activities. Sixth Form students are encouraged to take a leading role in the organisation and development of these societies.

The Sixth Form games programme follows the same structure as what pupils will experience in the Fifth Form, with a double period per week allocated to it. These games periods allow pupils to challenge themselves in a sporting environment commensurate to their ability level, whilst promoting an active healthy lifestyle. Sports and activities such as rugby, hockey, football, cricket, weight training, golf, basketball, and outdoor education, to name but a few, are all options during Sixth Form games.

Student leadership

Our Sixth Formers are important role models to their younger peers. There are plenty of opportunities for them to take on a leadership role soon after the beginning of the Michaelmas Term – involvement in Community Service projects or running our House drama competition with younger students, for example. A busy Student Leadership Team headed by the School Captain and his deputies have a whole school remit, working on events and collaborating on the strategic direction of the School with senior staff. Our vibrant House system is headed by a team of Upper Sixth students. We also have Sports Captains, Form Reps, and peer mentors for younger year groups.

Sixth Form Student Voice

The Senior Leadership Team greatly values the input of our Sixth Formers when it comes to making changes to school life and as a sounding board for the strategic direction of the school. As such, the Sixth Form Team will regularly canvas opinion in tutor time, as well as meet with various committees, encompassing different pupils representing their form groups on each occasion. Their responsibilities include representing the views of the Sixth Form and the wider student body to members of staff, initiating and organising social activities, and fostering links with the world outside Whitgift.

We cannot hope to understand our students and have them work in collaboration with us if we do not know what they think.

General Studies and Enrichment Programme

General Studies is an extensive enrichment programme taken by both Upper and Lower Sixth Form A Level students. The course offers a mix of academic enrichment, vocational and skills-based workshops, as well as general life skills presentations aimed at fulfilling Whitgift’s aim of giving the best all-round education. The programme includes lectures and presentations from a wide range of external speakers on such topics as sexual health, consent, drugs and alcohol and gambling, as well as panel discussions, and the sharing of interesting and inspiring life-experiences. Alternative provision is made for IB students, to ensure that they too, have the opportunity to engage with some of these topics alongside their busy timetable of academic study.

Careers and Higher Education

Sixth Formers are provided with all the resources necessary to assist with career and Higher Education decisions. Our Assistant Head (Student Futures) is overseeing an integrated programme of career events, guest speakers and individual coaching. The Director of Higher Education and his Assistants meet with students to discuss personal aspirations and the available routes forward.

During the Michaelmas Term, there is a large Careers Convention, the focus of which is to provide vocational information. This is an ideal opportunity to build on the knowledge that students have gathered to date and gain an invaluable insight into the world of work through networking with dozens of professionals. We encourage students to take advantage of opportunities for work experience

and we regularly promote external opportunities that tie in with our holiday periods.

In the Lent Term of the Lower Sixth, we begin to plan for university applications. A booklet of guidance on making applications is distributed, to accompany the ‘After Whitgift’ Information Evening for parents and students. This is the time to start selecting Higher Education options at home and internationally, as well as considering Conservatoires, degree apprenticeships and employment.

The end of the Trinity Term sees the beginning of the university Open Day season and students are encouraged to make individual visits. We also ask students to discuss gap years with us as early planning is recommended. Old Whitgiftians are invited back to speak to current students about their experiences, we commence preparation for university admissions tests and there is an ‘After Whitgift’ course, which concentrates on self-presentation and making successful applications.

All students are offered the opportunity of a practice interview. University applications are processed in the Michaelmas Term of the Upper Sixth. Candidates for Oxbridge and medical subjects necessarily have an earlier deadline. All students receive individual attention and advice from the Student Futures and Higher Education Team, Sixth Form Team, Tutors and subject teachers.

Ideatum

Ideatum is Whitgift’s bespoke values driven PSHE, ‘life skills’ and critical thinking programme designed to support the safeguarding and social-personal development of our students. It is delivered as a weekly timetabled lesson for all A Level students in the Lower Sixth, and a fortnightly session for all Upper Sixth students

through the Tutor system. Through participation in Ideatum, Sixth Formers will develop their confidence, sense of identity including their self-awareness, refine their ability to critically question, and evaluate, the world around them, whilst also gaining a better understanding of matters that impact their social, physical, and mental health and wellbeing. Each Half Term is dedicated to a single unit of study focused on a key theme; these are: Relationships with Myself and Others; The Online and Digital World; Healthy Lifestyles and Life Choices; Relationships and Sex Education; Mental Health and Wellbeing

and My Place within the World: Core Social Issues. The transferrable skills that our Sixth Formers gain in Ideatum serve them well across the breadth of their academic curriculum, as well as their lives outside the classroom.

COMMUNITY ENGAGEMENT

We strongly believe that a fundamental part of our Sixth Formers’ educational experience should be to actively ‘give back’ to the community. Sixth Form students are therefore offered a range of exciting opportunities to participate in our community programmes, and it is expected that all will do so in some capacity. These programmes include opportunities which take place in curriculum time (for example, helping at Primary Project lessons at Whitgift or visiting local primary schools to support and mentor pupils), and those outside of curriculum time (such as supporting pupils at our Primary Masterclasses programme or Community Summer School). We also strongly encourage students to use their initiative to take part in community and charitable activities beyond those organised by the School and we aim to support them in their endeavours wherever possible.

Primary Project

All Sixth Form students can volunteer to use one or more study periods per fortnight to support primary pupils who attend lessons at Whitgift each day. Whitgift students act in the capacity of teaching assistants and mentors, supporting the teacher and being role models to younger pupils.

Primary Masterclasses

‘Volunteering at a primary school has been a hugely rewarding experience for me. Working with younger kids has transformed my skills of communication, empathy and patience and I feel hugely grateful to have been given the opportunity to do so.’

Sixth Former

These run in a 6-week block in both the Michaelmas and Trinity terms, with extension lessons offered to disadvantaged primary pupils in Mathematics, English and Science. While the lessons are taught by Whitgift teachers, Sixth Form students take ownership of the logistics, support the lessons taking place, and take the teaching lead of small sections of the lessons under the guidance of the teacher.

Community Summer School

During the summer holidays at the end of Lower Sixth, students can spend a week or two volunteering in this programme which is designed to stimulate, challenge and excite disadvantaged primary pupils. The week consists of academic lessons and co-curricular activities, during which Whitgift students (and those from other schools) support lessons, build relationships with the primary pupils, and act as role models.

Community Service

Some Whitgift students have timetabled Community Service lessons, in which they visit a local primary school to assist with activities and lessons. This is a varied and exciting role: they might help with Maths lessons, support pupils with one-to-one reading, supervise playground activities, lead school council meetings, run chess clubs and so on. For pupils who move from four to three A Levels during the Lower Sixth, this will be added to their timetable alongside EPQ.

THE CURRICULUM

The Sixth Form Curriculum at Whitgift is based on three key principles: academic excellence, breadth and choice. There are two academic routes available, and whether a student opts for IB or A Levels, we believe the Sixth Form experience should encompass more than just the traditional academic subjects. This breadth is inherent in the IB Diploma Programme, and for A Level students it is achieved through the additional components of the Extended Project Qualification (EPQ) and Community Service;

Route A – International Baccalaureate (IB)

The IB consists of six subjects studied over two years. Students opt to study three of these subjects at Higher Level (HL) for specialist depth and three subjects at Standard Level (SL) to retain breadth. The IB also has three additional elements that must be completed by all students: The Theory of Knowledge (TOK), Creativity, Action and Service (CAS) and an Extended Essay. Students choose one from each of five subject groups: English, Foreign Languages, Humanities, Sciences and Mathematics. The sixth subject is either a creative subject or an optional second subject from the Languages, Sciences or Humanities groups.

The IB Diploma is assessed by the submission of coursework and through examinations at the conclusion of the Upper Sixth year.

The IB is a widely respected and internationally recognised qualification. University Admissions Tutors are aware of the challenge and breadth that the IB provides and Diploma Programme students can be confident of being looked upon favourably.

