2021 Curriculum Information

Curriculum 2021Information SIXTH FORM torquay girls’ grammar school



Art & Design ............................................................................ 4 Biology ..................................................................................... 6 Business ................................................................................... 8 Economics................................................................................ 9 Chemistry .............................................................................. 10 Computer Science (TBGS).................................................... 12 Drama & Theatre Studies ..................................................... 14 English Literature ................................................................... 16 Extended Project Qualification (EPQ)................................. 18 French .................................................................................... 20 Geography ........................................................................... 22 German ................................................................................. 24 History .................................................................................... 26 Mathematics & Further Mathematics.................................. 28 Media Studies ....................................................................... 30 Music (TBGS).......................................................................... 32 Philosophy.............................................................................. 34 Physical Education (TBGS).................................................... 36 Physics ................................................................................... 38 Politics..................................................................................... 40 Psychology............................................................................. 42

ART & DESIGN “Art is a step from what is obvious Current Teaching Staff: and well-known toward what is Mr S D Smedley - Head of Department arcane and concealed” Khalil Gibran Miss Z C Beard, Miss Z Malone Examination board and syllabus: OCR Fine Art Entrance requirement: Grade 6 at GCSE Art and Design in any discipline (minimum) Students will straight away begin to acquire the skills and knowledge necessary to apply in A2 Art and Design, where there is Coursework (60%) and an Externally Set Task (EST) (40%). Work produced for both Coursework and the EST of 15 hours will be judged on the following four distinct assessment objectives (AOs): Developing, Exploring, Recording and Presenting. Each carries the same weighting of 20 marks. Students are encouraged to follow their own interests in developing work in terms of theme, artistic reference subject matter, stylistic approach and scale, though they will be encouraged to take creative risks and discover new and novel methods whilst proceeding under teacher guidance. Coursework – more detail. Formally called a ‘Personal Investigation’ (PI) (60%). This will entail the production of a portfolio of visual investigations and final pieces following a negotiated theme. As an additional part of this, students must complete a 'Related Study'(RS) which entails the production of a 1000-3000 word illustrated essay on an artist(s) relating directly to their practical work. Exam – more detail. The EST at A2 (40%) consists of open-ended starting points provided by the examination board on 1st February each year and from which the students choose one to pursue. The final piece(s) for this will be conducted under examination conditions over 15 hours in duration after a period of ‘preparatory time’ determined by the centre. Students’ preparatory work and final piece(s) for both Coursework and EST will be assessed internally and moderated externally. The course at A2 is, as much as possible, ‘team-taught’. We believe that this helps engender dynamism and openness in the subject. Difference of opinion and variance of approach between teaching staff is to be expected, accepted and embraced as a vital component of the creative process. 4

Drawing and painting constitutes the bulk of work and this will be completed in a variety of media and scale, but sculptural work, photography, art history research and note taking are all vital aspects of supporting work undertaken by students. Investigations are ‘on-going’ throughout the year and, therefore, the traditional place of homework is taken up by further research and continuation of visual investigations. It is crucial that this independent work is carried on beyond lessons. The Art Department is on ‘Open-Access’ at lunchtimes and pupils may use its facilities during this time and if they have a ‘free’ period. Number % of Coursework / Length of Time Examination / CAREERS of Unit A2 Examination Coursework entered 60% Fine Art PI Coursework is on-going June of Year 13 Universities and employers value H601/1 throughout Year 12 and highly the ‘transferable’ skills that (A2 Fine 40% Fine Art EST Year 13 June of Year 13 come from an education in the Art PI) 15 hours under exam creative field and the ability to conditions plus ‘prep’ time ‘Think outside the box’. These H601/2 from 1st Feb each year courses and careers may be far (A2 Fine removed from Art and Design itself. Art EST) Previous students have gone on to courses including Medicine, We are now also able to offer students the opportunity to study for Dentistry and other Science related an AS in Art in Year 12 should they wish to. This is entirely based degrees, to name but a few. upon an Externally Set Task (EST) that is available from January each year. More details on this option can be given to those interested by Taking art related courses and directly coming and speaking to the HOD (Mr Smedley) at Open careers more closely, past students Evenings or, for those in TGGS already, in lessons. have secured positions in Art and Design teaching, All Art Students need to be self-motivated and enthusiastic. They Museum/Curatorship and other should be able to pursue project themes with a good degree of educational fields, Illustration, independence and self-reliance. Pupils need to be ambitious in their animation, fashion, architecture as thinking, experimental, inquisitive and self-questioning. They must be well as becoming practising Artists prepared to put in significant numbers of hours of work beyond the in their own right. timetabled lessons (in line with other A Level subjects) to achieve at the higher levels in the subject. Students will need to: Compulsory Optional Attend extra sessions before Examinations Read widely around the subject X X Make extensive notes X X Carry out detailed revision for regular tests beyond public examinations X Be willing to lead class discussions 5

