49 Group 3: Individual & Societies & Group 4: Experimental Sciences
49 - Environmental Systems & Societies
50 Group 4: Experimental Sciences
51 - Biology
52 - Chemistry
53 - Physics
54 - Sports, Exercise & Health Science
55 Group 5: Mathematics
56 - Mathematics: Applications & Interpretations
56 - Mathematics: Analysis & Approaches
57 Group 6: Arts
58 - Theatre
59 - Music
60 - Visual Arts
61 BTEC Level 3 Diploma in Business
62 NCFE Level 3 Diploma in Sport and Physical Activity (Outdoors)
63 University Destinations
WELCOME TO SIXTH FORM
The Sixth Form years are the most exciting and rewarding of your school career. At Windermere School, we inspire each individual to achieve to their full potential and also importantly, to have fun on their journey!
Windermere School is a leading independent co-educational day and boarding school with a unique and diverse Sixth Form community. Nestled at the very heart of the UNESCO World Heritage site, our idyllic woodland campuses, which include our private watersports centre Hodge Howe, contain all of our academic, boarding and sporting facilities.
As a small school, every individual can find their place within our nurturing community. Sixth Form students will experience a personalised approach to learning and pastoral care, joining small classes and tutor groups where they are able to succeed with support from experienced Sixth Form staff. Significantly, the independent nature of our Sixth Form allows students to prepare to thrive in these challenging worlds, feeling confident and valued.
At Windermere School there is a Sixth Form pathway for everyone. We are truly invested in continually developing our curriculum and the experiences we offer. The education we provide is allencompassing and carefully caters for students’ interests, abilities and future aspirations. We encourage every individual to step outside of their comfort zone and to be the best version of themselves
This prospectus is for all families who want to understand more about our Sixth Form and the benefits offered for our students going onto university, apprenticeships or moving directly into employment. It provides a flavour of the stimulating experiences and outstanding education we provide as well as information about the programmes we offer to help make informed choices about the right pathway for you
I look forward to welcoming you into the Sixth Form and helping you make some exciting choices.
Mrs Elizabeth Murphy Head of Sixth Form & IBDP Coordinator
TEN REASONS TO CHOOSE OUR SIXTH FORM
• Join a close-knit and diverse community. Our students make lasting friendships and are always a part of our family, becoming a Windermere School Stannite when they leave the Sixth Form.
• We are driven by student and parent opinion in all we do. Your voice matters.
• We offer small and supportive classes and tutor groups. The Sixth Form team really do know our students.
• We embody the values of the International Baccalaureate, and you will become an internationally-minded, lifelong learner.
• Our highly qualified and driven staff deliver outstanding teaching and learning
• There is a unique pathway for everyone within the Sixth Form. There are no barriers to learning.
• Our Sixth Form students experience an extensive and rich extra-curricular programme within our idyllic location and facilities. We embrace every aspect of Windermere School life.
• We encourage balance through our holistic education. Our students achieve the perfect blend of both academics and enrichment.
• We provide exceptional higher education and careers guidance and support Our students are not alone when making the important decisions about their next steps
• We demonstrate outstanding examination results and hold exceptional university records As a non-selective school, our Sixth Form students consistently achieve, and we are academically excellent
WHY WINDERMERE SCHOOL SIXTH FORM?
Life is different in the Sixth Form It is the perfect springboard: to enjoy independence but still benefit from being part of a whole school community. We hold high expectations for our students and by taking the lead, they arehappy, ambitious and confident young people who understand the importance of balance and achievement. Everyone is welcome to join and we offer a holistic and personalised pathway for all. We remove any barriers to learning and instil transferable skills that will see students succeed in all aspects of life. Windermere School Sixth Form is a place for all to shine.
THE ONLY IB WORLD SCHOOL IN CUMBRIA
The International Baccalaureate (IB) is a world-leading international qualification. Founded in Geneva in 1968 with the goal of creating a better world through education. The IB Mission Statement encapsulates what is compelling about its Programmes:
The International Baccalaureate® aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization workswith schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage pupils across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
We are passionate about the IB and have seen for many years the benefits it gives young people. The IB is highly regarded by universities and employers across the globe as IB graduates are better prepared for study and university life, and have the essential skills employers recognise. The attributes of IB Learner Profile are infused within our Sixth Form.
WHAT THE IB SAYS ABOUT WINDERMERE SCHOOL
“The concepts of community, diversity, inclusion and compassion (essential to nurturing inquiring, knowledgeable and caring young people) permeate and frame the work of all members in the school community.”
“The school organizes time for learning and teaching that provides a broad, balanced and connected curriculum and serves the changing needs of its community.”
“Despite its small size, the school has developed a wide range of pathways to support all pupils and has a strong outdoor learning programme, work experience and extra-curricular activities.”
“The school has a safe, healthy, nurturing environment that reflects the school’s purpose for learning and is characterised by respect for diversity, fairness and trust.”
“Pupils are actively involved in their own learning, as demonstrated by the examples of independent inquiry, self-reflection and peer evaluation.”
Evaluation Report, 2023
A VOCATIONAL PATHWAY IN THE HEART OF THE LAKE DISTRICT
Studying both BTEC Business and NCFE Outdoor Adventure at Windermere School offers students a unique blend of academic rigor and experiential learning. Integrating business skills with outdoor adventure creates a well-rounded education that emphasises practical problem-solving and adaptability, promoting confidence, leadership, and critical thinking.
Our location in the Lake District provides the perfect backdrop for the Vocational Pathway. Students have access to a rich tourism and outdoor recreation industry, providing real-world examples and connections throughout the course The hands-on experiences foster many future opportunities for students. Combined with the stunning natural environment and our outstanding facilities, Windermere School not only enriches academic learning but also contributes to personal development and a strong connection to the world around us.
SIXTH FORM TUTORING
Through our small and careful tutoring system, we provide highly individualised support for each and every student. Your Sixth Form tutor will be a pivotal figure in your school experience, maintaining an overview of your welfare, academic progress and co-curricular development, guiding you both academically and pastorally.
Your tutor is also an expert in careers and alongside other members of the Sixth Form team, will provide you with advice and support when making decisions about life beyond Windermere School.
Tutors have regular meetings and one to ones with their tutees, and work closely with the Head of Sixth Form to ensure that all students are appropriately supported. You will see them twice a day and for two scheduled lessons a week.
Tutors will also be in regular contact with parents and guardians, informing them of how their child is getting on in school, celebrating successes and discussing any issues at the earliest possible moment.
Sixth Form tutor groups include a combination of both Year 12 and 13 students You can always stand to learn from others, especially those who have varying experiences and perspectives. In essence, your tutor and tutor group is a support network, championing everything you do, ensuring you are making the most of your opportunities, offering advice and helping you along your journey.
Our Sixth Form tutor groups are like extended happy families!
HIGHER EDUCATION & CAREERS SUPPORT
Planning your pathway is challenging and can feel overwhelming. Ironically, from the moment you join Windermere School Sixth Form, we begin supporting you with the organisation and preparation you need to build a successful exit plan for the next stages of your life.
Our Sixth Form education provides high-quality careers advice and we hold an outstanding record of helping students prepare for a wide variety of pathways. Whether considering university, a higherlevel apprenticeship or direct employment, our Sixth Form team offers personalised guidance and support to our students, no matter how certain you are or what you intend to do when you leave Windermere School.
We provide Higher Education and Careers support for all aspirations through:
• The Careers programme, which begins from the moment you join the Sixth Form
• The UCAS programme
• Life beyond Windermere School sessions, including writing a Personal Statement
• One-to-one meetings with Tutors, UCAS Coordinator, Careers Coordinator and the Head of Sixth Form, as well as informal support from your teachers and boarding staff
• Presentations and one-to-one sessions from external visitors, including universities, apprenticeship programmes, work placements, industries etc. for both students and parents
• Dedicated programmes for those applying for Oxbridge, Medical and Veterinary courses
• Dedicated support with international applications
• Enterprise sessions, mock interviews and work experience
• University visits and apprenticeship fairs. Sixth Form students are also permitted to arrange their own university visits throughout the academic year.
We believe it is essential to teach life skills beyond the academic and this forms a key part of our Higher Education and Careers support Our students develop self-confidence and are ready to flourish in life. Every year, we feel a great sense of pride in the young people we send off to university and beyond, confident that they leave us with the knowledge, skills and resilience to be successful.
RESULTS ABOVE IB WORLD AVERAGE
As a non-selective school, our Sixth Form students consistently achieve in all aspects of their school careers and accomplish outstanding results.
Over the last 5 years, 54% of Windermere School students gained 34 or more points in the Diploma, which is the A level-equivalent of ABB and above 20% of our students are awarded a prestigious place on our School Honours Board, which recognises students who achieved 40 points or more and is the equivalent of 4 – 5 A*s at A-level.
Our Career-related programme students have achieved an average pass rate of 97%. In 2024, 89% of our students achieved at least a double Distinction (DD) in BTEC Business.
SIXTH FORM PRIVILEGES
It is important to prepare our Sixth Form students for the next stage of their lives and we recognise the necessity to develop their independence and responsibility as they navigate through the final years of their education. Our students receive regular teacher contact time for both academic and pastoral support. Equally, we provide opportunities for our students to experience the freedoms of Sixth Form life and grow in independence.
• Within our Senior Privilege Scheme, students are given flexibility during their free periods. The reward scheme is an initiative that gives you the opportunity to choose how you make use of free periods.
• Our Sixth Form spaces are for the exclusive use of our Year 12 and 13 students. Using the Study Centre enables you to make the transition from teacher directed work, to a self-reliant approach.
• Westmorland Boarding House is a space for dayand boarding students It offers social areas and privileges, such as private study, organised socials and lunch during the school day The university style accommodation provides both structured and flexible living For these reasons, several of our day students opt to become full or flexi boarders throughout their Sixth Form career.
• Sixth Form students who have passed their driving test are permitted to use their own car to travel to and from school with permission from parents or guardians.
EXTRA-CURRICULAR & ENRICHMENT
Academic achievement is only one part of Sixth Form and we inspire our students to achieve more than outstanding grades. An extensive and rich extra-curricular programme exists for Sixth Form students. Universities and employers look favourably upon candidates who have experienced a variety of activities Equally, having fun and being a part of our community is important!
You can develop existing interests and areas of expertise, as well as to try out new things you might not have considered previously. We offer after school and weekend activities with a range of options, from co-curricular to cerebral, to physical and creative in school, the local community and nationally Our Sixth Form students are also welcome to lead their own activities depending upon their skills and interests.
As part of the Sixth Form timetable, every Wednesday afternoon is dedicated to Creativity, Activity and Service Learning (CAS) Students can opt to giving something back to the community, take part in many outdoor and adventure training activities or various programmes.
Adventure
The benefits of Outdoor Education are so varied and wide ranging for young people and develop confidence, independence, communication skills, resilience and a growth mindset. Sixth Form students can undertake Adventure every week on a Wednesday afternoon, as well as through after school clubs, weekends and trips away, both land and water based.