Route B – A Level

A Level students are expected to study four subjects in the first year, selected from an extensive list of subject options. In practice, most students will continue with three subjects in the Upper Sixth, although a number will complete four. We also encourage them to complete an Extended Project Qualification (EPQ); this exciting qualification gives students the opportunity to write a dissertation, conduct an investigation or produce an artefact on a topic which is entirely of their own choosing.

It is our expectation that all A Level students will leave Whitgift with at least four academic qualifications. This could be three A Levels plus EPQ, four A Levels, or four A Levels plus EPQ. Those moving to three A Level subjects in the Lower Sixth will pick up EPQ and Community Service in their vacant fourth block. Students continuing on four A Level subjects will also be able to complete the EPQ and/or Community Service. In addition to their chosen subjects, A Level students also study Ideatum and General Studies throughout the Sixth Form. These additional elements add considerable breadth as well as depth to the academic experience of our A Level students.

The following subjects are provided as full A Level courses Please note that some courses may not be available if the demand is insufficient.

Art Biology

Business*

Chemistry

Classical Civilisation

Computer Science

Design, Technology & Engineering

Drama & Theatre Studies

Economics*

English Literature

French

Further Maths

Geography

German

Greek

History

Latin

Mandarin Chinese

Mathematics

Music

Physical Education

Physics

Politics

Psychology

Spanish

Theology & Philosophy

*Students wishing to study Economics and Business Studies together for A-Level should first speak to the Head of Economics and Business to discuss whether it is a suitable combination for their future academic and professional ambitions. The school will consider requests from students to study both subjects on a case-bycase basis, given that some institutions may view the combination as being too narrow and hence disadvantageous for applicants.

EXTENDED PROJECT QUALIFICTION

A Level students also have an opportunity to complete an Extended Project Qualification in addition to their A Level subjects.

Why complete an EPQ?

The Extended Project Qualification gives A Level students the opportunity to write a dissertation, conduct an investigation, undertake a performance or produce an artefact on a subject of entirely their own choosing. It supports students with the transition to higher education and the world of work, and provides opportunities for the development of reflective and independent learning skills through the planning, research and evaluation of a selfselected project. It allows students to research a topic which develops their understanding of their chosen A Levels, or to choose a topic in a different area, extending beyond the curriculum. It is worth half an A Level and earns extra UCAS point; indeed, a growing number of universities are giving lower offers to Sixth Formers who have completed the EPQ.

What to expect?

The course will be taught to most students during the Lower Sixth. These lessons are in addition to the standard timetable for A Level study and students will need to be wellorganised and committed. The first phase of the programme compromises lessons that focus on broadening specific thinking skills and research techniques, before students undertake a period of independent work enabling them to complete the project and record their progress as they go. The programme culminates in a written evaluation of the project, as well as a presentation to staff and students. Extended Projects are different from essays, in that students are marked for the process, not just the outcome of their work. Projects will be assessed at school before being submitted for

moderation. The written report (5000 words for dissertations; 1500 words for artefacts) and other evidence of planning and research must be accompanied by:

• A completed production log, detailing the initial ideas, plans, research methods, resources used, record of advice from supervisor, development of ideas, record of the presentation and a reflection on the process of producing the project.

• A presentation of the completed project to other students and staff either using a PowerPoint or in the form of a short lecture. This must include a question-and-answer element with a non-expert audience.

Entry requirements

Students who would like to take an EPQ alongside their 4 A level subjects should express an interest early in Michaelmas term of the Lower Sixth. Although an EPQ provides students with a high level of stretch and challenge, any interested students will be considered for a place on the programme. Students can prepare for their EPQ after finishing their GCSEs by starting to think about their topic and starting to read around the subject. This will enable them to demonstrate a high level of commitment and independence before applying for the programme.

All students who are not already taking an EPQ and who move from a 4 A-Level to a 3 A-Level programme of study will be given the opportunity to take up an EPQ in their vacant fourth timetable block in January. The expectation is they will finish the EPQ by the end of Lower Sixth, allowing them to focus on their A-Levels and university applications in Upper Sixth.

CHOOSING YOUR ROUTE

A student’s path through Sixth Form of Route A (IB Diploma) or Route B (A Level) and the important subject choices within each, should be based upon his individual ability, his interests and his ideas for university application and career. It should be noted that IB and A Level students have approximately the same number of taught periods per fortnight and all students should be spending approximately equal numbers of hours on their homework per week. Students might wish to compare the academic syllabi for their preferred subjects, consider what they enjoy and what will keep them motivated to study over two years, as well as the subjects in which they have been most successful. They might wish to maintain wider interests in addition to studying particular specialisms for university.

Students should be encouraged to discuss their future plans in as much detail as possible to ensure that they embark on a purposeful, rewarding and enjoyable Sixth Form career.

Example combinations

Friendly and knowledgeable support and advice for prospective Sixth Formers and their parents is available from the Sixth Form and Higher Education teams, and other senior staff. Advice on non-university options is also available. The final decision on the most appropriate route must be mutually agreed by the student, his parents and the School.

To enable us to estimate staffing and timetabling requirements for the next academic year, we ask all students to make choices for their preferred route and combination of subjects in the Lent Term of the Upper Fifth year. Although some combinations of subjects will not be possible, and a course may be withdrawn if there is insufficient demand, we will use these choices as the basis for an arrangement of subjects designed to meet as many of the desired combinations as possible. We reserve the right not to allow students who change their minds to switch to a subject where teaching groups might be unacceptably large.

Here are some examples of possible combinations of subjects that can be studied. There are many other possible combinations and indeed you could enter any of the careers with rather different options.

Career

An aspiring medic

A politician

An engineer

A City power-broker

A future barrister

HL

Chemistry, Biology, Psychology

History, Global Politics, English Literature

Maths, Physics, Chemistry

Economics, Maths, Further Maths

English Literature, History, Philosophy

SL

English Literature

Maths, Language

Maths, Language ab initio , Environmental and Social Sciences

English Literature, Economics, Latin English Literature, Global Politics, Language ab initio

Environmental and Social Sciences, Maths, Language ab initio

A Level

Chemistry, Biology, Maths, Psychology

History , Language, Politics, Philosophy

Maths, Further Maths, Physics, Chemistry

Economics, Maths, Physics, Geography

History, Economics, English, Philosophy

University Course Guidance

Some university courses require specific subjects to have been studied at A Level or IB. Other courses prefer certain subjects or subject combinations. Below is a guide to the requirements for some university courses. This is not an exhaustive list and further information can be obtained from the Head of Higher Education. Different combinations may be expected for Oxbridge entry. Please note that combination courses are also available at many universities.

University Course

Architecture/ Graphic Design

Biochemistry

Biological Sciences: Biology, Botany, Zoology, Applied Biology, Microbiology, Biotechnology, Neuroscience

Biomedical Sciences

Business, Accountancy, Management Studies

Chemistry

Chemical Engineering

Classics

Classical Civilisation/ Studies

Computer Science

Economics

Aeronautical, Civil, Electrical, Electronic, Marine, Mechanical Engineering

English

Geography

Geology

Subject choices

Some courses require Mathematics or Physics, but a wide range of subjects is possible. A design portfolio is essential.

Chemistry usually supported by another science; Maths or Biology is preferable.

Chemistry and Biology are required. Maths is often preferred.

Some courses require or prefer Maths. Economics or Business tend to be preferable.

Chemistry and another science are usually required. Often Mathematics is required.

Chemistry, and Physics are required. Maths is often required.

Latin/Greek preferred.

No language required, but subjects involving essay writing preferred, such as Classical Civilisation, English or History

Maths is usually required. At Russell Group universities, Maths is required and Further Maths preferred

A strong achievement in Maths is required for most courses.

A Level/HL Maths is either required or preferred at many Russell Group universities. FM is advantageous at some institutions.

Maths and Physics are usually required. (Further Maths for Oxbridge)

English is usually required.

Geography is usually required.

Two or three subjects in science / Maths are usually required.