BIOLOGY Nothing in Biology makes sense Current Teaching Staff: except in the light of evolution” Mrs K Bumby - Head of Department Dr D Halliday, Mrs N Leflaive and Dr M Moffat Dobshansky Examination board and syllabus: AQA GCE A level Biology *If a student who currently attends another Entrance requirement: school achieves less than two Grade 7s, we will ask them to arrange for their school’s Separate Science GCSE students: Grade 7 or Examination Officer to complete a form to above in Biology, Grade 6 or above in Chemistry, provide evidence of their performance in Physics and Mathematics each Science subject Double Award Science GCSE students: Grade 6 or above in Combined Science*, with an overall Grade 7 in the Biology components and Grade 6 in the Chemistry and Physics components, Grade 6 or above in Mathematics. First year of A2: Topic 1: Biological Molecules: Monomers and polymers, carbohydrates, lipids, proteins, enzymes, DNA, RNA, DNA replication, ATP, water and inorganic ions, Topic 2: Cells: Cell structure, cellular transport, cell recognition and the immune system Topic 3: Organisms exchange substances with their environment: Surface are to volume ratio, gas exchange, digestion and absorption and mass transport. Topic 4: Genetic information, variation and relationships between organisms: DNA, genes and chromosomes, protein synthesis, mutations, genetic diversity, adaptation, taxonomy and biodiversity. A2 year two outline: Topic 5: Energy transfer in and between organisms: Photosynthesis, respiration, energy in ecosystems and nutrient cycles. Topic 6: Organisms respond to changes in their internal and external environments: Stimuli and detection, receptors, control of heart rate, nerve impulses, synaptic transmission, skeletal muscles, homeostasis, blood- glucose concentration control and blood water potential control. Topic 7: Genetics, populations, evolution and ecosystems: Inheritance, populations, evolution and speciation. Topic 8: The control of gene expression: DNA sequence alteration, gene expression, regulation of transcription and translation, using genome projects, recombinant DNA technology and genetic fingerprinting. 6

Each class is taught by two teachers who each teach five lessons per fortnight. A diverse range of interactive teaching and learning strategies are employed, for example, practical work, class and group discussions, debates, student presentations and revision games. Examples of homework include: research, data-handling exercises, follow-up to practical work, practice examination questions, presentations and A2 synoptic essays. What’s Paper 1 Paper 2 Paper 3 assessed Any content from topics 1– 4, including relevant Any content from topics • Any content from topics practical skills 5–8, including relevant 1–8, including relevant practical skills practical skills How is it written exam: 2 hours written exam: 2 hours written exam: 2 hours assessed? • 91 marks • 91 marks • 78 marks • 35% of A-level • 35% of A-level • 30% of A-level Questions 76 marks: a mixture of • 38 marks: structured • 76 marks: a mixture of short and long answer short and long answer questions, including questions questions practical techniques • 15 marks: extended • 15 marks: comprehension question • 15 marks: critical analysis of given experimental data response questions • 25 marks: one essay from a choice of two titles Lunchtime help is available; students are able to drop-in or request individual appointments with their teacher. Students working below their expected level are provided with additional homework, and expected to attend the weekly lunchtime help sessions. In year 13, Immersion Day activities are offered to help boost examination performance across the ability range. CAREERS More able students are provided with a suggested reading list, for example, articles from the Biological Sciences Review journal. The Medicine and allied healthcare British Biology Olympiad competition in Year 13 is offered to the top professions including dentistry, performing students at AS level. nursing, physiotherapy; veterinary medicine and allied professions; Students will be invited to attend a visit to the electron microscope research and development; unit at Plymouth University and the A2 Ecology residential field teaching; specialist e.g. forensic course. science, geneticist; environmental management and conservation; science writing and Students will need to: Compulsory Optional communication; law; politics and Attend extra sessions before Examinations policy. In common with other Read widely around the subject X science qualifications, biology is Make extensive notes X well-regarded by a wide range of Carry out detailed revision for regular tests beyond public examinations X potential employers. X Be willing to lead class discussions X 7

BUSINESS “Business, more than any other Current Teaching Staff: occupation, is a continual dealing Mrs E Gale - Head of Department with the future; it is a continual Mr D Downing calculation, an instinctive exercise in foresight.” Henry Luce Examination board and syllabus: AQA Entrance requirement: Grade 6 in GCSE Maths and Grade 6 in English Language. GCSE Business is not a requirement, but if taken, then you must have achieved at least a Grade 6. Year 1 CAREERS 1. What is business? 2. Managers, leadership and decision making. Accountancy 3. Decision making to improve marketing performance. Marketing 4. Decision making to improve operational performance. Advertising 5. Decision making to improve financial performance. Management 6. Decision making to improve human resource performance. HR Stock Broker Year 2 Investment Banking 1. Analysing the strategic position of a business. 2. Choosing strategic direction. 3. Strategic methods: how to pursue strategies. 4. Managing strategic change. A-level assessment The A-level is assessed by three two hour written exams at the end of the course. Paper 1: Multiple-choice questions, short answer and two essays. Paper 2: Three compulsory data response questions. Paper 3: One compulsory case study consisting of six questions. Keeping up with up-to-date business news is expected. Lunchtime help is always available. 8