Adventure activities offered throughout the year:
• Rock climbing and scrambling
• Sailing
• Mountain biking
• Fell running
• Caving and vertical caving
• Windsurfing
• Kayaking and canoeing
• Orienteering and navigation
• Wellbeing walks.
We also offer training for Sixth Form students to gain awards, such as the Powerboat or the RYA Dinghy Instructor (DI) award, to enable students to assist Outdoor staff. Students have been taught to sail our 707 yacht independently, allowing them to race at weekend events. Kendal Climbing Wall training has been delivered so Sixth Form students can go independently at weekends and evenings
The Duke of Edinburgh’s Award
The world’s leading youth achievement award, the Duke of Edinburgh’s Award (DofE) is a lifechanging experience. We offer students the opportunity to complete all three awards, focusing particularly upon the Gold Duke of Edinburgh Award within the Sixth Form It involves helping the community and environment, becoming fitter, developing new skills, completing an expedition, working with a team on a residential activity. Expeditions see our students travelling to Scotland, Wales, the Yorkshire Dales, and the Lake District via biking, walking, kayaking or canoeing
Sport
Within the Sixth Form we value the importance of personal fitness and health We provide the opportunity for students to experience traditional and new sporting activities on Wednesday afternoons, after school and weekends. Sixth Form students also have access to our Sport Centre, which includes access to a gym, running track, football pitch, Astro turf and tennis courts.
Our Sixth Formers make an important contribution to Windermere School sports teams and we encourage everyone to participate. We are involved in fixtures throughout the year, including entry into the National competitions and friendlies. We also have House competitions in core sports, culminating in Sports Day at the end of the Summer Term.
Our teams include:
• Hockey
• Netball
• Football
• Cricket
• Athletics
• Tennis
• Rounders
Arts
• Cross-Country
• Basketball
• Badminton
• Table Tennis
• Equestrian
• Sailing team
• Ski Team
We embrace the Arts and believe that exposure to creative genres is essential for a well-rounded education and enjoyment of school life Our campus has a dedicated art studio, including a ceramics room, darkroom and individual spaces for students to use as their creative base. In addition, we have numerous music practice rooms, a well-equipped tiered theatre and a dedicated drama space.
We offer the following opportunities with the Arts:
• An annual whole-school musical production, summer concert and Sixth Form play
• The Inter-House Performing Arts Competition and local Art competitions
• Musical festivals: Mary Wakefield, South Cumbria Festivals, Carlisle Music & Drama Festival
• Drama and Art clubs and Theatre visits
• Speech and Drama lessons and LAMDA examinations
• Technical crew training: stage lighting, prop production and backstage management
• Chamber ensembles for string and wind instruments, madrigal, jazz, flute, string, and saxophone groups
• Senior choirs
• Individual music tuition and instrumental lessons
• ABRSM and Rock School Examinations.
The Sixth Form Play is a performance organised, promoted, and directed by our Year 12 students Throughout their rehearsals, they make design, music, and lighting choices. As a team, students push the limits of their acting and theatre production skills, creating memories that will inspire and last forever
Trips
We believe that trips provide extra stimulation, andwe strongly encourage all totake part. It is essential that our students use trips to enhance their academic studies, understand different cultures, spend time together and have fun.
As a Sixth Form Community, we offer a trip a least once a half term for all students, from termly socials to a residential exploring London. When a student joins Windermere School, they join the exciting Year 12 Induction as part their introduction to Sixth Form, followed by a residential in November Our Year 13 students are also rewarded with a Graduation and Leavers’ Party
Trips offered by Westmorland Boarding House are available to both boarding and day students. Many departments arrange subject-specific trips such as to excursions, lectures, plays, films or exhibitions and galleries. These visits include both residential and trips abroad, such as exploring France, climbing in Spain or a trip to Iceland for our budding geographers and biologists.
ROUND SQUARE
Kurt Hahn was the educator behind Round Square, the educational and ethical philosophy to which Windermere School belongs. It is a vibrant global organisation, connecting like-minded and ambitious schools around the world. Round Square believes that educating students is more than just developing academic studies; students also need physical, cultural and spiritual experiences for a fulfilling life. With over 200 schools across the world to connect with in Round Square, our students are able to broaden their understanding, within a global context. As a Round Square School we strive to deliver our curriculum through the six Round Square Pillars – The I.D.E.A.L.S
Internationalism
Round Square Schools are situated worldwide and students have the opportunity to experience exchanges and participate in international service projects with students from other schools. There is an opportunity to send delegates to annual international conferences Previous trips included projects in South Africa and Cambodia, and conferences in India and Canada.
Democracy
Windermere School prides itself on its internationalism; this means everyone feeling safe and having their say. We have seven different councils throughout the school, where the student voice is brought to the forefront Students also learn the importance of self-discipline and share in the daily operations of the school.
Environmental
We pride ourselves on our environment and have many local ongoing projects, where students become more aware of the environment, such as water quality investigations and keeping track of the local wildlife. Our students learn to love the stunning landscape we are fortunate enough to call home and are encouraged to add to our environment in a positive, healthy way.
Adventure
Adventure runs through the veins of Windermere School, be that sailing, climbing, fell running, singing, dancing, painting or in the classroom. Having a world class Watersports Centre helps!
Leadership
There are many different opportunities for leadership at Windermere School. As well as the committees, we have a Round Square team who develop and run many of the activities throughout the school. Students are encouraged to come to this with their own ideas and thoughts to develop.
Service
Service plays a big part in the school. Each project has an authentic need, whether a local charity or an international community on external service projects. Windermere students are aware of the value of service.
Each pillar plays a pivotal part in enabling Windermere Sixth Form students to see that they have more in them than they thought!
LEADERSHIP OPPORTUNITIES
Students have the opportunity to pursue leadership in many areas of Windermere School Sixth Form. We strongly encourage all students to take on a position of responsibility at some stage of their Sixth Form career. This allows them to focus upon their personal development, improve confidence and communication skills, increase motivation and determine a sense of direction We expect our Sixth Formers to serve as positive role models to all of our school community in terms of their behaviour, values and attitude, and maintaining the highest standards
We elect members of the Sixth Form Senior Council and Head Students. These positions play an important role in school life and help with the smooth running and representation of student voice. Senior Council members receive training, including a residential trip.
Students may also apply to become House Captains, Performing Arts Captains, Sports Captains, Events Coordinators and Round Square ambassadors to name a few. There is a team of Prep Duty Assistants as part of our Peer Mentoring Programme with younger members of the school. Sixth Formers conduct parent tours and are heavily involved with the development of community spirit.
Students can also develop their leadership potential through various Committees such as the Boarding Council, Food Committee, and the Equality, Diversity and Inclusion Committee. The purpose is to ensure student voice and vision is heard, acting as a vehicle for change. Through these positions, students play an active role and develop a desire to drive the Windermere School community forwards.
LIFE SKILLS
All Sixth Form students participate in a Life Skills Programme which is delivered through academic lessons, tutor times, reflections, a weekly timetabled tutor session and during boarding house contact time. The programme, taught by a combination of school staff, visits from our Windermere School Alumni, known as the Stannites, and talks by external speakers Through these dedicated Life Skills sessions, our Sixth Form students develop independence, character, emotional intelligence, selfawareness and personal values, helping them to embrace challenges and to push themselves to realise their full potential. Our students are aware of world beyond Windermere School and the impact they can have.
Sixth Form Life Skills education focuses on:
• Health, Safety & Diversity
• Study Skills & Academic Integrity
• Positive Wellbeing
• Careers & Life Beyond School
• Personal Finance
• Relationships & Sex Education
• Drugs & Risk Education
• Health & Wellbeing
• Staying Safe
• Safeguarding & First Aid training
• Emotional Wellbeing
• Enrichment.
SIXTH FORM BURSARIES, AWARDS & SCHOLARSHIPS
The Lake District is a particularly special part of the world and Windermere School enjoys a distinctive reputation for being an inclusive and welcoming community. We are global in our outlook and recognise the responsibility to the communities of which we are a constituent part for all young people with a range of backgrounds.
We value talent and ability in all disciplines of the curriculum. We therefore offer a variety of scholarships for all Sixth Form students including:
• Cumbria Award for local Year 12 students
• Westmorland Scholarship for Year 12 UK students
• Round Square Scholarship for all UK and international students
• International Scholarship for all international students.
Sixth Form scholarships are valid until the end of Year 13 and are reviewed on the basis of a student’s progress, commitment and behaviour. For more details about the application process, visit our website.
Windermere School also welcomes bursary applications from families who might, under ordinary circumstances, not consider Windermere School for their child for financial reasons.
Contact admissions@windermereschool.co.uk for guidance on making an application for a Bursary, Award or Scholarship.
STUDENT PERSPECTIVES ON LIFE IN SIXTH FORM
“I already knew that I wanted to study medicine at university, and so had I taken A-levels, it would have meant the majority of what I was learning was science-based. The arts-based subjects have helped me to view scenarios from many different perspectives, which has proved very useful when talking to patients. Furthermore, Theory of Knowledge (TOK) was very useful in introducing the idea of ethics to me, which plays such a large role in medicine
Both the EE and TOK definitely prepared me for writing university style essays. They introduced the notions of referencing, finding sources and enhancing my researching skills, which I know many on my course with an A-level background are struggling with.”
- Annabelle Bennett, Diploma Programme (IBDP)
“I didn’t have a clear idea of what I wanted to study at university when I was making my choices in Year 11. But by being able to study six subjects, I knew that I was keeping my options open and so I didn’t have to decide so early.
I think that because you study more subjects, universities can see how broad your knowledge is compared to people who do A-levels and so study 3 subjects By doing this, my prospective universities could also see how I could manage to split my focus between each of them as well as the core work.
CAS was something I enjoyed greatly while doing the IB Diploma Programme. I believe that without CAS, my time spent on areas outside study would have shrunk as I prioritised work. CAS showed me that even if I wanted to do well in the IB, there was no expectation that I had to study all the time.”
- Eve Handy, Diploma Programme (IBDP)
“The IB benefitted me by encouraging me to become more of a critical thinker, not taking all information for granted, and taking responsibility in having well researched and grounded arguments. Doing the Extended Essay (as well as IAs in my other subjects) showed me the criteria for a strong piece of academic writing. Theory of Knowledge gave me an insight into the subject of philosophy which (I confess) I otherwise would have been rather ignorant about.
The IB is not too hard. It is a challenge but one that, once completed, is very rewarding through the amount of new knowledge and skills gained. I have found that university workload and deadlines (specifically in the first year) have been a major stepdown from the IB, having found significantly more free time to read and go climbing.”
- Michi Carillo, Diploma Programme (IBDP)
“Being an IB student gave me a massive advantage over those who took A levels. I had almost no trouble with the assignments as they were so similar to work that I had done throughout the IBDP course. The depth of teaching and support given to IB students about how to write essays was huge compared to the help we received entering university
One of the most important things I learned from the course was time management skills. The IBDP is definitely not easy. Everyone feels the same way and yet students all over the world still manage to pass and get some amazing results. If they can do it, why can’t you?”
- Danielle Mather, Diploma Programme (IBDP)
“Studying the IB is a marathon. It isn’t a sprint where you could simply revise overnight for your exams; it forces you to develop your personal and academic self in ways you will not expect.