University Course

History

International Studies

Languages

Law

Mathematics

Medicine and

Dentistry

Music

Pharmacy

Pharmacology

Philosophy

Physics

Physiology

Politics

Psychology

Social Sciences

Sports Science

Theology

Veterinary Science

Subject choices

History is usually required. Additional essay writing subjects are preferable. Essay writing studies preferred such as English or History

The chosen language is usually required and additional languages are preferred. ‘Essay’ writing subjects are useful. A language and/or Maths are favourable. Maths is required and Further Maths and/or Physics are preferable.

Chemistry and Biology are required. Maths and/or Physics are preferred. Evidence of communication skills is desirable in a subject or from extra curricular activities. Work experience is expected.

Many courses require specific instrumental standards e.g. ABRSM 7 or 8. This varies depending on the extent to which Performance is part of the course. Two or three science subjects are required, usually including Chemistry.

A science / Maths can be an advantage.

Philosophy is preferred.

Physics and Maths are required.

Chemistry is often required and Biology, Physics and/or Maths are preferable.

Politics is useful but not required.

Science subjects are often required.

Usually there are no specific requirements.

P.E. is preferable and a science subject is required for some courses. Theology/Philosophy are preferable.

Chemistry and Biology are required. Maths and/or Physics are preferred. Extensive work experience is required.

Why study Art?

Art stimulates both sides of the brain and enables students to learn to use their senses. It promotes self-esteem, and gives students the confidence to express opinions about the world around them. Art represents a culture of questioners rather than a culture of responders, and students learn that there is always more than one solution to a problem. Students learn to think critically, as most questions regarding art do not have a specific answer. Pupils learn to come up with solutions to problems as they arise. This process hones students’ critical thinking skills, which are vital in the job market and later life.

What can I expect?

The Eduqas A level course runs over two years for Art or Graphics.

Component 1: Personal Investigation – Students explore and study a wide range of two and three dimensional techniques, integrating critical analysis and contextual research into their ideas and practical investigations. They develop their creative making and reflective recording skills, creating range of large scale pieces that from their portfolio.

Component 2: Externally set assignment – This is completed in the second term of the Upper Sixth. This incorporates two major elements: preparatory studies and the 15 hour exam based on their preparatory investigations. Visiting galleries and attending life drawing classes is also an important part of the course.

Visual Arts (IB) Higher Level: Comparative Study – Students produce 13-20 pages of studies and written analysis, comparing at least three different artworks by at least two different

artists. Process Portfolio – Students submit 13-25 pages of artwork across at least three different artmaking forms. Exhibition – Students submit 8-11 final pieces for exhibition alongside a written rationale.

Visual Arts (IB) Standard Level: The course is runthe same way as Higher Level, except students produce 10-15 pages for their Comparative Study, 9-18 pages for their Portfolio, and 4-7 pieces for the Exhibition.

Where could it lead?

For those who study Art, careers can range from Architecture to Graphic Design. Art courses can propel you towards creative and unexpected destinations. The Internet has created an explosion of opportunity for digital designers and multimedia artists. The world is filled with computers and portable electronic devices and the demand for web designers, app designers and other such roles is undergoing unprecedented growth.

Possible subject combinations

Art pairs well with all combinations of subjects. For the vast majority of university degrees, taking an Art-related subject will not disadvantage you, and shows that you have a breadth of interests.

BIOLOGY

Why study Biology?

Biology is the science of life and lies at the heart of major social problems that face the human race. As such, it is a subject of interest to everyone, whether they pursue it as a career or not. It is also the fastest developing science; as we venture further into the 21st century, our body of biological knowledge is expanding at a rapid pace. Studying Biology teaches us to ask questions, make observations, evaluate evidence and solve problems. The wide range of skills acquired during the study of Biology in the Sixth Form, including logical thinking, critical evaluation and data analysis is valued by both university admissions tutors and employers alike. Aside from continuing into directly biologicallyrelated subjects or careers, studying A Level or IB Biology is excellent preparation for studying any scientific subject at university and a wide range of scientific and non-scientific careers..

What can I expect?

At A Level students will study a range of topics including biological molecules, cells, exchange mechanisms, genetics and energy transfer between and within organisms. There are 12 formally assessed practicals and the skills learnt will be examined in the written papers at the end of course. The A Level will be assessed over three papers and will incorporate a mixture of short and long answer questions, in addition to an essay.

In IB Biology, students will study molecular and cell biology, genetics, ecology, evolution and human physiology. In addition, Higher Level students will study plant biology, metabolism, respiration and photosynthesis and advanced animal physiology. Students are assessed across two examination papers and an individual research investigation which makes up 20% of their final mark.

Where could it lead?

Biology is a highly respected, traditional degree which allows students to develop the skills required for a number of different professions. Apart from pursuing a career in Biological or Biomedical research, the degree can provide a strong basis on which to build the skills required for several different careers, ranging from the analytic skills needed for a legal career to the mathematical and logical skills required to venture into the world of finance. Although not essential for some medical-related applications, it is highly recommended if you wish to become a doctor, dentist or vet. It is important to note that, for many Biology-related degrees, you will also need to study Chemistry or another supporting science subject

Possible subject combinations

Biology pairs well with Chemistry, Mathematics and Psychology.

BUSINESS

Why study Business?

Business is about problem solving within the context of specific businesses and providing solutions as to how the business could proceed. Studying Business will help you to develop a critical understanding of organisations and the markets they serve. You will develop an appreciation that business behaviour can be influenced by different stakeholders such as consumers, competitors and government. The course will help you to acquire a range of skills including decision-making and problem-solving in the context of real business situations. If you have any interest in how businesses are run, are a budding entrepreneur or have a passion for accounting and finance, then this is the right course for you.

What can I expect?

The A Level Business course will require students to develop a range of important and transferable skills including data skills, presenting arguments, making judgments and conducting research and will be assessed by three exams at the end of two years. In the first year students will explore marketing and the people within a business, as well as investigating entrepreneurs and business start-ups. They will consider questions such as: How do businesses compete with each other? How important is the rise of social media to businesses? How do businesses motivate their staff? Students will also explore the finances of a business and how they operate, as well as the external influences on them.

In the second year we look more at business strategy, enabling students to take a strategic view of business opportunities and issues. We will look at the objectives of a business and how businesses grow and explore what determines the

success of an investment or a project. Students will investigate businesses that trade on a global scale and explore their reasons for doing so. They will then develop an understanding of the globally competitive environment and will consider questions such as what has driven the growth of Asia, South Africa and the UK? What has driven the world to become a more global market? How can businesses compete on a global scale?

Where could it lead?

These courses provide an invaluable insight into the world of business and commerce for those wishing to enter areas such as Management, Marketing, Human Resources, Accounting and Finance at university and beyond.

Possible subject combinations

Business blends well with many subjects. Mathematics, History, Politics, English, and Geography complement the subject well. Languages also complement this subject as there is the potential to go on to study international business or joint honour degrees in Business and a language at university.

CHEMISTRY

Why study Chemistry?

Chemistry helps you to develop research, problem solving and analytical skills. It helps you to challenge ideas and shows you how to work things out through logic and step-by-step reasoning. Chemistry often requires teamwork and communication skills too, which is great for project management.

Sixth Form Chemistry covers a wide range of topics that will interest and challenge students. Academic study is combined with practical investigations. You will develop your knowledge base of Chemistry and learn about a range of analytical and investigative skills.

The course (both A Level and IB) is split into three topics: physical, inorganic and organic chemistry. Within these three main topics we cover material including kinetics, thermodynamics, periodicity, properties of Group 3 elements, optical isomerism, and polymers.

What can I expect?

We follow the AQA A Level Chemistry course. This is a two year course with no written coursework. Assessment is in the form of two written exams taken in the Upper Sixth, and a continuous assessment of practical skills which form the basis of the Practical Endorsement.

The IB course is assessed through three written papers, and a piece of coursework worth 20% of the overall grade. The coursework takes the form of an Internal Assessment practical after completing the internal exams in the Trinity Term of the Lower Sixth.

Where could it lead?

Chemistry is an important subject for careers in: medicine, environmental science, engineering, toxicology, developing consumer products, metallurgy (studying how metals behave), space exploration, developing perfumes and cosmetics, pharmaceuticals, energy, teaching, science writing, software development and research.