ECONOMICS “Economics explains almost Current Teaching Staff: everything” Robert H Frank Mrs E Gale - Head of Department Examination board and syllabus: AQA Entrance requirement: Grade 6 in GCSE Maths and Grade 6 in English Language. GCSE Business is not a requirement, but if taken, then you must Year 1 have achieved at least a Grade 6. Microeconomics: • Economic methodology and the economic problem • Price determination in a competitive market (demand & supply) • Production, costs and revenue • Competitive and concentrated markets • The market mechanism, market failure and government intervention in markets. Macroeconomics: • The measurement of macroeconomic performance • How the macro economy works: the circular flow of income, AD/AS analysis, and related concepts • Economic performance • Macroeconomic policy. Year 2 CAREERS Individuals, firms, markets and market failure: • Perfect competition, imperfectly competitive markets and monopoly Economist • The labour market Business Advisor • The distribution of income and wealth: poverty and inequality. Analyst The national and international economy: Investment Banker • Financial markets and monetary policy Stock Broker • Fiscal policy and supply-side policies Accountant • The international economy. Statistician Politician Assessment is 100% exam based. There are 3 exam papers taken at the Journalist end of the second year covering all the theory covered in the two Solicitor years in a combination of short and longer style questions. Keeping up with up-to-date Economic news and statistics is expected. Lunchtime help is always available. 9

CHEMISTRY “Nothing in life is to be feared. It is Current Teaching Staff: only to be understood” Marie Curie Mrs Fernandez-Gonzalez - Head of Department *If a student who currently attends another school achieves less than two Grade 7s, we Dr A Sullivan, Mr A Walker will ask them to arrange for their school’s Examination Officer to complete a form to Examination board and syllabus: OCR A provide evidence of their performance in each Science subject Entrance requirement: Separate Science GCSE students: Grade 7 or above in chosen A Level science. Grade 6 or above in other two sciences. Double Award Science GCSE students: Grade 6 or above in GCSE Combined Science*, with an over-all Grade 7 or above in chosen science and Grade 6 or above in the other two science components. You will also need to have at least a Grade 7 in Mathematics. A Level outline: The syllabus is divided into three sections: Inorganic chemistry: This covers the Periodic table, group chemistry and the transition metals. Organic Chemistry: The reactions and uses of the alkanes, alkenes, alcohols, haloalkanes, carbonyl compounds, arenes, amines, amino acids, synthesis and spectroscopy. Physical Chemistry: This looks at the structure of the atom, calculations using the mole, bonding, energetics, calculation of equilibrium constants, and thermodynamics Practical skills are assessed throughout the course and in the written examination papers. Assessment: Three written papers are taken at the end of year 13 to gain the A level qualification. Practical skills are assessed throughout the course as well as in the written examinations and a certificate is awarded if the standard required to pass the skills is met. 10

The teaching of the A level course in divided between two specialist Chemistry teachers. As a practical subject, the use of practical work to develop understanding and skills will play a major role in the delivery of the work. Lessons also involve the opportunity to research and present work on different topics, group work, practice of knowledge and application, and the practice of examination question technique. To ensure a good understanding of the work covered in lessons, students will be asked to complete tasks in their own time. These tasks take the form of topic worksheets, examination questions, writing conclusions and evaluations using experimental data and carrying out research. Students should also be motivated to broaden their knowledge beyond the curriculum by reading CAREERS scientific publications, such as Chemistry Review, and viewing science programmes. Chemistry is needed to gain a university place in areas such as Chemistry help is offered during the weekly lunchtime chemistry Medicine, Veterinary Science and surgery to all students and staff are always available at other pre- others. It is a subject that is arranged times to support students. The ability to work independently, seek help early on and complete compatible with other sciences, lots of practice examination questions which help to build Geography and Mathematics. An confidence in the subject, are vital to ensure success in Chemistry. A level in Chemistry indicates an ability to work methodically and analyse and evaluate effectively; Students will need to: Compulsory Optional skills much sought after in many Attend extra sessions before Examinations X jobs, not just in the scientific field. Read widely around the subject X Make extensive notes X Carry out detailed revision for regular tests beyond public examinations X Be willing to lead class discussions X 11