Being able to competently balance your subjects and find the links between them creates a more holistic education but also disciplines you immensely. A key skill I developed was planning. You are also exposed to more teachers and teaching styles; being successful in the IB cannot be done without the unyielding support of the staff which Windermere has in plentiful amounts.
Being able to appreciate how hard you can work, for how long and to reach your goals, teaches you a great deal about the person you are. A large contributor to being successful in the IB is your mindset and how you approach it, so the IB being scary should not terrify you into choosing against it, but rather it should inspire you to discover what you could achieve in the end ”
- Fizzy Rawlinson, Diploma Programme (IBDP)
“Personally, I believe that completing the Core was the most important part of my IBDP experience. The Extended Essay was probably the best part of the IBDP because I was able to research a topic that I had a huge interest in. It helped me to think outside the box and taught me to work independently. By completing CAS and having done activities in all three areas, I found myself stepping out of my comfort zone. Before the IBDP, for example, I did not know that I would enjoy creative activities as much as I do. I learned to draw, play the piano and do various sports. CAS really helped me to find balance in my studies and get involved in the local community.
To anyone who is debating on whether or not to do the IBDP, I can personally say, that it was the best 2 years of my life, especially with the support of Windermere School.”
- Nikole Gimbarova, Diploma Programme (IBDP)
“I never thought I would be able to get into an amazing university, but I have, and I believe and know that this is because I studied the IBCP. It opened up so many doors for me as not only does the IBCP prepare you for further education, it also prepared you for life. As cheesy as it sounds, it’s true. The IBCP has got to be one of my proudest achievements. I developed so much along the way and this was all because I found what I loved and also because of the support along the way.
The IBCP is definitely not the softer option. It is difficult but very rewarding. Alongside that you also have your 2 other IB subjects as well as the Core. The CP is mostly coursework, which I believe is the way to do it as it is less stressful due to less exams and also it gives you more freedom to research and grown within areas of business you love
In the IBCP I definitely developed my confidence. Alongside my peers and teachers, I overcame many hurdles that would have made me stop in the past but the support I had around me meant I could move forward and challenge myself. It has made me realise what I want to do in the future and made me understand that I am capable of doing so.
The IBCP helped me get into university because as well as learning academically, I also got to experience business first hand when going on work experience. As well as this, the service area of the programme allowed me to help others and develop myself. These aspects combined helped me get into university as I showed I was capable both academically and as a person.”
- Josh Bellis, Career-related Programme (IBCP)
“The IBCP course allowed me to pursue a pathway in Business Economics at Lancaster University. I fully believe that the IBCP has helped me achieve my goals and land me at my first-choice university through the support of the staff associated with the IBCP.
The IBCP has allowed me to reach my potential, pushing my ability to perform high-quality work when under pressure. New skills are always found and developed within the Business BTEC ranging from confidence to present to an audience, to the more common skills such as problem solving and communication. I personally used to find myself struggling to present to an audience because it wasn't something I had done much of before. However, Business BTEC allowed me to further work and develop this skill leading to the time when I presented and introduced Mr J Warburton (Chairman of Warburtons) to the stage for his presentation held at Windermere School.
The Reflective Project was a huge benefit for me because it allowed me to look into the economics and ethics of legal tax avoidance. It challenged me to think further 'outside the box'”
- Lucy Lambert, Career-related Programme (IBCP)
“The IBCP offers, what I believe to be an alternate route to further education. It helps you stand out from the crowd and acts as a USP for students. Both practical and coursework elements allowed me to take inside learning and make it applicable to businesses both locally and internationally. The coursework element itself created a steady foundation for university work.
My ability to meet and stick to deadlines, as well as being confident to research and process information. Reflecting back, I grew most from being pushed from my comfort zones and having to work with more people and be independent. I think the course enabled personal growth in a manner of areas which going forward gave me the skills needed for my continued academic career. Before going to University, I was apprehensive about the workload and how I would have to formant and deliver my assignments. The Reflective Project gave me a grounding in referencing and citations as well as my business coursework.”
- Oona Walker, Career-related Programme (IBCP)
SIXTH FORM ACADEMIC OPPORTUNTIES
Windermere School Sixth Form supports, challenges and stimulates the learning of all our students, and we are committed to guiding each individual student towards their ambitions and full potential.
Undoubtedly, our Sixth Form’s unique pathways offer scope and various opportunities for all students We provide diversity and flexibility and are proud of our rich curriculum We offer:
• International Baccalaureate Diploma Programme (IBDP)
• International Baccalaureate Career-related Programme (IBCP), incorporating BTEC Business or NCFE Sport and Physical Activity (Outdoors)
• Vocational Pathway incorporating BTEC Business and NCFE Sport and Physical Activity (Outdoors)
• Individual Diploma Courses and/or BTEC and NCFE courses.
Choosing your Pathway
Within the pathways we offer, different courses exist, and although daunting, choosing the right course is critical to success. The Sixth Form team will make your choice easier by supporting and advising you on effective combinations to support your future ambitions and potential.
The Sixth Form is not academically selective and ultimately, the choice is yours. We hold high expectations for our Sixth Formers and encourage you to be equally ambitious.
Here are our top tips to follow when selecting your Sixth Form studies:
• Follow your personal preference and what you enjoy. Interest is a great motivator and happiness can be the redeeming feature of success.
• Think about your ability, strengths, and previous achievements
• Understand what is entailed in the subjects you choose. Use this prospectus to guide you.
• Think about subject combinations and whether your courses complement one another
• Consider your long-term goals. Working backwards is an effective method. What are your career aspirations? What do you want to study at university? Be aware of career and course requirements for pathways that you are interested in.
• Remember that you are young and keeping your options open as much as possible is a sensible idea. The more doors you can leave open, the better.
• Speak to those who know you well. Have conversations with family, staff, and experienced students before coming to any final decision.
IB DIPLOMA PROGRAMME
The International Baccalaureate Diploma Programme (IBDP) prepares students for effective participation in a rapidly evolving and increasingly global society. Through the IBDP, Windermere School Sixth Form develops students who:
• Have excellent breadth and depth of knowledge and understanding.
• Flourish physically, intellectually, emotionally and ethically
• Develop the skills and a positive attitude toward learning that will prepare them for higher education and for lifelong learning
• Study at least two languages and gain further understanding of different cultures
• Make connections across traditional academic disciplines and explore the nature of knowledge through the programme’s unique Theory of Knowledge course
• Undertake in-depth research into an area of interest through the lens of one or more academic disciplines in the Extended Essay
• Enhance their personal development and widen their experiences through Creativity, Activity and Service (CAS).
The IBDP prepares students for university and/or employment by following a two-year course of study that is broad but allows for specialism. The exciting and diverse curriculum incorporates all key subject areas and involves studying six subjects, one from each of the groups. Three must be studied at Higher Level and three at Standard Level. To complement their subjects, all IBDP students follow three Core requirements: Theory of Knowledge, Extended Essay and Creativity, Activity and Service. The Core is unique to the IB and broaden students ' educational experience through holistic learning.
IB Diploma students select one subject from each of the following groups:
1. Studies in Language and Literature
2. Language Acquisition
3. Individuals and Societies
4. Sciences
5. Mathematics
6. Arts or a second subject from another Group
At Windermere School we offer an interdisciplinary course named Environmental Systems and Societies. Students can study this course and count it as either a Group 3 Individuals and Societies or a Group 4 Science course, or both. This gives students the opportunity to specialise further and study an additional subject from a group.
For example, IB Diploma students who wish to follow an Arts pathway could select one subject from each of the following groups:
o Studies in Language and Literature
o Language Acquisition
o Individuals and Societies and Sciences (Environmental Systems and Societies)
o Mathematics
o Arts
o Arts
IB Diploma students who wish to follow a triple Science pathway could select one subject from each of the following groups:
o Studies in Language and Literature
o Language Acquisition
o Sciences and Individuals and Societies (Environmental Systems and Societies)
o Mathematics
o Sciences
o Sciences
IB Diploma students who wish to follow a triple Humanities pathway could select one subject from each of the following groups:
o Studies in Language and Literature
o Language Acquisition
o Individuals and Societies and Sciences (Environmental Systems and Societies)
o Mathematics
o Individuals and Societies
o Individuals and Societies
Group 2 Second Language: English B, French B, Spanish B, Italian ab initio, German ab initio or another First Language
Group 1 First Language: English A Language and Literature, English A Literature, Self-Taught A Literature
The Core: Theory of Knowledge, Extended Essay and Creativity, Activity and Service
Group 4: Biology, Chemistry, Physics, Sports, Exercise & Health Science, Environmental Systems and Societies
Group 6: Music, Theatre, Visual Arts or an elective subject from another Group.
Group 3: Economics, Geography, History, Psychology, Environmental Systems and Societies
Group 5: Maths Analysis and Approaches, Maths Applications and Interpretations
Higher Level or Standard Level?
Within the IBDP, students must study three subjects at Higher Level (HL) and three at Standard Level (SL). The philosophy is that students should engage with a range of subjects and develop a broad set of essential skills whilst being able to explore specific areas of personal interest in greater depth.
The main difference between Higher Level and Standard Level is the depth in which you cover and the time you spend studying the subject. It will vary from subject to subject, but the differences could be the content covered or the amount and level of assessment and examinations. Standard Level courses ensure students are exposed to a range of disciplines and allow you to develop additional skills, accelerating your future progression.
HL courses allow students to spend more time with subjects they are more interested in and require more focus. HL courses also include a range of additional elements designed to allow students to explore areas of interest within the subject in more depth. Your HL choices should be based on current and future interests, and your abilities and strengths. Typical university offers will specify the required levels that must be achieved in HL subjects to meet their requirements.
IBDP Assessment
Assessment within the IB is meaningful, challenging and fair. Assessment is carefully differentiated and includes a variety of both coursework and examinations. Subject assessment is based on a combination of final examinations, which are marked by external IB examiners, and internal assessment, which are initially marked by teachers and then moderated by external worldwide moderators Educators value the rigour and consistency of the IB assessment values.
Each subject is scored on a scale of 7 (the highest) through to 1, regardless of whether they are Higher Level or Standard Level, with a 4 constituting a ‘pass’ in an individual subject. Up to 3 additional points may be awarded for Theory of Knowledge (TOK) and for the Extended Essay (EE) TOK and the EE are graded A through to E, with A being the highest grade. These two grades are then combined in the Diploma points matrix to contribute between 0 and 3 points to the total
The maximum possible IB Diploma point score of 45 points consists of 42 points for six subjects and 3 points for the IB Diploma Programme's Core. A minimum of 24 points is required to obtain the IB Diploma, subject to certain minimum levels of performance across the whole programme including at least 12 points achieved in HL subjects and 9 points achieved in SL subjects. The Creativity, Activity and Service element must be completed, and learner outcomes met.
The Bilingual Diploma is awarded to candidates who complete and receive a grade 3 or higher in two Language A subjects, or in a Language A and an Individuals and Societies or Science subject, completed in a different language.