Possible subject combinations

Many combinations of subjects can be enhanced by studying Chemistry. Chemistry complements Maths, Physics and Biology particularly well.

CLASSICAL CIVILISATION

Why study Classical Civilisation?

Classical Civilisation offers the chance to study the dazzling literature, culture and philosophy of the Ancient Greeks and Romans without prior knowledge of Latin or Classical Greek. Students will be immersed in the world of gods and heroes by way of Homer and Virgil’s grand epics (all in translation), as well as covering a range of fascinating topics such as the development of democracy in Athens, or the assassination of Julius Caesar and eventual crumbling of the Roman Republic. Students can discover how the diminutive Greek city states resisted the Persian threat and the greatest army the world has ever known, or experience the theatre of Ancient Athens by way of its tragedy and comedy. Study of the ancient world helps us acquire an understanding of our own society, history, and culture, and develops skills of critical evaluation and analysis.

What can I expect?

Classical Civilisation is only available for study at A Level. The course comprises three components: the world of the hero, culture and the arts, and beliefs and ideas. All three components are studied through a range of primary sources encompassing aspects of literature, visual/material culture and classical thought. Students will study a range of evidence for each component and are required to understand, interpret, evaluate and analyse the sources in their social and historical context. There is no coursework to complete and all components are examined at the end of the two year course by way of three individual exams. The exams comprise essay questions and a selection of shorter ‘gobbet’ style questions designed to test the students’ ability to respond critically to sources.

Where could it lead?

Classical Civilisation is very well regarded by universities. It lends itself very well to continued study of Classics at university, but can equally lead to a variety of other humanities subjects including English, History, Drama, History of Art, Philosophy and Politics.

Possible subject combinations

As Edith Hall, Classics Professor at KCL suggests, ‘It’s a perfect A Level to do with any other subject because the Greeks invented all academic disciplines.’ Perhaps its most common allies however are the other humanities, including English, History, Art, Drama, Philosophy, and Politics.

COMPUTER SCIENCE

Why study Computer Science?

Computing and computer technology are part of just about everything that touches our lives from the cars we drive, to the movies we watch, to the ways businesses and governments operate. Understanding different dimensions of computing is part of the necessary skill set for the 21st century. Whether you want to be a scientist, develop the latest killer app, or just know what it really means when someone says “the computer made a mistake”, studying Computing will provide you with valuable knowledge.

Computing couples well with logical subjects such as Mathematics and Physics. In fact, Computing drives innovation in the sciences (e.g. the human genome project, AIDS vaccine research, environmental monitoring and protection) and also in engineering, business, entertainment and education. You will learn how to make a computer behave how you want – this might be making a robot move something from one end of a room to another, it might be making a calculation which saves someone’s life in a medical ward, or it could be creating a whole new world through building pictures or sound.

Students with a computing background will have strong problem-solving skills, allowing them to break problems down into parts, look at possible solutions and develop the most effective one. Computer scientists are some of the most in demand graduates and almost all jobs of the future will be affected by computing; those who can control and develop these technologies will be highly employable and well paid. Even if you don’t follow the route into a computing specific profession, you will be equipped with lifelong skills that you can use in a whole variety of jobs: from management to consulting, from programming to information systems administration, from IT companies to any company, large or small.

What can I expect?

A Level and IB Computer Science are split into two main strands,one based on algorithms and problem solving and one on wider theory, with teaching time split equally. Students are expected to be self-sufficient when programming and to be willing to research possible solutions to scenarios themselves. It is also imperative that students

understand that the exercises given are based on recently taught concepts, but also from concepts taught earlier in the course.

A Level and IB Topics include: information; communication and internet; hardware; system software; security and privacy; ethics; database and data modelling; machine learning; algorithm design and problem-solving; software development; computational thinking; algorithm design methods; and object-oriented programming.

The A Level course is assessed through four papers. Two written papers are sat at the end of the first year of the course, with a written paper and a practical paper sat at the end of the second year of the course.

The IB course is assessed through two written papers (paper one is focused on the four topics in theme A, “Concepts of computer science” and questions related to a case study. Paper 2 focuses on the three topics in theme B, “Computational thinking and problem-solving”, with additional questions for HL, focused on OOP. There is an internal assessment where students develop a computational solution to a real-world problem.

Where could it lead?

A third of graduates in employment in the UK six months after graduation are working as programmers and software development professionals. Seven of the top ten graduate jobs are related to computer sciences. Future careers can include: software engineer, project management, web developer, app development, database administrator, games developer, business analyst, data analyst, and IT consultant.

Possible subject combinations

Perfectly paired with Mathematics and Physics, Computer Science A-Level forms a robust foundation for careers in engineering, data science, and advanced technology. This combination equips students with a comprehensive skill set, crucial for navigating and innovating in today’s tech-driven world.

DESIGN, TECHNOLOGY & ENGINEERING

Why study Design & Technology?

Design and Technology opens the door to a wide range of careers in the creative, engineering and manufacturing industries. It teaches pupils time management and allows them experience of tackling real world problems and liaising with clients. It teaches students about the world they live in and gives them the tools needed to solve problems and evaluate their outcomes. In careers that are using rapidly developing technologies it will provide students with the skills sought by higher education and employers.

What can I expect?

The new A Level specification has been modernised and includes the very latest design, materials and technology thinking. Students will investigate historical, social, cultural, environmental and economic influences on design and technology, whilst enjoying opportunities to put their learning in to practice by producing products of their choice.

The course is assessed through 2 examination papers, which make up 50% of the final grade, alongside coursework, which makes up the second 50%. The exams will look at topics such as a deep understanding of resistant materials; commercial manufacturing techniques; socioeconomic influences on design; inclusive and iterative design;business enterprise; crowdfunding; marketing; smart materials; virtual modelling and CAD/CAM, feasibility studies and the legal aspects of protecting intellectual rights, copyright and health and safety.

The coursework aspect is focussed on the Upper Sixth and will be a major design, make, evaluate project. Students will need to produce a portfolio of evidence and make a prototype of their solution. It is expected to take about 45 hours and should be no longer than 45 A3 pages.

The A Level course challenges students to solve real world problems, work in a team, develop time management skills and see the possibilities that design and creativity provide in the modern world.

Where could it lead?

Engineering, Product and Industrial design and Architecture are the most regular university routes. The breadth of skills and knowledge provides scope for everyone from surgeons to jewellery makers, materials and electronic specialists and even those thinking of setting up their own design business.

Possible subject combinations

Mathematics and Physics are recommended. Chemistry, Economics, Business, Computer Science, Art and Geography will also complement the skills required.

DRAMA & THEATRE STUDIES

Why study Drama?

Drama offers a judicious and exciting mix of the practical, the theoretical and the academic. As a subject with a high proportion of written work, it is excellent preparation for university study, and the group performance elements develop valuable skills in teamwork, empathy, creativity, responsibility and organisation.

It is also important to note that many universities now explicitly state their preference for ‘breadth’ in students’ Sixth Form education, and recommend that Arts subjects are taken alongside contrasting subjects in order to maintain a wider outlook on life. Drama provides an excellent contrast to subjects that are grounded solely in academic theory.

What can I expect?

At A Level, you will study Drama and Theatre (AQA specification), which is assessed in three ways: performances, written coursework and a written exam. Over the two years, you will study at least five different texts (three for performance and two for the exam) and a range of dramatic styles and practitioners. The two pieces of written coursework are reflective and evaluative, based on the performance work you have done. The written exam will require you to respond to a piece of live theatre that you have seen (regular theatre trips are organised to prepare students for this) and write about two contrasting play texts in terms of performance and design.

IB Theatre (Higher or Standard Level) is assessed through performance, coursework and an oral presentation. You will study theatre practitioners, world theatre traditions and methods for devising, as well as coming up with a full directorial concept for a play text of your choice. There is both individual and group work at both Higher and Standard Levels, with the Higher Level course including an additional solo performance based on a theatre theorist.

IB Literature and Performance (Standard Level) is an exciting combination of English and Drama, which is assessed through performance, coursework, an oral presentation and exams. You will study at least five texts (drama, poetry and prose), some of which you will reimagine as performances and some of which you will analyse in a literary style. You will be assessed through one performance, one oral, one piece of coursework and two written exams.