COMPUTER SCIENCE THIS SUBJECT IS TAUGHT AND DELIVERED AT THE BOYS’ SCHOOL The most important aspect of Current Teaching Staff: computer science is problem Mr R I Green - Head of Department, solving; an essential skill for life. Mrs V Medway Examination board and syllabus: WJEC, Syllabus A-Level Computer Science A500QS Entrance requirement: As not all students have the opportunity to study computing at GCSE, we do not require a qualification in this subject; although if you have taken GCSE we would expect a Grade 6 or above. What is essential is an ability to think logically. Can you follow flow charts? Understand non-linear sequences of instructions? To succeed in this subject, you need to be able to think clearly and communicate effectively. Perseverance is vital in solving problems independently and when grasping theoretical concepts. Perhaps the most important requirement is that you have an interest in the subject. This will give you the motivation you need to work hard and to enjoy the course. The aim of the course is to develop the capacity to think creatively, analytically and logically and to apply these skills to create programmed solutions to problems. The course also aims to develop an understanding of hardware and communications, software, applications and the effects of computers on society; as well as skills in analysis, design, implementation and evaluation, alongside project and time management. As this is a practical subject, there will be a large element of practical work in which you will learn how to write your own code. A level outline: This course is made up of three modules, one of which is coursework. Each theory module accounts for 40% of the total marks, with the coursework project making up the remaining 20% of the marks. 12

Modules Component 1 – Programming and System Development This module covers programs, data structures, algorithms, logical operations, programming methodologies, systems analysis and design, software engineering and the impact of computer science on society. Component 2 – Computer Architecture, Data, Communication and Applications The second module covers hardware and communication, CAREERS computer architecture, networking, data transmission, representation, organisation and structure of data, databases, Almost every career involves some operating and software systems, data security, encryption and aspects of computer science, integrity. making knowledge and skills in this area becoming much more Component 3 - Programming Project important. It also offers the opportunity to pursue new and This is the coursework element, in which you will discuss, investigate, exciting careers such as artificial design, prototype, refine, implement, test and evaluate a intelligence, nano-technology, computerised solution to a problem of your choice. games design, web design and many more. This is a substantial piece of work which is started towards the end of year 12 and completed by the February half-term of year 13. The tech industry is one of the fastest growing sections of the Top 6 reasons to study Computer Science economy. This trend will only increase as more traditional jobs 1. Nowadays computers impact everything we do. are replaced by AI systems which 2. Expertise in computer science enables you to solve need specialists to develop and support them. There is already a complex, challenging problems. major shortage of people with 3. Computer science enables you to make a positive these skills. You could benefit from this as shortage as it is driving up difference in the world. salaries and increasing 4. This subject offers a pathway to many different types of opportunities for those with the necessary expertise. lucrative careers. 5. Jobs in the computer science industry are here to stay. 6. Expertise in this subject will help you develop your skills, even if your primary career choice is something else. 13

DRAMA & THEATRE STUDIES “I love acting. It is so much more Current Teaching Staff: real than life.” Oscar Wilde Mr P Lyden - Head of Department Miss L Deller Examination board and syllabus: AQA Entrance requirement: At least a Grade 6 in GCSE Drama. However, students will be considered on an individual basis if they did not study Drama at GCSE level. At least a Grade 6 in both English Literature and Language GCSE. A level Drama: Component 1: Drama and theatre What’s Assessed: Knowledge and understanding of drama and theatre; Study of two set plays (one chosen from list A, one from list B); Analysis and evaluation of the work of live theatre makers. Written Examination: 3 hours 40% of A level Section A: one question (from a choice) on Jerusalem by Jez Butterworth. (25 marks) Section B: one three part question on a given extract from Metamorphosis by Steven Berkoff. (30 marks) Section C: one question (from a choice) relating to a live theatre performance. (25 marks) Component 2: Creating original drama What’s Assessed: Process of creating devised drama; Performance of a devised drama (students may contribute as performer, designer or director). Devised piece influenced by the work of methodologies of Antonin Artaud/Theatre of Cruelty. 30% of A level Working notebook (40 marks) Devised Performance (20 marks) 14

Component 3: Making Theatre What’s Assessed: Practical exploration and interpretation of three extracts, each taken from a different play; Methodology of a prescribed practitioner (must be applied to extract 3); Extract 3 is to be performed as a final assessed piece (students may contribute as performer, designer or director); Reflective report analysing and evaluating theatrical interpretation of all three extracts. Recent examples include 4.48 Psychosis by Sarah Kane, The Wonderful World of Dissocia by Anthony Neilson and The Bald Soprano by Ionesco. 30% of A level Performance of Extract 3 (40 marks) Reflective report (20 marks) Lessons are taught in two fully equipped Drama studios, and tend to be practically based. Set texts are studied from a performance perspective. Lessons tend to start with practical warm up activities. There is an emphasis placed on developing practical skills to a high level. Students tend to work in small groups, developing a given stimulus for performance within class. There is an annual trip to London in the Autumn Term. In recent years this has included shows such as War Horse, Blood Brothers, and The Curious Incident of the Dog in the Night Time. Students need to show real commitment and enthusiasm to all CAREERS aspects of the course. Although the lessons are primarily practical, it is essential that students carry out individual research to help inform Acting for stage and screen, their understanding of complex theatrical theories. Multimedia related jobs, Theatre in education, We are now also able to offer students the opportunity to study for Advertising, Journalism. an AS in Drama in Year 12 should they wish to. This is entirely based upon an Externally Set Task (EST) that is available from January each year. Please see course outline below. More details on this option can be given to those interested by directly coming and speaking to the HOD (Mr Lyden) at Open Evenings or, for those in TGGS already, in lessons. 15