THE DIPLOMA PROGRAMME CORE
Extended Essay (EE)
The Extended Essay is a unique opportunity for students to engage in an academic area of personal interest on a topic of choice, under the guidance of a supervisor. It takes the form of an independently written research paper (maximum 4,000 words) presented in the style of an academic dissertation. The EE allows students to demonstrate the research and writing skills expected at university.
The Extended Essay fosters academic curiosity and is intended to promote high-level research, critical thinking and writing skills, intellectual discovery and creativity. The Extended Essay prepares students for different pathways beyond the Diploma Programme by developing skills valued by both further and higher education, and employers. The skills developed throughout the EE journey are highly prized by universities and many students have found that the research skills, self-discipline and referencing have provided a significant advantage over non IB students at university.
Theory of Knowledge (TOK)
Theory of Knowledge challenges students to consider ideas beyond their academic studies and immediate worldviews. The stimulating course is designed to assist the development and understanding of each subject discipline and is assessed by an exhibition and an essay of 1600 words.
Students consider the nature of the knowledge in the wider world, for example, how we gain knowledge through technology, culture, and language. Students go on a field trip to Liverpool’s museums and galleries to prepare for the exhibition. Students also explore knowledge through the lenses of their academic subjects. They are challenged to ‘zoom out’ from the subjects themselves and evaluate how different methods of inquiry can generate different types of knowledge.
Creativity, Activity, Service (CAS)
Creativity, Activity and Service enables a student to recognise that there are many opportunities in life, away from formal academic study, to grow in knowledge, self, and others. The Diploma goal of educating the whole person and fostering more caring and socially responsible attitudes comes alive in an immediate way when students take part in the three elements:
• Creativity: arts, and other experiences that involve creative thinking.
• Activity: physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the DP.
• Service: a voluntary exchange that has a learning benefit for the student.
The CAS programme aims to develop students who are:
• Reflective thinkers: they understand their own strengths and limitations, identify goals and devise strategies for personal growth
• Willing to accept new challenges and new roles
• Aware of themselves as members of communities, with responsibilities towards each other and the environment.
• Active participants in sustained, collaborative projects.
• Balanced: they enjoy and find significance in a range of activities involving intellectual, physical, creative, and emotional experiences.
Awarding of Core Points:
No Diploma Points are awarded for CAS, but a student who fails to complete the requirements is not eligible to be awarded a Diploma.
IB CAREER-RELATED PROGRAMME
The International Baccalaureate Career-related Programme (IBCP) develops skills that are genuinely valued by employers, universities and the world of work, as well as developing a student’s personal qualities.
Through the IBCP, Windermere School Sixth Form develops students who:
• Follow their chosen education and career pathways in life
• Combine academic subjects with their personal and professional interests and skills.
• Engage in learning that makes a positive difference to their community.
• Think critically and creatively
• Communicate clearly and effectively in a variety of situations
• Work independently and in collaboration with others
• Consider new perspectives and other points of view.
• Develop greater self-confidence and self-awareness.
• Demonstrate high levels of resilience and flexibility
• Be internationally-minded and globally aware
• Apply their knowledge to real-world scenarios and situations.
The IBCP is a coherent blend of IB academic courses with a Career-Related Study (CRS) to prepare students for a fast-paced, ever-changing world which values work experience more than ever
The dynamic and varied two-year course involves the study of at least two IBDP subjects at Higher Level or Standard Level. IBCP students are in the same subject classes as IBDP students, promoting effective and essential collaboration and the sharing of ideas.
The CRS is provided by another awarding body and at Windermere School, it is the study of the BTEC or NCFE course.
To complement their subjects, all IBCP students follow Core requirements: Personal and Professional Skills, Language Development, a Reflective Project and Service Learning. The Core is unique to the IB and broaden students ' educational experience through holistic learning.
IB Career-related students study:
• A minimum of two Diploma Programme courses: Standard Level or Higher Level We recommend that at least one subject is studied at HL. Students may choose to begin with two HL subjects and move to the SL course later in the academic year.
• A Career-related study:
o BTEC Business or
o NCFE Sport and Physical Activity (Outdoors)
The Career-Related study:
o BTEC Business or o NCFE Sport and Physical Activity (Outdoors)
The Core: Personal and Professional Skills, Language Development, Reflective Project and Service Learning.
Diploma Programme Courses: a minimum of two DP courses from the list of subjects on offer, which can be Standard Level or Higher Level.
BTEC
The Business and Technology Education Council (BTEC) provides specialist and career-related learning relevant to a range of sectors. BTEC is the world’s most successful applied learning brand
BTEC Assessment
BTEC assessment includes a variety of coursework, examinations and practical assessments. In Business, 60% of the course is assessed via coursework and practical assessment, with 40% examined externally. The maximum possible grade is a Distinction* through to a Pass.
NCFE
NCFE began in 1848 and is the UK's longest established awarding body, as well as one of the UK's fastest growing. NCFE is the educational charity and leader in vocational and technical learning and is highly respected for its professionalism and quality.
NCFE Assessment
NCFE Sport and Physical Activity (Outdoors) is assessed via coursework and practical assessment, with no external examinations. The maximum possible grade is a Distinction* through to a Pass.
IBCP Assessment
As with the DP, assessment continues to be meaningful, challenging and fair throughout the CP Within a CP student’s Diploma Programme Courses, assessment remains the same. Subject assessment is based on a combination of final examinations, which are marked by external IB examiners, and internal assessment, which are initially marked by teachers and then moderated by external worldwide moderators. Educators value the rigour and consistency of the IB assessment values.
Each subject is scored on a scale of 7 (the highest) through to 1, regardless of whether they are Higher Level or Standard Level, with a 4 constituting a ‘pass’ in an individual subject.
A student will be awarded the Career-Related Programme if they have:
• Completed the specified Career-related Study (CRS):
o BTEC Business or
o NCFE Sport and Physical Activity (Outdoors)
• Achieved a grade 3 or more in at least two of the IB Diploma subjects
• Achieved at least a grade D for the Reflective Project.
Students also need to have made a satisfactory completion of:
• Personal and Professional Skills Course Portfolio
• Language Development Portfolio
• Service Learning
THE CAREER-RELATED PROGRAMME CORE
Reflective Project (RP)
The Reflective Project is an in-depth body of work produced over an extended period of time and requires students to identify, analyse, critically discuss and evaluate an ethical issue arising from their career-related studies. It is on a subject of interest to the individual, and should reflect their personal experience of the CP.
The Reflective Project promotes high-level research, writing, and extended communication skills, intellectual discovery, and creativity through a variety of different approaches. The project can be submitted in different formats including an essay, web page or short film.
Personal & Professional Skills (PPS)
The Personal and Professional Skills course emphasises critical and ethical thinking, intercultural understanding, and the ability to communicate effectively. It fosters responsibility, practical problem solving, good intellectual habits, perseverance, resilience, an appreciation of identity and perspective, and an understanding of the complexity of the modern world.
The topics covered within PPS are Personal Development, Intercultural Understanding, Effective Communication and Learning Processes. These foster social competence and prepare students to think and communicate in global contexts. A minimum of 90 hours is required, and the course is designed to enable students to develop transferable attitudes, skills and strategies to be applied now and in the future.
Language Development
Language development ensures that all students have access to and are exposed to a language programme that will assist and further their understanding of the wider world and intercultural understanding. Language development encourages students to improve their proficiency in a language other than their best language. CP students are required to maintain and complete a language portfolio to document their learning activities and provide evidence of language engagement and development. Students are expected to devote a minimum of 50 hours to language development.
Service Learning (SL)
Service Learning provides opportunities for students to understand their capacity to make a meaningful contribution to their community and society. Through service learning, students develop and apply academic knowledge, personal skills and social skills in real-life situations involving decision-making, problem-solving, initiative, responsibility and accountability for their actions. The purpose is for students to contribute to society by improving the lives of people, or assisting the environment or animals.
A minimum of 50 hours is expected to be devoted to Service Learning.
VOCATIONAL PATHWAY
With more practical, hands-on experiences and more regular portfolio assessments which count towards the end-result throughout the two years of study, the vocational pathway is an exciting opportunity for students for whom a vocational and practical approach to study holds greater appeal. The Level 3 qualifications are an excellent route to employment, apprenticeships, or university.
Within the Sixth Form, students can choose to study both vocational courses:
• BTEC Business and
• NCFE Sport and Physical Activity (Outdoors)
STANDALONE BTEC, NCFE & DIPLOMA COURSES
Students can opt to study individual IB subjects and/or BTEC and NCFE courses without following full programmes Students may also cherry pick and combine this with certain components, such as the Extended Essay and Theory of Knowledge. Certificates and points are awarded for individual subjects, BTEC and NCFE courses and Core components. This route still allows students to access university or employment
UCAS TARIFF POINTS
All graded qualifications are measured by UCAS (the University and College Admissions System) using a system of tariff points, examples of which are shown here. Universities make offers for students based on IB points or tariff points which are easy to research on their websites
UCAS Tariff Points Conversion for IB subjects:
UCAS Tariff Points Conversion for BTEC:
UCAS Tariff Points Conversion for NCFE:
NCFE (720)
NCFE (360)
SIXTH FORM ENTRY GUIDELINES
As a non-selective Sixth Form, the below information is to help guide and support students when making pathway choices.
The entry guideline for Year 12 to join Sixth Form to study the Diploma Programme is at least five grade 4s or above in the GCSE examinations, including a minimum of grade 4 in both English Language, Mathematics and a Science subject.
The entry guideline for Year 12 to join Sixth Form to study the Career-related Programme or the Vocational Pathway is at least four grade 4s or above in the GCSE examinations, including a minimum of grade 4 in both English Language and Mathematics. For the Business BTEC course, a grade four in Business GCSE is desirable but not essential. Practical experience and a strong interest in outdoor activities is essential for the Sport and Physical Activity (Outdoors) course.
The below table identifies the minimum GCSE grades advised to study IB Higher Level subjects for both the Diploma Programme and Career-related Programme. Although these levels are strongly suggested to succeed in the courses, we also focus on the holistic student and the IB pathway most suited to them within Sixth Form.
Subjects
Language A
English B
Language B
Economics
History
Geography
Psychology
Environmental Systems & Societies
Biology
Chemistry
Physics
Sports Science
Mathematics
Music
Theatre
Visual Arts
Advised Higher Level GCSE Grades
Level 5 in First Language
Level 4 in Second Language English
Level 7 in Second Language
Level 5 in English and Maths
Level 5 in English
Level 5 in a Science subject
Level 7 in Biology
Level 7 in Chemistry and Maths
Level 7 in Physics and Maths
Level 5 in a Science subject, preferably Biology
Level 8 in Maths
Practical experience and a strong interest are essential
Within Windermere School, we encourage a Sixth Form Applications Process. This is not a selective procedure but is a beneficial experience for students to develop essential skills for their future, such as writing a Personal Statement and reflecting upon their successes and goals. Through this process, we significantly support our prospective Sixth Formers, providing guidance and opportunities for students to make decisions about our inclusive pathways and become familiar with application systems.
UNIVERSITY RECOGNITION & REQUIREMENTS
Both the Diploma and Career-related Programmes are recognised and very well respected and regarded by leading universities. As International Baccalaureate experts, we know that universities often look more favourably upon our IB students and their offers have reflected this.