Where could it lead?

Students may opt for drama school or a university degree in Drama in order to pursue a career in the theatre industry; however, this is not the only path forward from an A Level or IB Drama qualification. Drama complements degrees in English, philosophy, psychology and classics. Careers in law, journalism, politics and education also benefit from a study of Drama.

Other subjects

Drama pairs well with other essay- and textbased subjects like English Literature, Classics, Philosophy and History. It also works well as a contrasting subject if maths or science subjects are predominantly chosen.

ECONOMICS

Why study Economics?

conomics is an intellectually challenging, exciting and dynamic subject. Economics is a social science that focuses on how scarce resources are allocated in the societies that we live in. Economists are concerned with decisions regarding consumption, production, and the allocation of goods and services. They do this by exploring how economic agents interact with each other in different markets, both on the microeconomic level (e.g. individual markets) and the macroeconomic level (e.g. different nations).

Through the study of decision-making by consumers, businesses and governments, students will gain a fantastic insight into the world. The modern world has changed so much in the last decade as a result of a global financial crisis, technological progress and political change. The study of Economics can help students to understand these changes as well as helping them to understand what the future might look like.

What can I expect?

Students are assessed in three exams containing a combination of multiple choice, data response and essay questions. Students will cover both micro and macroeconomic topics during the course. Macroeconomic topics in the first year focus on the performance of the UK economy and looks at areas such as unemployment, inflation, changes in interest rates and government policies. In the second year we will look at the broader global context covering topics such as globalisation, international trade and economic development – looking at why some countries are richer and more developed than others. For the micro side of the course we study the theories of how markets work and why they fail and the behaviour of firms in different market structures. The IB course is broadly similar, with a little more focus on looking at theory in an international context throughout the course.

Standard level students will take two exams at the end of two years, with Higher Level students taking an additional paper focused on economic policies. Coursework makes up 30% (SL) or 20% (HL) of the overall grade. In the coursework component, students choose three articles and analyse them using economic theory.

Where could it lead?

You will develop a wide range of skills that universities and future employers value greatly, including the ability to analyse and interpret qualitative and quantitative data; communicate concisely; think critically and solve problems; apply literary and ICT skills.

Economics is a popular subject choice, which is not surprising given the number of doors it can open: from law to finance, consultancy, accountancy, business and politics. Equally, it can help further careers and degrees in development and humanitarian work.

Possible subject combinations

As a social science, Economics blends well with Mathematics as well as the sciences and humanities. Languages, History, Politics, English and Geography are complementing subjects due to their essay-based assessments. Mathematics, Further Mathematics and the Sciences will complement the technical nature of Economics. Further Mathematics is recommended for those wishing to apply to LSE, Warwick, and Cambridge for Economics. Mathematics in general continues to be required for most BSc Economics courses. Those without Mathematics can still enjoy courses such as BSc Economic History.

ENGLISH LITERATURE

Why study English Literature?

If you have a love of books, poetry, or the theatre, an aptitude for critical reading, and an agile mind, you are sure to enjoy English Literature. This is the side of English that deals with the study of novels, poetry and drama. We will explore the impact of culture on literature and vice versa; it is an ideal place to bring your own interests to bear. You can use your knowledge of history, psychology, philosophy and classical literature in English.

Studying English Literature is a combination of creativity and rigour – you will be encouraged to come up with your own ideas, and justify them through discussion and debate. You will also learn to write well – rigorous, intellectual, well founded argument forms the basis of your work.

What can I expect?

A Level Literature involves the study of a wide variety of texts; Shakespeare, drama and poetry from pre-1900, American literature and modern texts. 20% of your marks come from coursework.

IB Literature is even wider in its scope, involving oral components, literature in translation and the study of alternative forms of writing like the graphic novel. Oral presentations are a significant aspect of the course, with a short coursework essay for Higher Level.

You are encouraged to engage with theatre trips and residential trips, notably an annual visit to the Lake District to study the works of the Romantic poets. For this course, copies of the text are the students’ own to keep, and there is a charge of £30 for each year to cover the costs of books.

Where could it lead?

English is one of the most respected and versatile degrees that you can study. It demonstrates critical abilities which are valuable in any course of life and does not limit you to any one particular career. It is a foundation for many careers; the law, media and journalism are obvious choices, but any career which requires analytical thought and precise communication will see value in English Literature, including consultancy, academia, banking and publishing, to name but a few.

Possible subject combinations

English goes well with any number of subjects. Its natural bedfellows are other essay-based subjects; History, Theology and Philosophy, Economics. However, it also makes an excellent adjunct to other subjects – the ability to write in long form is very attractive for universities and employers.

ENVIRONMENTAL SYSTEMS & SOCIETIES (IB ONLY)

Why study Environmental Systems & Societies (ESS)?

Why have rhinos received such attention from conservationists? Can we keep fishing forever? What killed the dinosaurs? What will the human population be in 2100? Should we reintroduce wolves to Britain?

Environmental science is an interdisciplinary academic field that integrates physical and biological sciences (including physics, chemistry, biology, soil science, geology and geography) to the study of the environment, and the solution of environmental problems. Environmental science provides an integrated, quantitative, and interdisciplinary approach to the study of environmental systems.

What can I expect?

You’ll learn through real-world case studies, news and literature research, rather than the theoretical derivations and empirical experiments of Biology, Chemistry and Physics. Modules include ecosystems and ecology, biodiversity and conservation, water and aquatic food production, soil systems and terrestrial food production, the atmosphere, climate change and energy production, and human systems and resource use.

Where could it lead?

We are excited to offer this course, new to Whitgift in 2021, and are seeking a cohort of IB historians, philosophers, economists, psychologists and geographers who would like to understand more about our environment and the big questions our society is facing.

Possible subject combinations

ESS is located in Group 4 and can be taken with any Languages, Individuals & Societies, Sciences, Mathematics and Arts subjects. It is offered at Standard Level only.

GEOGRAPHY

Why study Geography?

Studying Geography in the Sixth Form encourages students to gain enjoyment, satisfaction and a sense of achievement as they develop their knowledge and understanding of the subject. The A Level and IB courses will enable students to be inspired by their geographical understanding, to engage critically with real world issues and places, and to apply their geographical knowledge, theory and skills to the world around them. Students will grow as independent thinkers and as informed and engaged citizens. They will understand the role and importance of geography as one of the key disciplines relevant to understanding the world’s changing peoples, places and environments.

What can I expect?

The Geography A level is a linear course taught over two years, with three summative exams to be taken at the end of the second year. Field work is an important element with a minimum of four days required in both human and physical environments. Students will also undertake an independent investigation which accounts for 20% of their total A Level.

The IB syllabus requires two pieces of coursework (both HL and SL) to be completed. Much of the fieldwork for these essays will be done in conjunction with the A Level fieldwork in a residential visit in locations such as Devon or Dorset. The Extended Essay, a piece of work of 4000 words, can be on a geographical theme; in fact Geography has proved to be one of the consistently popular areas in which to do this work.

Where could it lead?

Geography combines well with both arts and science subjects. It can lead you onto degrees in Geography, Geology and Earth Sciences. It also complements careers in the world of business; an understanding of global economics forms an important part of Geography. If students are thinking of a career in law, human rights, international relations or welfare then Geography provides the opportunity to consider relevant issues too.

Possible subject combinations Biology, Chemistry, Economics, History and Politics.

HISTORY

Why study History?

There are clear reasons why History has been a leading academic discipline for thousands of years. Its content is endlessly fascinating for the inquisitive mind, varying from the political ideologies that transformed whole continents to famines that led to the brutal demise of millions of individual lives. More than that, it is the context that will give depth to your understanding of every political, social, cultural and economic dimension of the modern world. In an age in which vast quantities of information are readily available online, History will teach you how to research, synthesise, prioritise and evaluate complex evidence with finesse. In addition you will learn how to make cogent arguments, articulate your thoughts clearly and express yourself in a compelling manner.

In addition, you will learn how to make cogent arguments, articulate your thoughts clearly and express yourself in a compelling manner.

What can I expect?