ENGLISH LITERATURE “A small drop of ink…makes Current Teaching Staff: Mrs J Preston - Head of Department thousands, perhaps millions think” Mrs A Beal, Mr J Gregory, Ms M Harrington, Mrs K Kember, Mrs H Baker-Thornton Byron Examination board and syllabus: AQA (A) A Level English Literature Entrance requirement: Grade 6 in GCSE English Language and English Literature A Level Course Outline: Unit 1: Love Through The Ages (40%) • Shakespearean Tragedy: Othello • Unseen Poetry Comparison • Prose/Poetry Comparison – The Great Gatsby and anthology of pre1900 poems Assessment – a 3 hour examination. Open book for prose; closed book for Shakespeare. Unit 2: Texts In Shared Contexts (40%) • The study of two texts connected by the theme of Modern Times: Literature from 1945-Present Day. Text examples: The Handmaid’s Tale, The Help, A Streetcar Named Desire, Revolutionary Road. • Modern poetry. Text: Skirrid Hill. • Unseen Prose Assessment – a 2 hour 30 minute examination. Open book. 16

Unit 3: Non-Examined Assessment (Coursework – 20%) CAREERS This is a free choice of two texts, one of which must be pre-1900. No English Literature has been titles or topics are specified so students design their coursework traditionally linked to arts and based on their own areas of interest. media based careers such as journalism, public relations, Assessment – one extended comparative essay referring to two advertising, television and texts. 2500 words. publishing. However, it is held in high regard Teaching and Learning as an academic subject and is an excellent choice if you are Classes are taught by two teachers, who are passionate subject- considering a career in law, specialists and whose aim is to inspire your love of literature too. medicine, veterinary science, business and accountancy. Discussion is an important element of lessons, alongside creative This is because studying English approaches to texts such as: imaginative writing, art, drama Literature enables you to develop improvisation and role play. Presentations on the themes, skills of critical analysis, and to characters, settings and contexts of texts also play a vital role and express yourself in a coherent, give you the opportunity to direct your own learning. A Level English logical and fluent way. In dealing classrooms are dynamic places where you are encouraged to with the issues presented by texts, develop your own ‘voice’ and express your ideas confidently in the subject also helps you to debate as well as in essays. develop empathy for others and a better understanding of the world Students will need to: Compulsory Optional around you. Read widely around the subject Make independent notes X Carry out detailed revision for regular tests beyond public examinations X Be willing to engage in and lead class discussions X X 17

EXTENDED PROJECT QUALIFICATION Having an EPQ will show universities Current Teaching Staff: that you have the independent writing Ms E Browne – Head of Sixth Form and study skills needed to study their courses. If you take the EPQ alongside Examination board and syllabus: AQA A levels and apply to university, you https://www.aqa.org.uk/subjects/projects/project- could get an offer from some qualifications/EPQ-7993 university courses that is one grade below a typical A level offer. Assessment The project which is either a 5000-word style dissertation or an artefact with a written report and the completion of a production log. It is marked internally by the project supervisor and a sample of projects are selected to be moderated by the exam board. What is the Extended Project? The extended project qualification is a truly independent student-led qualification which offers students to opportunity to develop and implement a project of their own choosing. Pursuing this qualification allows the student to take real ownership of their project, choosing both the area researched and the mode in which this research is conveyed. It is high-level work requiring students to invest approximately 90 hours in total and it is carried out independently; there is no checking of rough drafts but there is consultative guidance. Some students choose to study an area related to their chosen H.E. course or future pathway, whilst others pursue an interest that they are passionate about. Projects are varied and students can choose to write essays, scientific reports or produce their own artefact .Some of the topics chosen in recent years include: the politics of Eurovision, the reasons for the demise of Polari, the publication of a vegan cookbook and hosting a murder-mystery event. One student even built a children’s playground for a hospital in Sri Lanka! How is it taught? The extended project qualification is delivered as a taught course over a 12-week period in the spring term by the Head of Sixth Form, Ms E Browne. The sessions will focus upon key skills such as devising an appropriate question, independent research, evaluating credibility, formulating arguments and substantiating judgments as well as delivering effective presentations. 18