Students achieving at the upper end of the IB scores can apply to top universities and for competitive courses. However, all of our IB students gain access to great universities and courses. The IB allows entry into all UK universities. Diploma Programme students typically receive offers based on overall point scores out of 45, with specific levels required in Higher Level subjects. Students on the Careerrelated Programme receive offers based on UCAS tariff points or a combination of the BTEC and individual IB subjects. Requirements for UK degree courses for which our Sixth Form students have been offered are listed below.
Programme Degree Requirements
Courses Climate Change 112 UCAS tariff points.
CP Business and Marketing 120 UCAS tariff points.
CP Business Management Distinction Distinction in BTEC Diploma and 5 two HL subjects plus 6 in IGCSE Maths.
CP Business Management Merit in two BTE Extended Certificates and 5 in HL Psychology.
CP Marketing Merit in two BTE Extended Certificates, 5 in HL Psychology and C in the Reflective Project.
CP Sport Coaching and Physical Education 112 UCAS tariff points.
DP Animal Science
DP Biological and Medical Sciences
DP Biological Sciences
DP Biomedical Sciences
DP Business Management (with Professional Placement)
DP Civil Engineering
DP Computer Science
DP Economics and Finance with Industrial Experience
DP Geography
30 IB points, with at least 5 in HL Biology.
33 IB points, with at least 65 in HL Biology/Chemistry.
37 IB points, with at least 666 at HL including Biology and Chemistry.
34 IB points, with at least 5 in HL Biology and Chemistry.
35 IB points, with at least 4 in HL Maths.
36 IB points, with at least 6 in HL Maths.
36 IB points, with at least 6 in HL Maths.
38 IB points or at least 766 at HL, with at least 5 in HL Maths.
30 IB points.
DP Illustration 26 IB points.
DP International Relations
DP Medicinal Chemistry
DP Music with Game Design Studies
DP Physical Geography
DP Psychology
DP Social and Political Sciences
36 IB points, with at least 655 at HL including English or a Humanities subject.
30 IB points, with at least 5 in HL Chemistry.
33 IB points, with at least 6 in HL Music.
32 IB points, with 16 points at HL to include 6 points in Geography or Maths.
27 IB points, with at least 5 in one HL subject.
35 IB points, with at least 655 at HL.
FAQs
How do universities regard the IB?
Students who have followed an IB pathway are increasingly at an advantage. In comparison to other qualifications, the IB gives you the edge when applying to university. The Core is also a highly valued and unique asset. The additional components means that IB students are exceptionally advanced when it comes to preparation for higher education Universities are aware that IB students experience holistic learning. In our experience, being an IB student is highly recognised and secures our students’ university offers
How does the IB compare to A-levels?
The IB and A-levels are both level 3 qualifications, are of the same academic equivalence and provide similar opportunities However, every qualification follows a variety of learning methods, and it is important to consider these differences. Below are some key points our students have found useful:
• The IB assess through a variety of both coursework and examinations. This balance is beneficial for achievement and mimics assessment methods used at university.
• The IB regularly review and update their programmes and subjects every 7 years.
• The IB offers a broader range of subjects you can keep your options open. In an ever-changing world it’s a smart thing to do!
• A holistic education in crucial within the IB. There is a strong emphasis on developing students as effective learners and ways in which they can go beyond academic success.
• Within the IB, students have access to more teacher contact time. This provides more support and guidance and keeps you focused, leading to higher success rates.
• IB students can secure their universities offers earlier. IB results day happens on the 6 July Students can prepare for their next steps in advance and enjoy a long relaxing summer!
Is the IB only for international students?
The IB is for everyone! It is an international qualification and is accepted worldwide. The IB is also independent of political or commercial interestsmeaning that their programmes are offered in a hugely diverse range of schools, national and international.
Can you specialise as an IB student?
The IB does keep your options open, but you are still able to focus on subjects at Higher Level and/or your BTEC qualification, as these courses are studied in depth. IB students maintain a breadth of subjects whilst also specialising in areas of interest. This is a high standard of education.
Is the IB difficult?
Being an IB students positively challenges you Our programmes develop resilience and you become the best learner you can be. The subjects studied are of different levels and allow students to balance their workload.
What opportunities will the Vocational Pathway give me?
The unique combination will prepare you for a dynamic career that leverages both your business knowledge and passion for outdoor activities The pathway will open up a range of opportunities, including university, further qualifications and related careers within the industry Your diverse range of skills makes you attractive and versatile across many areas.
Which route is better suited to me?
It is very much a question of personal preference, interests and strengths. The DP offers breadth and depth of knowledge through traditional academic subjects The CP is a more focused pathway, with a blend of both academic and career-related study for the practical students The Vocational Pathway is a practical, hands-on route with regular assessments. We will offer extensive guidance and support when choosing pathway for Sixth Form and beyond.
How do the different workloads compare?
Our pathways have different approaches to assessing and learning Over the course of the two years there are different pressure points, such as the timing of assessments and coursework deadlines. Being organised and developing effective time management is essential for any pathway.
Will my friendships be affected by the pathway I choose?
We have achieved success with aligning and creating parity between the programmes You will meet new students in your tutor groups, the boarding house, Sixth Form spaces, events, trips and activities CP students share the same classes as DP students, promoting effective collaboration. Studying subjects that you enjoy will ensure you form good and happy friendships within Sixth Form.
How can the programmes help me achieve the best results?
Regardless of the chosen pathway, we focus upon each student as a whole person. Students develop as effective learners and the multitude of transferrable skills enhance success beyond school We consider all learning styles to give students the best chance of scoring their maximum.
GROUP 1: LANGUAGE A
• English Language and Literature
• English Literature
• Literature School-supported Self-taught
Language A courses encourage enjoyment of a range of texts from different geographical areas, time periods, styles and genres. Students engage in close, detailed analysis and enhance their understanding of the techniques involved in literary criticism. The course develops your powers of expression, both in oral and written communication as well as an appreciation of the different perspectives of people from other cultures and contexts.
Language A Assessment
Individual Oral HL 20% SL 30%
A presentation to the teacher, followed by questions, exploring how a global issue is presented in two chosen texts.
Paper 1 HL & SL 35% Guided Literary Analysis – students analyse one (SL) or two (HL) previously unseen extract(s).
Paper 2 HL 25% SL 35% Comparative Essay – students write an essay comparing two literary works.
Written Coursework HL 20% Essay with a clear literary focus on one work studied in class.
Where could Language A take me?
The skills developed in Language A courses are applicable across a whole spectrum of future career pathways – every student will be enriched. Language A can lead directly into related university courses in Literature, English Language and Media & Communications. They can also support interdisciplinary studies, and those in the fields of education, law, heritage, culture, international development and languages Universities and employers value students’ skills in verbal and written communication; analytical skills, reasoning and ability to make links and connections; and their ability to work both independently and collaboratively. Students gain a broader appreciation of different perspectives and the contextual factors impacting these perspectives, making for more open-minded individuals.
ENGLISH A: LITERATURE
Higher Level and Standard Level
Why study Literature?
Literature sets students on a lifelong journey as reflective, open-minded and inquisitive readers. The subject immerses students in a wide range of texts from around the world and from a variety of time periods.
Literature students study a total of 10 literary works at Higher Level and 7 at Standard Level:
The texts are studied in themed Areas of Exploration:
• Readers, Writers and Texts
• Time and Space
• Intertextuality: connecting texts
Who should study Literature?
Students should study English Literature if they enjoy reflecting on themes, ideas, concepts and storytelling The course analyses drama, poetry, and some song lyrics. We always include a relevant literary trip and see performances of the drama texts we study. Literature students study fewer text types, focussing instead on depth of exploration. This gives you a wider range of literary texts from which to select texts for assessment.
ENGLISH A: LANGUAGE & LITERATURE
Higher Level and Standard Level
Why study Language & Literature?
Language and Literature explores a wide range of text types, focusing on the students’ ability to think critically about both Literature and the media. The Literary works introduce students to a range of texts from around the world and from a variety of time periods. The language texts challenge students to explore text types that they encounter regularly and to examine them with a critical eye.
Language and Literature students study a total of 6 literary works at Higher Level, and 4 at Standard Level. They study an equivalent selection of language texts
The texts are studied in themed Areas of Exploration:
• Readers, Writers and Texts
• Time and Space
• Intertextuality: connecting texts
Who should study Literature?
Students should study English Language and Literature if they enjoy studying persuasive language, communication and exploring current affairs. The course analyses a wider range of text types. We always include a relevant literary trip and see performances of the drama texts we study.
LANGUAGE A: LITERATURE SCHOOL-SUPPORTED SELF-TAUGHT
Standard Level
Why study Literature Self-taught?
Being a self-taught student offers a unique opportunity to study the literature of a language that may not be offered as a taught subject. The skills developed and assessment procedures are the same as the English A Literature Standard Level course, except the oral component, which is recorded for external marking and without questioning.
Literature students study a total of 7 literary works:
A supervising teacher is allocated to support your study through timetabled lessons. Students will also be assigned a tutor who is proficient in their first language. The cost of the mother-tongue tutor will incur a further cost, in addition to the school fees. The tutor will be particularly helpful when students start preparing for the assessment components and need feedback on pieces of work.
Who should study Literature Self-taught?
A certain level of autonomy is expected, for example students will be responsible for selecting their texts from the IB lists available, with guidance from their supervisor and tutor.
The following languages are available. Languages not listed may be allowed by special request and authorisation from the IB.
Afrikaans Dutch Khmer Romanian
Albanian Estonian Kiswahili Russian
Amharic Filipino Korean Siswati
Arabic Finnish Latvian Serbian
Armenian French Lithuanian Sesotho
Azerbaijani Georgian Macedonian Slovak
Bengali German Malay Slovene
Bosnian Hebrew Modern Greek Spanish
Bulgarian Hindi Mongolian Swedish
Catalan Hungarian Nepali Thai
Chinese Icelandic Norwegian Turkish
Croatian Indonesian Persian Ukrainian
Czech Italian Polish Urdu
Danish Japanese Portuguese Vietnamese
GROUP 2: LANGUAGE B & LANGUAGE AB INITIO
• English B
• French B
• Spanish B
• Italian ab initio
• German ab initio
Why study Language B or Language Ab Initio?
All our MFL teachers share a passion for languages, and there is a wealth of knowledge and experience within the faculty. Our aspiration is to foster a sense of curiosity, creativity and lifelong enjoyment of language learning in all our students. All the Language B and Language Ab Initio courses offer students the opportunity to explore five main themes: Identities; Experiences; Human ingenuity; Social organization; Sharing the planet.
Our students develop their speaking, writing, listening and reading skills, in the context of a wide range of topics related to the culture and society of those countries where the language is spoken. They explore the relationship between the languages and cultures, and embrace internationalmindedness through the study of languages, cultures, ideas, and issues of global significance. They deepen their awareness and appreciation of a variety of perspectives from diverse cultures. While studying a language they also acquire a wide range of invaluable, transferable skills such as: problem solving, lateral thinking, analysis, time management, communication, creative-thinking
Who should study Language B and Language Ab Initio?