A Level History comprises three examined units and one coursework component:

Unit 1: Britain, 1625-1701: conflict, revolution and settlement. This will look at the execution of Charles I, the English Civil War, the dictatorship of Oliver Cromwell, the early British Empire, and the re-establishment of monarchy.

Unit 2: France in revolution, 1774-99. This will look at the removal of Louis XVI, the terror under Robespierre, and the establishment of dictatorship under Napoleon.

Unit 3: Civil Rights and race relations in the USA, 1850-2009. This will look at the impact of the US Civil War on African Americans, the Jim Crow laws, the Civil Rights Movement in the 1960s, and the emergence of Barack Obama as president in 2009.

Unit 4: Coursework. An independent enquiry on historical interpretations.

The IB History course aims to stretch, challenge and stimulate students. At Higher Level, the course is examined through three exams and a Historical Examination, and at SL there are two exams plus a Historical Investigation. The first paper focuses on the move to global war. This is a case study-based exam exploring inter-war Italian and German expansionism, and Japanese expansionism between 1931-1941. The second paper explores authoritarian states in the 20th century, and causes and effects of 20th century wars. We will study the dictatorships of Hitler, Stalin, Mussolini and Mao, and 20th century wars including the First World War; the Spanish Civil War and the Falklands War. The final paper looks at selected themes from the History of Europe: Italy 1815-1871; Germany 1815-1890; Imperial Russia, revolution and the establishment of the Soviet Union 1855-1924; Europe and the First World War 1871-1918, and European states in inter-war Europe 1918-1939.

Where could it lead?

As well as enabling you to study History to a higher level, the subject opens doors to many of the most popular university choices, such as PPE, Law and more. It is an impressive subject on any university application. Beyond university it can lead to many careers in areas such as politics, research, law and the Foreign Office.

Possible subject combinations

History is most commonly combined with subjects such as Politics, English, Philosophy, and Modern Languages, but can also been combined very successfully with Mathematics and Economics.

LANGUAGES

Why study Languages?

Modern languages are the gateway to a better, brighter future; your knowledge of a specific language will give you opportunities to live and work in a variety of non-English-speaking environments as well as opening your eyes to different views of the world. The values of tolerance, openness, inquisitiveness and flexibility are all fostered by learning a language. It is also like taking your brain to the gym – the cognitive benefits will impact positively on your other subjects! Languages are an excellent facilitating subject for degrees in both the Sciences and Humanities, as well as making an excellent degree option in themselves.

What can I expect?

We offer all of our languages within the IB (Mandarin Chinese and Japanese as Standard Level only). German, French and Spanish follow the AQA A Level, whilst in Chinese we follow the Edexcel A Level course. Japanese is currently only offered as an IB option.

By the end of the Sixth Form you will have covered all the major grammar points of your language and be approaching fluency. You will have read, written and spoken about contemporary social issues, historical events and literature from the culture whose language you are studying. Your analytical, debating and essay-writing skills will have all improved.

Whether IB or A Level, you will be assessed in the four skills and also on your study of literature or film.

None of the qualifications currently contain coursework as such, although you will be expected to conduct some independent research for the oral exams.

Within the IB you also have the option of taking a language ab initio (from scratch). This is a good option if you feel you are not as strong as you could be in your current GCSE language or if you are simply looking for a new challenge.

Your timetabled lessons with teachers will be complemented by weekly oral sessions with our language assistants, and trips abroad are generally run on a biennial basis.

If you are already proficient in a language (even one we do not teach e.g. Russian, Arabic or Italian), it may be possible to sit the examinations with some tailored support, but without having timetabled lessons. Please contact Mr Hunt, Head of Languages, if you would like to explore this option, ajh@whitgift.co.uk

Where could it lead?

Languages are excellent facilitating subjects for a wide range of subjects in the Arts and Sciences. European Languages degrees are generally literature-based whilst Oriental Languages degrees generally include more History, Philosophy and Cultural Studies alongside the language. It is possible to study exciting languages from scratch at university (e.g. Arabic, Turkish, Persian) as long as you are studying a language in the Sixth Form.

Languages degrees are highly thought of and languages graduates often go on to work in banking, management consultancy, the civil service, Law (following a conversion course), advertising, journalism, aid work, academia or computer programming (particularly after degrees with a linguistics component).

In the last three years 12 Whitgift pupils have been accepted at Oxford Cambridge, Stanford or Princeton to read for Modern Languages degrees.

Possible subject combinations

Languages combine well with any subject. Traditional combinations include Philosophy and a language, English and a language or Classics and a language, but increasingly Science and Economics degrees can be combined with languages too. At Sixth-Form level, the pursuit of a modern language will complement any subject combination

LATIN/GREEK

Why study Latin or Greek?

Latin and Greek involve much more than the study of two dead languages. They offer a broad and balanced education in language, literature and civilisation with each of these three areas imparting distinctive skills and knowledge and creating enjoyment and interest of enduring, lifeenriching relevance. Both subjects are also viewed extremely favourably by universities and future employers; in an increasingly competitive market, they serve as easy differentiators between the merely very good and the exceptional. As Richard Dawkins puts it, ‘what Classics has always done is just teach people how to think.’

What can I expect?

Both subjects can be taken at A Level or IB (Standard or Higher Level). The courses are fundamentally very similar, with distinct language and literature components, but there are some key differences. For IB, students can expect to study two ‘genres’ (e.g. epic, love elegy, history etc.) usually via a range of authors. For the language component students follow a two year course building on their GCSE knowledge with a view to tackling unseen work by either Ovid or Cicero for Latin, and Xenophon for Greek. Additionally for IB there is an Internal Assessment, which comprises a small piece of research on a topic of the students’ choosing taken from anywhere within the classical world. A Level Latin and Greek make the distinction between prose and verse. For the language component, all students are required to complete an unseen translation by Ovid for Latin verse, Euripides for Greek verse. Livy for Latin prose, Thucydides for Greek. The second language paper offers a choice between prose composition (translation of English into Latin/Greek) or a comprehension on a further passage of prose.

For the Literature component of both languages students study between two and four authors for both prose and verse (fewer authors equates to greater breadth and depth of study).

Where could it lead?

Both languages bestow an extraordinary range of transferable skills on their students. As such their applications are vast and varied. The most obvious path is towards Classics at university, itself an extremely highly prized degree, but the subjects lend themselves equally well to all humanities and in turn to a variety of sectors including the arts, finance, law, consultancy, journalism, and politics.

Possible subject combinations

The most obvious complementary subjects are History, English, Philosophy, and Modern Languages. However students of the sciences often opt for Latin or Greek as their ‘fourth’ option to add variety and that all-important UCAS differentiator.

MATHEMATICS AND FURTHER MATHEMATICS

Why study Mathematics?

You relish the challenge of solving problems. You are able to think creatively and strategically. You can present clearly structured solutions. You enjoy the language of algebra and are interested in seeing and being able to produce rigorous mathematical proofs. You want to understand more behind topics such as calculus and trigonometry, where IGCSE barely scratches the surface. You seek to develop the tools required to process and interpret data. You appreciate that Mathematics has a huge variety of applications and would like to gain an insight into how it is used to model the world around us. You know that it is an intellectually demanding subject and that Mathematics qualifications are highly regarded by universities and employers alike, irrespective of your chosen career direction.

Mathematics and Further Mathematics A Level

You will expand your GCSE knowledge in topics such as trigonometry, geometry and algebra and gain the ability to manipulate figures while using abstract reasoning and logic. You will meet new topics such as integration, analysis of data and trends in statistics, and modelling the behaviour of particles in mechanics show how the concepts can be used in real life situations. The new linear course has a greater emphasis on problem solving, reasoning, modelling and use of technology, including the statistical analysis of a large data set. Assessment will take place at the end of the Upper Sixth with three papers. There is no coursework element.

Further Mathematics A Level is recommended to able candidates from the top sets in the Fifth Form, and is taken in addition to A Level Mathematics. It develops the areas of pure

maths, mechanics and statistics covered in the A Level course, and also explores the discipline of decision maths. More sophisticated techniques are developed and many more links can be seen between different areas of Mathematics because of the greater depth and breadth of study. Further Mathematics introduces new concepts such as matrices and complex numbers that are vital in so many Mathematics rich degrees. Assessment will take place at the end of the Upper Sixth with three additional papers on top of the three Maths A Level papers. There is no coursework element.