Support provided: Each student is designated an experienced supervisor who will guide and support them throughout the process. The students also have access to Project Q; an online portal which will allow them to log their planning and communicate instantaneously with their supervisors. There is also designated time in the curriculum to undertake independent research and realise their project. Students in year 12 also have an opportunity to watch year 13 students present their finished extended projects. How the project helps with future pathways The extended project not only allows students to produce something that it is highly personalised to them, but it is also recognised as an externally accredited qualification. It is worth over half an AS level and with regards to points-based universities this can help students to obtain places on their chosen courses. The project itself is highly valued by universities as the skills required often mirror the requirements of many undergraduate courses for example academic research and referencing. Many universities are prepared to lower the entrance requirements for even the most competitive courses if students achieve highly in their projects. 19

FRENCH « Vouloir c’est Pouvoir » Current Teaching Staff: Ms L Neill - Head of Department Mr N Twelves, Mrs P Smedley-Mathé Examination board and syllabus: Edexcel A-Level (9FR0) Entrance requirement: French GCSE Grade 7 or above Why study French at A-Level? French is: • Spoken by more than 220 million people in over 43 countries in five continents. French-speaking Africa is larger than the entire U.S.A. • The second most influential language in the world and on the internet. • The official language of the: UN; EU; UNESCO; NATO; Olympics committee; the Red Cross and Médecins sans Frontières. If you want to work in these types of fields make sure that you have French! • A proven way of improving your English! • The largest language donor to English making French easier to learn. • The international language for cooking, fashion, theatre, the visual arts, dance and architecture. • A great base to go on and learn other ‘Romance’ languages - Spanish, Portuguese, Italian and Romanian. Considered a ‘facilitating subject’, subjects that many universities, notably Oxbridge and the Russell Groups universities expect you to have for at least two of your A-Levels subjects. The course outline: From September 2020 Edexcel will no longer be offering separate AS qualifications in MFL. However, we will continue to offer the opportunity to complete French A Level. Content covered in Year 12 and Year 13 will be assessed at the end of Year 13 by the exam board. The main themes of the course are as follows and the number in brackets indicates the year in which they are covered: 1. Current trends and changes within French society (Y12); 2. Political and Artistic culture in the French-speaking world, including music, cinema and fashion (Y12); 3. Immigration, integration and the rise of the extreme right-wing in France (Y13); 4. France during Nazi occupation, including the French resistance (Y13); 5. Film studies (Year 13); 6. Literature studies (Y12); 7. Individual research element (highly prized by universities) (Y13). 20

As you can see, these broad areas encapsulate many interesting sub-themes such as: ‘cyber-society’; marginalised populations; francophone music and the treatment of criminals. In essence you will be studying many subjects, such as media studies; history; literature; art; science; politics and ethics all through the medium of French. Number % of Coursework / Examination Length Timing All of our teachers are highly of Unit A2 Summer of Y13 experienced A-Level teachers. All four Paper 1 40% Listening, reading & translation (into 2 hours Summer of Y13 skills (listening, speaking, reading and English) paper. 2 hours writing) are progressed simultaneously Paper 2 30% Written response to the book and film. Translation into French 40 mins through a wide use of the target language in class and a broad variety Paper 3 30% Discussion of one of the themes & IRP 21 -23 Summer of Y13 of activities and resources. There is a mins textbook but this is heavily supplemented and replaced with ‘real’ resources from the internet, magazines or newspapers. In addition, we provide opportunities to practise your French with native speakers. Please do not worry about grammatical weaknesses as we revisit all necessary grammar to ensure that you have a solid understanding of and ability to manipulate the French language. We do a lot of oral and aural work in class as well as supporting you to improve your examination technique. Private study generally consists of grammatical and comprehension exercises as well as essays, research activities and vocabulary acquisition. All this will ensure that you are ready for these papers at the end of Year 13. By studying French A-Level with us, not only will be proficient in all four skills, but you will really understand French culture as well as develop a real competence in many of the necessary soft-skills that employers rate so highly. To ensure that you reach your full potential we offer a wide support and intervention package. This includes: sessions with an experienced foreign language assistant, CAREERS lunchtime and after-school support sessions if required, additional listening resources with transcripts and answers on Sharepoint for independent consolidation and the facility to e-mail work for Languages are in much demand support. Finally, students have the option to participate in a Europe- across all fields including STEM. wide programme that facilitates regular French conversation with Potential employers not only rate a bona-fide French students in France through an online app. linguist for their ability to communicate in another language but also for the personality traits A-level French is a fantastic qualification which is considered a real that a linguist often has, ‘soft-skills’ asset in the modern workplace. However, students must have a real such as: effective communication; love of French and a desire to work consistently throughout the year. tenacity; accuracy and diligence, Students who are organised, willing to work independently, keen to to name but a few. Indeed, contribute, participate and share their ideas and eager to improve employers rate languages and ICT through questioning are the students who excel. Just remember that: « Vous n’êtes pas pas encore arrivées mais vous êtes plus proche as the two most desirable qu’hier! » as long as you choose French A-Level! qualifications. 21