Language B HL Language B SL Language Ab Initio Do I need a GCSE (or equivalent) in this language to study it?
What is the minimum GCSE grade I should be aiming for?
Level 7 or above (or an A)
- Strongly recommended
(This is a beginners’ course)
Level 5 (or C) recommended N/A
The Language B and Language Ab Initio courses are designed for non-native-speaking students and aim to enable foreign language learners to become confident communicating in a range of contexts and for a variety of purposes.
Higher Level: Ideal for a student who has already achieved a high grade in the language at (i)GCSE and has an interest in literature / wishes to continue their language studies at university or for a future career.
Standard Level: For a student who might have found learning the language a bit more challenging at (i)GCSE, or who might not be intending to continue their language studies at university but would still like to continue developing their knowledge and skills while at school. The vocabulary will be less extensive and the language will be slightly less sophisticated than at Higher Level.
Ab Initio: An intensive course for beginners who have no previous experience of learning the target language. If you are interested in studying a completely new language and enjoy learning about other cultures, then this course could be suitable for you.
Language B Higher Level & Standard Level Assessment
Individual Oral 25% A conversation based on a visual stimulus and theme/s.
Paper 1 25% One writing task from a choice of three
Paper 2 50% Listening and reading comprehension.
Language Ab Initio Standard Level Assessment
Individual Oral 25% A conversation based on a visual stimulus and theme/s.
Paper 1 25% Two written tasks of 70–150 words each from a choice of three tasks.
Paper 2 50% Listening and reading comprehension.
Where could Language B or Language Ab Initio take me?
In the UK, many students decide to drop their language studies in the Sixth Form, so by choosing to study a language as part of the IB programme, you could be placing yourself at a big advantage later on in life, thanks to your linguistic skills and those other important transferable skills which you will have acquired along the way and which go hand in hand with language acquisition.
Those skills will open doors to surprising and exciting new opportunities and perspectives beyond school, whether it is in further or higher education, the world of work, or while travelling. Language skills are still highly valued by many universities and employers.
You might decide to do degree course in languages, which includes a year abroad. It is also possible to enrol for a joint degree at many universities, which gives you the opportunity to study a language alongside a wide range of other subjects such as the Arts, International Relations, Engineering, Law, Science, Maths or Business, for example. There are a vast number of career opportunities such as: translating or interpreting (for the FCDO, UN or EU, for example); international lawyer-linguist; proofreader; teaching in the UK or abroad; broadcasting; international banking and insurance; hospitality; social work; field research; outdoor instructor; or international travel coordinator.
Go on … take that next step and join us for the linguistic journey of a lifetime: you will never look back!
GROUP 3: INDIVIDUALS & SOCIETIES
The aims for all subjects in Group 3 Individuals and Societies are to:
• Encourage the systematic and critical study of human experience and behaviour, physical, economic and social environments, and the history and development of social and cultural institutions.
• Develop the student’s ability to identify, to analyse critically and to evaluate theories, concepts and arguments about the nature and activities of the individual and society
• Enable the student to collect, describe and analyse data used in studies of society, to test hypotheses, and to interpret complex data and source material.
• Promote the appreciation of the way in which learning is relevant to both the culture in which the students’ lives, and the culture of other societies
• Develop an awareness in the students that human attitudes and beliefs are widely diverse and that the study of society requires an appreciation of such diversity.
• Enable the students to recognise that the content and methodologies of the subjects in Group 3 are contestable and that their study requires the toleration of uncertainty.
ECONOMICS
Higher Level and Standard Level
Why study Economics?
Economics is an exciting, dynamic subject that allows students to develop an understanding of the complexities and interdependence of economic activities in a rapidly changing world. At the heart of economic theory is the problem of scarcity. While the world’s population has unlimited needs and wants, there are limited resources. Because of this scarcity, choices must be made.
The DP course, at both SL and HL, uses economic theories to examine the ways in which these choices are made:
• At the level of producers and consumers in individual markets (microeconomics).
• At the level of the government and the national economy (macroeconomics)
• At an international level where countries are becoming increasingly interdependent through international trade and the movement of labour and capital (the global economy).
Who should study Economics?
The study of Economics helps to develop a critical, analytical mind that challenges any preconceived notions regarding how the economy works. Some of the profoundly important questions you will be asked include: does China threaten or improve our standard of living? Will India’s style of growth reduce poverty quickly enough? Is the discovery of oil a good thing? Does the World Bank and the WTO represent the global community? If these questions intrigue you, then Economics as part of the IB is for you.
Economics fits well with Geography or Business, as these subjects need you to be able to synthesis information, critically evaluate issues and be interested in the world around you and how it works. No prior knowledge is required to take Economics as part of the IB programme, but a level 6 or above in Mathematics and a humanities subject (Business, History or Geography) would be beneficial.
Economics Assessment
Portfolio HL 20% SL 30% A portfolio of three commentaries, based on different sections of the syllabus and on published extracts from the news media.
Paper 1 HL 20% SL 40% An extended response paper on all syllabus content.
Paper 2 HL & SL 30% A data response paper including some quantitative questions.
Paper 3 HL 30% Paper including HL only extension material.
Where could Economics take me?
Studying Economics as part of the IB can lead to a variety of careers in any sector where an understanding of the economy is required, including government, NGOs, business, banking and finance.
GEOGRAPHY
Higher Level and Standard Level
Why study Geography?
Geography explores the intricate relationships between people, places, and environments, helping you understand global issues like climate change and urbanisation. Your teachers create a stimulating environment that encourages critical thinking, problem-solving and deepens geographical knowledge and understanding.
Standard Level & Higher Level:
• Freshwater drainage basins, Leisure, Sport & Tourism, Global change (population, climate change, resource security).
Higher Level:
• Global Interactions (power, development, risks) and Geophysical Hazards.
Who should study Geography?
Geography is ideal for inquisitive students interested in global issues You should enjoy research and fieldwork and be willing to engage in discussions, projects and global current affairs. Geography pairs well with Environmental Systems & Societies, Economics, History, Sciences, Mathematics and Business as well as enhancing skills useful in various extracurricular activities, including Duke of Edinburgh Award and outdoor qualifications.
Geography Assessment
A Fieldwork project of 2,500 words, based on a topic from the syllabus.
Each option has a structured question and one extended answer question from a choice of two.
Structured questions, based on each core unit
Choice of three extended answer questions
Where could Geography take me?
Geography is a facilitating subject, valued by universities, and opens pathways to diverse degree, degree-apprenticeship and career options. From analysing climate patterns to understanding cultural landscapes, a geography degree provides valuable skills for various professions.
Geography offers a diverse range of career paths, combining social and physical sciences such as a Journalist, Environmental Lawyer, Weather Forecaster, Disaster Planner and Landscape Architect.
HISTORY
Higher Level and Standard Level
Why study History?
History is the study of human beings and their experiences over time; what motivates them, how they act and how we can learn from the consequences of our past in order to better-prepare for our future. In doing so, IB historians will develop a greater sense of the world today and also of themselves as individuals and their own historical identity through the study of different cultures and perspectives.
IB History also encourages historians not to simply take the source information they come across at face value, but to delve deeper into its origins, purpose and content to better understand the values and limitations of what they are studying. This helps IB historians to develop their skills of analysis and evaluation.
Standard Level Topics:
• Rights and Protest – a study of Apartheid in South Africa
• Authoritarian States- Lenin and Stalin’s Russia & Castro’s Cuba
• Rights and Protest- a study of US Civil Rights
• The Cold War 1945 –1989.
Higher Level Topics:
• Imperial Russia, revolutions and the establishment of the Soviet Union 1855 – 1924.
• European States in the inter-war years 1918 -1939 (Hitler’s Germany & Mussolini’s Italy)
• European States in the Inter-War years 1918- 1939 (The Spanish Civil War & one other European country)
• The Soviet Union and post-Soviet Russia 1924 –2000.
Who should study History?
You should have a passion for learning about the past and an open mindset towards new content and ideas.
Assessment
Historical Investigation HL 20% SL 25% A historical investigation on a topic of choice.
Paper 1 HL 20% SL 30% A source paper basedon sources relating to Rights and Protest. Paper 2 HL 25% SL 45% Essays based on Authoritarian States and the Cold War. Paper 3 HL 35% Three essays based on questions from the History of Europe topic.
Where could History take me?
History is an excellent course if you want to read an arts or humanities subject at university, such as: Archaeology, International Relations, History, History of Art, Law, Politics, Philosophy and Economics, Sociology. Beyond university the skills you will gain are highly sought after in most high-profile careers, including academia, advertising, the Armed Forces, the Civil or Diplomatic Service, journalism, law, teaching.
PSYCHOLOGY
Higher Level and Standard Level
Why study Psychology?
Psychology offers a stimulating and challenging learning environment. You will learn a wide range of psychological concepts, from cognitive processes to abnormal psychology. The skills you develop will benefit many areas of life, including understanding yourself and others, building strong relationships, making informed decisions, effectively communicating your ideas, and adapting to change.
Standard Level Topics:
• Biological approach: genetics, neurotransmitters, hormones, brain structures, and their influence on behaviour
• Cognitive approach: mental processes, information processing, schemas, and memory
• Sociocultural approach: social and cultural factors influencing behaviour, conformity, and cultural norms
• Psychology of human relationships: personal relationships and group and helping behaviour.
Higher Level Topics:
• Abnormal psychology is about the classification of mental disorders, etiology, and treatment
• Approaches to research
• Who should study Psychology?
You should have a strong interest in human behaviour and a willingness to engage in critical thinking. Psychology pairs well with Biology, English, History, and Economics
Psychology Assessment
Experimental Study HL 20% SL 25%
A report of a simple experimental study undertaken by the student.
Paper 1 HL 40% SL 50% Short-answer questions and one essay.
Paper 2 HL 20% SL 25% One or two questions from a choice of three.
Paper 3 HL 20% Three short-answer questions from a list of six.
Where could Psychology take me?
Universities and employers value the skills developed in Psychology, such as critical thinking, problem-solving, research skills, communication skills, empathy, and analytical skills. Psychology can open doors to a wide range of career paths, such as research, clinical psychology, counselling, social work, education, human resources, marketing, and law.
The subject will give you access to university courses such as psychology, neuroscience, sociology, social work, education, law, human resources and marketing Career pathways include research, clinical psychology, counselling, social work, education, human resources, marketing, law, and more.
GROUP 3: INDIVIDUALS & SOCIETIES AND GROUP 4: EXPERIMENTAL SCIENCES
ENVIRONMENTAL SYSTEMS & SOCIETIES
Standard level or Higher level
Why study Environmental Systems and Societies?
ESS is a fascinating interdisciplinary subject representing a unique blend of topics. ESS offers a holistic perspective on environmental issues, meaning that you will learn how human societies are deeply interconnected with natural systema. With its diverse curriculum, ESS empowers students to become informed global citizens and advocates environmental stewardship.