Mathematics in the IB Mathematics is a compulsory element of the IB and students taking this route must consider carefully which course is most appropriate to them. Students will have the choice of two Standard Level (SL) courses, SL Analysis and SL Applications or a Higher Level (HL) Analysis course.

Mathematics at SL Analysis will have an emphasis on Pure Mathematics and the course covers number, algebraic techniques, trigonometry, functions and calculus, to name a few topics. There is also a focus on solving practical problems that describe the real world, alongside exploring mathematical models. Mathematics at SL Applications with cover similar topics to SL Analysis, but with less focus on algebra and proof and more focus on technology use and statistical analysis. SL Analysis is only recommended for students who require it for their chosen degree; otherwise the default SL option is SL Applications. Assessment for either SL route is by two written papers and one exploration project.

Mathematics at HL is designed for students with a strong background in Mathematics; in practice this means that they are likely to be in one of the top sets in the Fifth Form. The emphasis is on rigorous pure mathematics and the course covers algebra, calculus, trigonometry, the exponential function, complex numbers, proof and vector geometry. Assessment is by three written papers and one exploration project.

Where could it lead?

Mathematics forms the basis of many fields of study in Engineering and the Physical Sciences, and is therefore a prerequisite for further development in these areas. The breadth of the applicability of Mathematics is enormous, and it is increasingly used to solve complex problems of management and finance, particularly in industry, and also for research in Economics, Geography

Mathematicians, studying Further Mathematics is excellent preparation for University if you wish to study any mathematics-related subject, as well as

MUSIC

Why study Music?

The study of Music gives students the opportunity to explore the huge diversity of music throughout the world, developing perceptual skills through a breadth of musical experiences. By focusing on a skills-based approach to listening and an open-minded, inquisitive approach to contextualising music, students are encouraged to make connections between musical cultures. They can then reflect on what this tells them about themselves and how it can deepen their musicianship as composers and performers. Studying Music in the Sixth Form will also help students to develop their thinking skills, promoting self-awareness and confidence in their own abilities.

What can I expect?

There is some crossover between A level and IB Music, since both courses amalgamate the core musical skills of appraising/perception, performing and composing/creating. However, there are significant differences in the delivery and process. At A level, students develop aural and analysis skills through the study of 13 varied set works and related pieces, divided into six areas of study. This culminates in a listening exam at the end of the course. Performing and composing are externally examined coursework units. Students submit a recording of a c.10 minute recital and create both an original composition and a stylistic techniques exercise. By contrast, the IB course is 100% coursework and is more open-ended. The students’ roles

as researchers, performers and creators are developed through various processes: exploring music in context; experimenting with music; and presenting music. Students engage with diverse musical material through four areas of inquiry (three for SL). Through the exploration and inquiry into personal, local and global contexts, students engage with both familiar and unfamiliar music.

Where could it lead?

If you wish to study Music at Higher Education, then A Level or Higher Level IB Music is necessary. It is also often required for Popular Music courses and for Music Technology courses. Musicians’ skills of collaboration, discipline and analytical thinking are attractive to employers.

Possible subject combinations

Music will complement any set of subjects since it requires confidence, clarity of thought, rigour of practice and analytical thinking.

PHYSICAL EDUCATION

Why study Physical Education?

If you have a genuine passion for sport and wish to gain a deeper insight into the multi-faceted field of study that is Sport Science, then Physical Education is for you. Sport provides so many fantastic opportunities for Whitgift students. The A Level course provides students with an opportunity to learn about the biological, psychological and sociological elements of Physical Education. Studying Physical Education will give you the academic basis upon which to reflect and improve upon your own sports performance, as well as allowing you to develop a number of transferrable skills.

What can I expect?

At A Level, performance in Physical Activity makes up 15% of the overall grade and analysis and evaluation of sport makes up a further 15%. The theory element makes up the remaining 70% and includes three key areas of study:

1. Physiological factors affecting performance, which focuses on developing the learner’s knowledge of the science behind physical activity. This includes the structure and function of key systems in the human body, the forces that act upon us and the adaptations we make to our bodies through diet and training regimes.

2. Psychological factors affecting performance, which looks at how different methods of training and feedback work and why their effectiveness differs from person to person. It also includes psychological factors affecting group dynamics and the effects of leadership and stress on performers.

3. Sociocultural issues in Physical Activity and Sport looks at how sociological and contemporary issues influence and affect physical activity and sport for both the audience and the performer and how sport affects society. It includes the emergence and evolution of modern sport and how social and cultural factors shaped the characteristics of sports and pastimes in preindustrial and post-industrial Britain.

Where could it lead?

Universities offer degrees across the spectrum of disciplines in Sport Science. The A Level scratches the surface of potential routes for further education and sport science degrees provide numerous opportunities to continue playing sport alongside your studies and can lead to numerous opportunities in the world of work.

Possible subject combinations

Biology, Physics, Chemistry and Psychology.

PHYSICS

Why study Physics?

Physics has no limits – we study everything from fundamental particles to cosmology. Without Physics, the gadgets, internet, and electricity supply that we take for granted wouldn’t be here. Physics also deals with the big questions: Is the universe infinite or finite? Why do we always find the smallest bits of cereal at the bottom of the packet? Can we use technology to increase life expectancy? Whether your motivation is to think beyond boundaries or to open the door to well-paid careers, the knowledge and skills you gain by studying Physics will be useful. The lab skills, applications of Mathematics, insights into modelling and knowledge of instrumentation developed through a study of Physics are applicable to a wide range of university courses and careers.

What can I expect?

Many of the topics covered in Physics will be familiar from IGCSE, but study in both A Level and IB will broaden understanding of more contemporary topics such as Quantum Physics and Nuclear Physics. New topics will also stretch students’ problem-solving and conceptualisation skills, particularly in the Electric, Gravitation and Magnetic fields elements of the courses. Both courses are heavily grounded in Mathematics. Traditionally, the IB course covers a slightly broader spectrum of content with a slightly narrower depth of study.

In A Level the examination assesses all content from the two years over three papers, one of which has a focus on practical skills and data analysis. All students also need to complete 12 key practicals, which expose them to apparatus and experimental techniques that may be examined in the form of longer answer questions in the examinations. Completion of

this component of the course also leads to the achievement of a practical endorsement qualification, which is decoupled from the A Level certification.

Both Higher and Standard Level IB are assessed through two written exams and physicists are required to maintain a logbook of investigative work completed over the course. A key difference to the A Level is the feature of an Internal Assessment, IA, in the IB Diploma, which makes up 20% of the course. The IA is an individual project in which the student designs and carries out a full investigation and write-up similar in style to an undergraduate lab report. Where could it lead?

Where could it lead?

Many students taking Physics continue to study the experimental and theoretical physical sciences or apply their understanding in engineering. Physicists are also highly sought after in meteorology, astronomy, media production and architecture. Energy resources, medical physics and computing are growing fields and will present opportunities for innovation in the future.

Possible subject combinations

At least 40% of the Physics course will require the use of mathematical skills. A-Level physicists are strongly advised to study AL Mathematics given the mathematics nature of assessments, most notable in the second year of study.

POLITICS

Why study Politics?

Politics is essentially a study of the complex interplay between political institutions, individuals, ideas and events, which provides a broad and deep understanding of the ways in which human beings choose to organise complex social affairs.

Politics helps individuals understand the world around them; everything from the morality of war to the merits of progressive income tax.

The study of Politics has never been more useful, necessary and interesting in the wake of the ‘Brexit’ decision, the onset of the Trump presidency, and the rise of the ‘rest’ against the ‘West’.

What can I expect?

Students will study the Politics of the United Kingdom in the Lower Sixth, and American Government and Politics in the Upper Sixth.