GEOGRAPHY “Geography is the subject which Current Teaching Staff: holds the key to our future” Mrs T Grigg - Head of Department Miss F Roberts, Mr A Grigg Michael Palin, President - Royal Geographical Society Examination board and syllabus: Mrs Grigg is also the Principal Examiner for AQA Geography AQA A level Geography and Mr Grigg is an NEA advisor and trainer for AQA. Miss Entrance requirement: Grade 6 or above in GCSE Roberts is an AQA examiner. Geography. Grade 6 in GCSE Maths and English Language. You can choose A level geography even if you didn’t study it at GCSE. However, we would expect you to have gained a minimum of a grade 7 in Science subjects. AQA Geography provides exciting and engaging subject content that enables students to explore popular and contemporary geographical themes and issues. Year 12 Glacial Landscapes • Glacial Landforms and processes • Climate change and the impact on cold environments • Adaptation of humans to use and manage cold environments Contemporary Urban Environments • New urban landscapes eg fortress cities, edge cities, post-modern western cities • Urban inequalities – economic, social segregation • Urban Environmental problems and solution including sustainable Cities Changing places • Representation of places eg songs, paintings, photography, census data • Sense of place – place characteristics, place identity • Study of a local place and a distant place – change over time and lived experience Water and carbon cycles • Water and carbon cycles with a focus on tropical rainforests • Impact of changing carbon budgets – climate change 22

Year 13 CAREERS NEA – Independent Investigation 20% Due to the very wide range of skills developed through this This will be based on residential fieldwork and day visits. Students have subject, geography students the opportunity to develop their own titles and conduct individual are highly employable and the research. This will prepare them for university dissertations and the variety of careers they enter is world of work. vast. Hazards Relevant careers to geography include: surveying/civil • Tectonic processes and hazards – volcanoes and earthquakes engineering, cartography, • Tropical Storms hydrologist, hazard • Wildfires management, leisure/ recreation management, Global Governance environmental scientist, armed forces, teaching, • Globalisation and trade meteorologist, health related • Global commons – Antarctica employment, and planning. • Transnational Corporations Also, the subject would be Fieldwork useful for medicine, law, personnel roles, civil service, Minimum 4 days of fieldwork including a residential field trip in Y12. estate agents, PR, hotel Fieldwork will be conducted in a range of locations, including a management, museum jobs, residential trip - previous locations have included Pembrokeshire and librarians, ICT, system analysts, the Lake District. The cost of this in 2019 was £320. National Trust, farming Veterinary science, nature Assessment conservation, ecologist, Environment Agency, • There are two examinations for the A-level qualification. One accountancy, market paper examines physical geography and the other human research, and social work. geography The skills developed throughout • In Year 13 you will also write an Independent Investigation of 4000 the course provide an words. This style of assessment suits our students particularly well excellent basis for any career and enables you to investigate an area of geography you are and are transferable to all particularly interested in. undergraduate degree programmes. In 2018 Geography was named as the MOST employable subject. More geography graduates were in full time employment than any other Geography doesn’t tie you subject. down as it can be combined with any subject 23

GERMAN “Excellent teaching and probably Current Teaching Staff: the most fun of all my A-Level Ms R Stacey - Head of Department subjects, languages will always be Mr D Cross useful, whatever you do after school” Emily Sheen Examination board and syllabus: Edexcel Level 3 A-level (9GN0) (Former student and German graduate, Cambridge University Entrance requirement: German GCSE Grade 7 or above. The course outline: 1. Current trends in the German-speaking society; 2. Music, film and traditions in the German-speaking society; 3. Immigration, integration in Germany; 4. Reunification of East and West Germany. As you can see, these are broad thematic areas which encapsulate many interesting sub-themes such as: ‘cyber-society’; marginalised populations; German music and the treatment of criminals. The teaching will revolve around studying and discussing sources in German as well as literature and films. This will ensure that you are effectively prepared for your examinations. There are three papers for A-level. Paper 1 is a Listening, reading and translation paper. Paper 2 is an essay paper that will ask for your written response to the books and films that we have studied, and the final examination is the speaking examination. The result being that you will be proficient in all four skills by the end of the course. Normally there are two teachers at A Level. We revisit all necessary grammar to ensure that you have a solid understanding of the German language. We do a lot of oral and aural work in class as well as examination technique. Private study generally consists of grammatical and comprehension exercises as well as essays. All four skills (listening, speaking, reading and writing) are progressed simultaneously through a wide use of the target language in class and a broad variety of activities and resources. There is an (online) text book that you will use but this is heavily supplemented with ‘real’ resources from the internet, television etc. We offer a wide support package. This includes: an Immersion Day before the orals when you do only German all-day; lunchtime and after-school support sessions and the facility to e-mail work for support. 24