Standard Level Topics:
• Foundations
• Ecology
• Biodiversity and conservation
• Water
• Land
• Atmospheric and climate change
• Natural resources
• Human populations and urban systems
Higher Level Topics:
• Environmental Law
• Environmental and Ecological Economics
• Environmental Ethics
Who should study Environmental Systems and Societies?
A genuine interest in environmental issues and a willingness to engage with complex, real-world problems are crucial for success. ESS complements Biology, Geography and Economics.
Where could Subject take me?
ESS opens the doors to many opportunities as it has practical applications beyond the classroom. ESS lays a solid foundation for further studies at university level in fields such as Biology, Geography, Anthropology, Environmental Science, and more. In addition, the skills acquired in ESS, including analytical reasoning and the ability to communicate clearly about current environmental issues, are highly valued in diverse career paths, including ecological consultancy, nature conservation, journalism and even environmental law.
GROUP 4: EXPERIMENTAL SCIENCES
Through studying an Experimental Sciences subject you will become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach, through experimental work that characterises your study.
Experimental Sciences encourage you to gain experience in the classroom, laboratory and field. You will design investigations, collect data, develop manipulative skills, analyse results, collaborate, and evaluate and communicate your findings. All students improve their technology skills and develop greater awareness of the ethical, environmental, economic, cultural and social impact of science.
Experimental Sciences Assessment
Scientific Investigation
HL & SL 20% SEHS: 24%
Paper 1 HL & SL 36%
Paper 2 HL & SL 44%
SEHS: 40%
Collaborative Sciences Project
The student gathers and analyses data in order to answer their own formulated research question.
Multiple choice and data-based questions.
Biology: using a calculator.
Chemistry, Physics & SEHS: using a data booklet and calculator
Short answers and extended-response questions.
Biology: using a calculator.
Chemistry, Physics & SEHS: using a data booklet and calculator.
Interdisciplinary and addresses real-world problems that can be explored through the range of subjects.
BIOLOGY
Standard level or Higher level
Why study Biology?
Biology focuses on developing key knowledge and understanding in the concepts and skills of the biological sciences Everyone will have the opportunity to develop a broad understanding from the underlying biological themes:
• Unity and diversity
• Form and function
• Interaction and interdependence
• Continuity and change
Biology will develop your practical skills through planning experiments, collecting data, analysing experimental results, making conclusions and evaluating your methodology. You will further learn how scientific models are developed and the applications of Biology. Studying Biology is beneficial for researching how things work in the biological world by application of imaginative, logical thinking and data analytics.
Who should study Biology?
You do not need to have studied Biology before to take the SL course; however, a level 6 or above at GCSE is recommended for HL. The SL content of the course provides an excellent overview of modern biological sciences. The HL course adds detail and depth to this overview. If you have a keen interest in the living world and hope to either work in this field of maintain a lifelong interest in it, then HL is for you.
A lot of material is covered in the course. It is important that you regularly review your notes, watch documentaries and complete wider reading to develop a broad knowledge of the biological world. In class, you will work independently and collaboratively. The learner profile attributes covered are: Inquirer, thinker, communicator, balanced, principled, knowledgeable.
Where could Biology take me?
Biology is often referred to as the “literate science” and develops important communication and analytical skills valued in a wide range of university courses and careers not just in the sciences. These skills are developed at both SL and HL.
The structure of the course is aimed at developing your skills and knowledge towards a holistic view of the subject and then training you to apply this view towards complex problem solving. This provides a very strong platform for further study or a career in areas like medicine, biochemistry, genomics and the environmental sciences.
Previous Windermere students have been successful following university courses and career pathways include marine biology, veterinary science, medicine, education or research. IB Biology combines with numerous subjects such as Chemistry, Geography, Psychology, Art or Environmental Science supporting your studies in several areas of the curriculum.
CHEMISTRY
Standard level or Higher level
Why study Chemistry?
Chemistry is more than imparting scientific knowledge. It nurtures critical thinking, laboratory skills, and teaches the scientific method. A Chemistry student will be able to tackle complex challenges and conduct research with proficiency
Standard & Higher Level Topics:
• Atomic structure, bonding and structure
• Classification of elements
• Enthalpy and HL: Entropy and spontaneity
• Rates of reaction
• Equilibrium
• Acids and bases
• REDOX reactions
• Organic chemistry and HL: Spectroscopy
Who should study Chemistry?
You will find the course easier if you have studied Chemistry at (I)GCSE level.
The subject course is for those who desire rigour or have inquisitiveness. If you enjoy learning this is the course for you, you will be learning from day 1 due to the interconnectivity of the topics.
Where could Chemistry take me?
Further studies include medicine, computational chemistry, biological science, environmental science and chemical engineering. Many students take the analytical skills learned and study finance, law, computer science and internal relations.
Universities and employers value the critical thinking skills of problem solving, writing concisely and precisely after carrying out detailed analysis of qualitative and quantitative data. The benefit of life skills learned are time management, organisation and thoughtful questioning.
Chemistry SL or HL can be combined with any other subject from photographing crystal structures to understanding the molecular level of DNA.
PHYSICS
Standard level or Higher level
Why study Physics?
Are you curious about how the world works? Physics explores the fundamental principles that explain our universe whether you're interested in space, energy, or how everyday objects move, launching rockets or diving into quantum physics, we are here to push you to think like a scientist.
Standard Level Topics:
• Kinematics
• Forces and momentum
• Work, energy and power
• Thermal energy transfers
• Greenhouse effect
• Gas laws
• Current and circuits
• Wave model
• Standing waves and resonance
• Motion in electromagnetic fields
• Fission
Topics with additional content for HL:
• Simple harmonic motion
• Wave phenomena
• Doppler effect
• Gravitational fields
• Electric and magnetic fields
• Structure of the atom
• Radioactive decay
Higher Level Topics:
• Rigid body mechanics
• Galilean and special relativity
• Thermodynamics
• Induction
• Quantum physics
• Fusion and stars Physics teaches you skills that are essential in many other IB subjects, especially Mathematics and Chemistry. It can also work with subjects like Business or Economics Physics is also great for extracurriculars like robotics, science fairs, Olympiads and engineering projects
Who should study Physics?
Physics requires curiosity. You should love asking questions and figuring out how things work. You will enjoy problem-solving, puzzles and challenges. You will work well alone and, in a group, setting.
Where could Physics take me?
The problem-solving, critical thinking, and analytical skills you gain are valuable in many careers. Physics opens doors to:
• Earth, Atmospheric or Environmental Science, Geophysics and Sustainability.
These fields are in high demand, and Physics gives you a strong foundation to succeed in them. Universities and employers respect students who have studied physics because they know it shows a high level of understanding and capability.
SPORTS, EXERCISE & HEALTH SCIENCE
Higher and Standard Level
Why study Sports, Exercise & Health Science?
SEHS is primarily concerned with making sense of human physical and mental health and performance through a variety of approaches and techniques, controlled experimentation, and collaboration. SEHS students examine scientific knowledge claims in a real-world, 21st century context, fostering their interest and curiosity in sport and athletic performance.
The course is organised under three main themes: exercise physiology and nutrition of the human body; biomechanics; sports psychology and motor learning. A combination of syllabus content and experimental work provides the opportunity for students to acquire the knowledge and understanding necessary to apply scientific principles and analyse human performance.
Who should study Sports, Exercise & Health Science?
Apart from being worthy of study in its own right, SEHS is good preparation for courses in higher or further education related to sports fitness and health, and serves as useful preparation for employment in sports and leisure industries. You should have a strong interest in sport, health; human performance and science You should enjoy working both independently and collaboratively, and be capable of retaining large volumes of knowledge
Where could Sports, Exercise & Health Science take me?
The course is suited to a wide range of students; particularly those interested in sport or pursuing a career in Sports Science, Physiotherapy or Sports Medicine. Previous students have progressed to study a range of university courses including sports science, sports management and non-sports related subjects. Even if students choose to pursue an unrelated career or university course, they will benefit from a deep understanding of the human body and mind, and a range of independent study skills.
GROUP 5: MATHEMATICS
Why study Mathematics?
As a core element of the IB curriculum, Mathematics provides a variety of course options designed to suit the needs of all students and to help prepare students for entry into a range of different post-sixth from careers and training opportunities.
The different Mathematics options also allow students to select the course that dovetails most appropriately with their other choices of SL and HL courses.
Mathematics courses in the IB cover five main branches of Mathematics – Number and Algebra; Functions; Geometry and Trigonometry; Statistics and Probability; Calculus. Students will also develop investigational, problem-solving and modelling skills throughout the course and through design, development and production of their own exploration of a chosen are of Mathematics.
Mathematics Assessment
Exploration HL & SL 20%
Paper 1
Paper 2
Students investigate a chosen aspect and produce a written project
30% SL 40% Short-response and extended-response questions. Analysis & Approaches: no technology allowed Applications and Interpretation: technology allowed
30%
40% Short-response and extended-response questions. Technology allowed.
Paper 3 HL 20% Two extended-response problem solving questions. Technology allowed
Assessment objectives in Mathematics cover six main areas of focus – Knowledge and understanding; Problem solving; Communication and interpretation; Technology; Reasoning; Inquiry approaches.
Where could Mathematics take me?
The vast majority of STEM-based courses and careers require an IB Mathematics qualification.
Mathematics: Applications and Interpretation prepares students effectively for careers such as Accounting, Economics, Computing, Medicine, Engineering, Architecture, and the full range of Science subjects. This subject is aimed at students who will go on to study subjects such as social sciences, natural sciences, statistics, business, economics, psychology, and design for example.
Mathematics: Analysis and Approaches This subject is aimed at students who will go on to study subjects with substantial mathematics content such as mathematics itself, engineering, physical sciences, or economics for example.
Mathematics in and of itself is a demonstration of the ability to apply problem solving skills – an essential attribute in any chosen career!
MATHEMATICS: APPLICATIONS & INTERPRETATION
Higher and Standard Level
Who should study Applications & Interpretation?
The Applications and Interpretation course is ideal for students who enjoy exploring the application of mathematical ideas to solve a range or real-life problems. The course requires a solid base in algebra and number-work. You will also be interested in harnessing the power of technology alongside exploring mathematical models. Students will be those who enjoy mathematics best when seen in a practical context.
The Higher Level course includes work on some of the more advanced core algebraic skills. This course is ideal preparation for students wishing to follow an Applied Mathematics career path such as Engineering.
The Standard Level course offers greater time establishing the fundamental skills, with a focus on developing mathematical reasoning and problem-solving. The course is ideal for students who have an interest in areas such as Finance, Business or Economics.
MATHEMATICS: ANALYSIS & APPROACHES
Higher and Standard Level
Who should study Analysis & Approaches?
The Analysis and Approaches course is ideal for students who are adept at GCSE-level algebra, possess strong number-work skills and have a passion for exploring Pure Mathematics. Students should enjoy developing their mathematics to become fluent in the construction of mathematical arguments and develop strong skills in mathematical thinking. You will also be fascinated by exploring real and abstract applications of these ideas, with and without the use of technology. Students will be those who enjoy the thrill of mathematical problem solving and generalisation.
The Higher Level course will delve deeply into many of the core algebraic skills involved in more advance Mathematics. The course is a perfect preparation for any largely Mathematics-based course or career path.