The course will investigate UK politics and core political ideas, including democracy and participation, political parties, electoral systems, voting behaviour and the media. In addition we will look at the UK Government and optional political ideas will assess the constitution, parliament, Prime Minister and executive, and relationships between the branches. We will also assess UK and USA comparative politics, including the US Constitution and federalism, US Congress, US Presidency, US Supreme Court and civil rights, democracy and participation and comparative theories.

The A Level Politics course aims to challenge students’ preconceptions about the nature of politics and build a deeper appreciation for the ideas, institutions and conventions that underpin the democracies of the United Kingdom and the United States of America. Although the focus is on contemporary twenty first century Anglo-American political developments, the course offers a broad and critical analysis of the development of the two political systems. We teach Politics through debates, classroom discussions, academic seminars and investigations

Where could it lead?

A respected subject among the competitive top Russell Group universities (e.g. Oxford, Cambridge, Durham), A Level Politics would prepare students for a range of different degree subjects at university (e.g. History and Politics; Politics, Philosophy and Economics; Human and Social Political Sciences) and a range of different career routes (e.g. legal, academic, journalistic professions).

Possible subject combinations

History, English Literature, Economics, Geography, Mathematics, Philosophy and Ethics.

IB Global Politics

Max Weber described the state as the only body that can legitimately use violence. In incarcerating, coercing, or expropriating from people, a state is defined by its borders and its ability to use violence in this way.

Power is a fundamental concept in Global Politics. Namely, how is it acquired, dispersed, regulated, controlled, used, or removed? Power as an idea is crucial to understanding why states operate in the way that they in order to acquire more of it. Such perspectives drive at the core of studying Global Politics for the International Baccalaureate.

In studying Global Politics, students will be expected to consider important concepts such as power, sovereignty, violence, development, conflict, peace, and others.

The chance to study Global Politics is one that allows students to engage in Politics in a broad manner, valuing international perspectives. By contrast with the A Level, where students undertake two depth studies on UK and US politics across the two years, the boundaries are far less defined for the IB course. Instead, the focus is on concepts, rather than heavy content, so if you feel like you would prefer to have a global perspective on events, then Global Politics might be the choice for you.

What can I expect?

Lessons based on discussion, independent research, and debate. Politics is a necessarily discursive subject. Politics is a subject for those who feel strongly about their political opinions and desperately wish to explore them in a global context.

Where could it lead?

Global Politics sits well with the other group subjects in the IB. It is normally paired with History or Economics, but this is not prescriptive.

Moving on from that, Global Politics can be a good foundation for any humanities or social science degree, including Politics, PPE, Philosophy, or Geography.

Assessment

Higher and Standard Level students for Global Politics study exactly the same content and sit the same Papers, 1 and 2, albeit with one extra question for Higher Level in Paper 2. Higher and Standard Level students both complete coursework (or the Internal Assessment) in addition to this. Higher Level differentiates itself in students having to prepare two videorecorded presentations which are then marked by the IB.

PSYCHOLOGY

Why study Psychology?

Psychology is the scientific study of the human mind and behaviour. It has roots in both the natural and social sciences, making it a fascinating subject that is directly relevant to our everyday life.

Psychology develops a huge range of skills and competencies, balancing essay writing with statistical and data analysis.

Students are given opportunities to design and conduct their own experiments, applying various methodological techniques, experimental designs and data analysis, whilst maintaining ethical principles, on a chosen topic. This helps to develop their understanding of biological, cognitive and social influences on human behaviour.

What can I expect?

Psychology is a two-year course for both A-level and IB students. In the Lower Sixth year, Alevel students explore the foundations of psychology, studying research methods and various approaches to understanding human behavior, from psychodynamic to biological perspectives. In the Upper Sixth year students will apply this knowledge to different fields within Psychology, including Schizophrenia, Relationships and Forensic Psychology. For IB students, the curriculum focuses on developing knowledge and understanding of psychological concepts, contexts, and theories in relation to the Biological, Cognitive, and Sociocultural approaches, as well as research methodology for understanding human behavior. Students apply this conceptual knowledge to novel scenarios, complete class practical’s, analyse and interpret data, and develop their own research proposals to investigate various topics.

The A Level course has three linear examinations and no coursework. The exams consist of short and extended answer questions as well as stimulus response questions.

The IB course is assessed through three examinations at Higher Level and coursework, whereas standard level students are assessed through two examinations. The exams consist of short and extended answer questions as well as stimulus response questions.

The A Level course has a greater emphasis on maths and statistics than the IB course.

Where could it lead?

Psychology is a broad discipline that can lead to a number of different careers. It is the 3rd most studied subject at university behind Law and Business.

It is offered as a 3 or 4 year BSc and/or BA at Oxford, Cambridge and all Russell Group universities. Students are advised to select a BPS accredited degree as this will allow them to specialise further and become a practicing psychologist should they wish to follow this career path. Practicing psychologists include: clinical,sports, educational and forensic psychologists.

Other careers closely linked to psychology include: sales & marketing, human resources, law and teaching.

Possible subject combinations

A Level Psychology is classified as a Science subject, and is complemented by Biology and Chemistry. Maths would help with the statistical analysis that is involved in Psychology. History, Politics, Economics, PE and English are also interesting combinations with Psychology.

THEOLOGY AND PHILOSOPHY

Why study Theology and Philosophy?

At his trial for heresy, Socrates is said to have uttered that ‘An unexamined life is not worth living’ and as a department we agree that a meaningful life is one of reflection and contemplation. Theology and Philosophy at A Level is a critical reflection on our fundamental beliefs, and all you need to begin is a fascination with ideas.

What can I expect?

The A Level Theology and Philosophy course includes a wide range of topics from within Ethics, Theology and Philosophy, all of which are considered from a critical, academic approach. In the Lower Sixth you will debate subjects including the morality of Euthanasia, Platonic Philosophy, and the changing landscape of belief in the UK. In the Upper Sixth we consider Marx’s influence on religious belief, sexual ethics and whether feminism demands that we rethink society and reject religion. There is no coursework, and the course is ultimately assessed through three exams at the end of the Upper Sixth.

The IB Philosophy programme (please note – the IB course is Philosophy rather than Theology and Philosophy) explores many of the fundamental questions that have been asked since the beginning of time and confronts new problems arising within contemporary society: What is real? What defines a human being? How should government rule? These questions are explored through an examination of philosophical themes and texts.

The emphasis of IB Philosophy is on doing, rather than just learning philosophical content. It demands intellectual rigour, an open and critical mind, and a willingness to appreciate alternative views. IB Philosophy encourages candidates to be aware of conceptual biases, including their own.

The IB Higher Level Philosophy course is assessed in three exam papers and one piece of coursework (a 2000 word piece on a philosophical issue of the student’s choice).

Where could it lead?

If you end up doing a degree in TP, it is unlikely you will find the job of Philosopher being advertised online – but it is not a subject that limits you; it removes limits. The A Level lays an appropriate foundation for any degree at University, such as Philosophy, Politics and Economics (PPE). It gives you the ‘tools’ to succeed in a wide variety of vocations; for any job where one needs to be able to think logically and present ideas clearly from business to journalism, from law to public services, from education to medicine.

Possible subject combinations

Those more inclined to the Arts will enjoy the discursive, seminar-style lessons, though scientists and mathematicians may also choose this course to enhance their critical analysis skills.

ENGLISH AS AN ADDITIONAL LANGUAGE (EAL)

International students are assessed for their level of English when they join the school. Based on this information, extra support is offered to ensure they reach their full potential in all subjects. The support available can consist of small EAL- classes, in-class support and 1-to-1 lessons.

IELTS exam

International students who wish to study at a British University are required to sit the Academic IELTS exam which consists of 4 components: a reading, writing and listening section and an oral exam of 15 minutes. The IELTS course provides students with a set of transferrable skills which are designed to help them with their academic studies at university. International students joining Whitgift School in the Lower Sixth, attend 7 classes a fortnight which take place either before or after school. International students already at Whitgift School take a fast-track IELTS course in the first term of the Upper Sixth. The exam is sat externally in an accredited centre and the cost is covered by the student.

Whitgift School

Telephone: +44 (0)20 8688 9222

Email: admissions@whitgift.co.uk

www.whitgift.co.uk