The Standard Level course offers greater time establishing the fundamental skills. The course prepares students effectively for further study or a career in a field involving the use and application of Mathematics skills.
GROUP 6: ARTS
Through studying any of the Group 6 subjects, the Arts, students become aware of how artists work and communicate
The aims of all subjects in Group 6 are to enable students to:
• Enjoy lifelong engagement with the arts.
• Become informed, reflective, and critical practitioners in the arts
• Understand the dynamic and changing nature of the arts
• Explore and value the diversity of the arts across time, place and cultures
• Express ideas with confidence and competence
• Develop perceptual and analytical skills.
THEATRE
Higher and Standard Level
Why study Theatre?
Theatre is a dynamic, collaborative, and live art form. As a theatre student you will have the opportunity to make theatre as creators, designers, directors, and performers. Working both individually and collaboratively, you will engage actively in the creative process, transforming ideas into action as inquisitive and productive artists. Theatre introduces you to contrasting artistic perspectives where you learn to apply research and theory to inform and to contextualise your work. Students have ownership over every element of the course. There are no prescribed set texts or written exam, so Theatre is ideal for developing your creativity and individual interests
Who should study Theatre?
Anyone with an interest in Drama and the Theatre. You should enjoy watching, reading, and taking part in plays. No prior study is needed but you should have practical experience.
Theatre Assessment
Collaborative project
HL 25% SL 40%
Production proposal
HL 20% SL 30%
Research Presentation
HL 20% SL 30%
Solo Theatre Piece HL 35%
Students collaboratively create and perform an original piece of theatre of their choice. They write a portfolio to support the process.
Students choose a published play text and formulate a vision for the design and theoretical staging of the play text.
Students plan and deliver an individual presentation in which they demonstrate their research into a convention of a theatre tradition.
Students research a theatre theorist, identify an aspect(s) of their theory, and create and present a solo theatre piece.
Where could Theatre take me?
Theatre supports careers in Acting, Design, Law, Politics, and many other professions. Theatre students learn invaluable communication skills, grow in confidence as performers and highly sought-after presentation and analytical tools.
MUSIC
Higher and Standard Level
Why study Music?
Music is a vibrant, creative and multi-faceted subject which is both accessible and appealing to modern musicians Music encourages personal growth using thinking, social, communication and selfmanagement skills. You will learn how to explore and experiment with many styles and genres
Areas of Inquiry
• Music for sociocultural and political expression
• Music for listening and performance
• Music for dramatic impact, movement and entertainment
• Music technology in the electronic and digital age.
Who should study Music?
The course is designed for those who have an interest in both composing and performing You should be open-minded and prepared to take yourself out of your comfort zone. The course enables you to independently explore new areas of music. Performance and composition skills are essential.
Music Assessment
Exploring music in context HL 20% SL 30%
Experimenting with Music HL 20% SL 30%
Presenting Music HL 30% SL 40%
The contemporary Music maker HL 30%
Students select samples of their work for a portfolio submission which includes written work, practical exercise and one performance.
Students submit an experimentation report with evidence of their musical processes in creating and performing in two areas of inquiry.
Students submit a collection of works demonstrating engagement with diverse musical material from four areas of inquiry.
Students submit a continuous multimedia presentation documenting their real- life project.
Where could Music take me?
There are many courses that are available to Music students both in conservatoires and universities Universities and employers will value your commitment and passion and you will have highly developed skills in communication.
Careers are not necessarily linked to performance-based skills as music can be restorative and therapeutic, creative or supportive for performers
VISUAL ARTS
Higher and Standard Level
Why study Visual Arts?
Our Art department has a dedicated art studio for students with excellent facilities and individual work spaces. You will complete workshops in printmaking, painting, drawing, sculpture, ceramics and photography. Visual Arts students will learn to:
• Examine and compare the work of artists from different cultural contexts and consider their influence on the work of others and your own
• Develop and refine your ideas to present resolved works for exhibition
• Develop an informed response to work and exhibitions you see and experience
• Evaluate how your ongoing work communicates meaning and purpose
• Explore ways of communicating through visual and written means.
Who should study Visual Arts?
Prior experience of Art & Design is preferable with some evidence of sketchbook & practical work It is a thought-provoking course in which pupils develop analytical skills in problem-solving and divergent thinking, whilst working towards technical proficiency & confidence as art-makers.
Visual Arts Assessment
Comparative Study HL & SL 20%
Process Portfolio HL & SL 40%
An investigative comparison of both visual and written content.
Student selected examples, which show experimentation, exploration, manipulation, refinement and development of ideas
Exhibition HL & SL 40% Students create various artworks, exhibition text and a curatorial rationale.
Where could Visual Arts take me?
The course is designed for students who want to go on to further study of Visual Arts in higher education as well as for those who are seeking lifelong enrichment. You may choose to go on to study an Art foundation course before studying arts and design related courses at university degree level.
BTEC LEVEL 3 DIPLOMA IN BUSINESS
Why study BTEC Business?
The Business BTEC qualification offers learners the opportunity to develop a range of skills and techniques, personal skills, and attributes essential for successful performance in working life.
Mandatory Units
Exploring Business
Developing a Marketing Campaign - exam
Personal and Business Finance - exam
Managing an Event
International Business
Principals of Management - exam
Who should study BTEC Business?
The aims for BTEC Business are to give you:
• Practical experience from real world assignments.
• Responsibility for their own learning.
Optional Units (two)
Recruitment and Selection
Pitching for a New Business
Work Experience in Business
Investigating Customer Service
Creative Promotion
Market Research
• A chance to develop interpersonal and practical thinking skills.
• A strong core base of knowledge.
• Real experience of effective teamwork.
• The ability to work to a brief with set deadlines.
• The ability to manage time efficiently to complete tasks and processes.
Assessment
60% of the course is through coursework assessment and 40% is through external examinations.
Where could BTEC Business me?
Students develop the qualities they need to enter employment in the business sector or to progress to vocational qualifications or university. The most common pathway is Business with Management, Finance or Marketing.
In the last few years, students have shown an increasing interest in Degree Apprenticeships, particularly in Accountancy.
NCFE LEVEL 3 DIPLOMA IN SPORT AND PHYSICALACTIVITY(OUTDOORS)
Why study Outdoors Adventure?
If you have considered working in the Outdoor Education industry or enjoy adventure, the course will provide you with the skills and knowledge to develop your passion. Windermere School is based within the Lake District National Park and has outstanding facilities, providing the environment you need. You will engage with external professionals and our sport and outdoor education staff, as well as undertake a week placement in an outdoor education centre. During the two-year course students need to study three mandatory units and choose nine from the list of optional units, taught in the classroom and practically in a number of outdoor activities.
Mandatory Units Optional Units
Exercise, Health and Lifestyle
Preparing for a Career in Sport and Physical Activity
Principles and Practices in Outdoor learning Activity
Equipment and Facilities for Outdoor and Adventurous Activities
Skills for Land-Based Outdoor and Adventurous Activities
Skills for Water-Based Outdoor and Adventurous Activities
Outdoor and Adventurous Expeditions
Leadership in Sport
Leading Water-Based Activities
Leading Land-Based Activities
Work experience in Sport
Who should study Outdoor Adventure?
Students who have an interest and passion in the outdoors and prefer practical work. Prior experience is not essential but a willingness to try new activities and experiences is required. The course combines well with Business, Sports Science, Geography, Biology and Psychology.
Assessment
This course is continuously assessed throughout the two years, though independent and group tasks such as written reports, presentations and practical assessments There are no examinations.
Where could Outdoor Adventure take me?
The course gives you access to university, particularly a degree in Outdoor Education. You could gain an NGB award in outdoor coaching or instructor qualifications, for example: Mountain Training Lowland Leader/Hill and Moorland Leader or Mountain Leader/Climbing Wall Instructor or RockClimbing Instructor/RYA Dinghy Instructor.
UNIVERSITY & APPRETICESHIP DESTINATIONS
As a non-selective school, we have an excellent record of helping students apply for a wide variety of courses and universities Over the last three years, 81% of our Sixth Form students gained access to their first-choice university. In 2024, all who applied to university secured a place, both in the UK and abroad. 79% of these students gained a place at their first-choice university Securing their university place on IB results day on the 6 July, gives our students peace of mind over the summer, and plenty of time to plan ahead.
The below are university and apprenticeship destinations Windermere School Diploma Programme students secured over the last three years.
Animal Science
Biological and Medical Sciences
Biological Sciences
Business Management
Business Management (Economics)
University of Nottingha
University of Liverpool
The University of Edinburgh
King's College London, University of London
University of Westminster
Business Management (with Professional Placement) City, University of London
Chemistry
Civil Engineering
Civil Engineering
University College London
Edinburgh Napier University
University of Sheffield
Climate Change Liverpool John Moores University
Climate Science
Computer Science
Computer Science and Mathematics
Engineering
Durham University
Cardiff University
University of St Andrews
The University of Edinburgh
Engineering with Foundation Year University of Leicester
English Literature
Digital Technology and Solution level 6 apprenticeship, BSc Bangor Applied Data Science
Foundation course in Acting
Gap Year and then Medicine
Gap Year then Biomedical Science
Gap Year then International Relations
Gap Year then Linguistics and English Language
Gap Year then Sports and Exercise Science
University of Warwick – Serena
Airbus, Bangor University
Rose Bruford College, Edinburgh
Aston University
Newcastle University
Newcastle University
The University of Edinburgh
Newcastle University
Geography University of Leeds
Geography
International Development with Economics
Languages and Cult and International Relations
University of Leicester
University of Bath
SOAS University of London
Law University of Bristol
Liberal Arts
Management
University of Leeds
ESCP Business School (Paris)
Diploma Programme
Mathematics University of Leicester
Mechanical Engineering University of Leeds
Medical Science University of Reading
Medicinal Chemistry University of Leicester
Philosophy, Politics and Economics
University of Leeds
Philosophy, Politics and Economics University of York
Physical Geography
Lancaster University
Politics University of Exeter
Psychology
Social and Political Sciences
Bath Spa University
University of Leeds
Sociology Newcastle University
Theological Studies
Veterinary Medicine
University of St Andrews
The University of Edinburgh
The below are university destinations Windermere School Career-related Programme students secured over the last four years.
Career-related Programme
Rural Enterprise and Land Management (with Placement)
Harper Adams University
Sport Business Management Lancaster University
Business & Management Leeds Beckett University
Business & Management University of Reading
Business & Management University of York
Business and Management (with a Year in Industry) University of York
Business and Marketing Manchester Metropolitan University
Business Management
Lancaster University
Business with Management Northumbria University, Newcastle
Economics and Finance
Fine Art - Photography
Gap Year then Psychology
International Business
London Metropolitan University
Glasgow School of Art
Northumbria
Regent's University London
International Business and Management with Placement Year University of Reading
International Business Management Oxford Brookes University
Marketing University of Stirling
Marketing with Foundation Year University of Plymouth
Media, Communication and Cultural Studies Newcastle University
Primary Education (ITE)
Bristol, University of the West of England
Psychology Swansea University
Psychology with International Foundation Year University of Reading