Number % of Coursework / Examination Length of Time Time when of Unit A examination is entered Level Listening, reading and A-level 40% translation paper. 2 hours Summer of Year 13 Paper 1 Written response to work Summer of Year 13 A-level 30% and translation. 2 hours 40 Summer of Year 13 Paper 2 discussion of one of the minutes 30% themes and 21-23 minutes A-level research project of speaking Paper 3 time. A-level German is a fantastic qualification which is a real asset in the modern workplace; whether it is used directly in translation and interpreting, or combined with any qualification, having German will enable you to access many excellent and exciting opportunities, even including access to the better-paid jobs! From the creative arts and literature to the sciences, businesses and engineering, speaking German will open many doors, whatever your interests! Thousands of UK employers have listed German as the language they most want their employees to be able to speak and, furthermore, Germany is a major trading partner for us. With the largest economy in Europe and the fourth largest globally, German has the most number of native speakers in Europe (more than 100 million) and particularly in Eastern Europe German is being taught ahead of other languages. Aside from the reasons outlined above, learning a language has CAREERS been shown to improve memory, problem-solving skills, abstract reasoning, empathy and even postpones the onset of dementia! International jobs in business and There’s really no good reason not to learn another language! industry, translation work, teaching… Students will need to: Compulsory Optional A language A Level enhances any Attend extra sessions before Examinations university degree and many Read widely around the subject X X university courses offer the Carry out detailed revision for regular tests beyond public examinations X possibility of study abroad. Be willing to lead class discussions X 25

HISTORY “A people without the knowledge of Current Teaching Staff: their past history, origin and culture is Ms R North - Head of Department like a tree without roots” Ms G Tennant, Miss L Matthews Marcus Garvey, Early Civil Rights Activist Examination board and syllabus: AQA TEACHING STAFF Entrance requirement: Grade 6 or above in History GCSE or Grade 6 or A Level Outline: above in English Language or Literature GCSE Unit 1: Breadth Study 1C The Tudors: England, 1485–1603 This is a fascinating period of History, studying some of England's most famous monarchs including Henry VIII and Elizabeth I. This option allows students to study in breadth issues of change, continuity, cause and consequence in this period through the following key questions: • How effectively did the Tudors restore and develop the powers of the monarchy? • In what ways and how effectively was England governed during this period? • How did relations with foreign powers change and how was the succession secured? • How did English society and economy change and with what effects? • How far did intellectual and religious ideas change and develop and with what effects? • How important was the role of key individuals and groups and how were they affected by developments? Unit 2: Depth Study Revolution and dictatorship: Russia, 1917–1953, Lenin and Stalin Another fascinating period of History, this option provides for the study in depth of the coming and practice of communism in Russia. It explores concepts such as Marxism, communism, Leninism, and Stalinism, ideological control and dictatorship. It also enables students to consider issues of political authority, the power of individuals and the inter-relationship of governmental and economic and social change Unit 3: Coursework This is a personal study. The topic is British History in the Twentieth century including Thatcher, The Suffragettes, World Wars, Protest eg Poll Tax riots etc. This unit demands extensive research and thorough reading, and will provide a fantastic opportunity for independent learning. This unit is particularly good preparation for university and students who go on to write dissertations. 26

Name of Unit % of A Coursework / Length of Time / Examination / A Level classes will have two Level Examination words Coursework entered teachers, one for each side of the Unit 1: Tudors 40% Examination 2 hour 30 minutes End of 2 year course course. Information is provided in Unit 2: Russia 40% Examination 2 hour 30 minutes End of 2 year course the form of lectures, seminars, active Unit 3: Coursework 20% Coursework Approx. 3500 words End of 2 year course learning, student presentations and various types of audio-visual materials with a view to preparing the student for a course which will be organised and examined through both traditional essay format and source evaluation and an extended piece of written coursework. The different units are designed to test the skills of essay writing, interpretation of source material, personal research and problem solving. You will be expected to show independence in your learning and be able to organise your own pattern of work from reading lists and be prepared to locate and utilise your own reading material. Typical work you may be asked to carry out could include: research, collaborating with others to prepare group presentations and participating in debate. Active learning is an important part of History A Level and we encourage creativity in interpreting historical themes. Problem solving, essay writing and using evidence are all a regular part of History lessons. Students are offered regular lunchtime support, and one to one help when required, as well as revision sessions in advance of examinations. The History department will always offer extra advice to develop historical skills. We run a session during the Sixth Form Immersion Day to give further examination guidance. There is a History Film Club to enhance the student’s wider understanding of the topics we study. Students will also be able to attend a residential trip to London to see Hampton Court, Parliament and Westminster Abbey in June of Year 12. In order to achieve your potential in History you will need to: CAREERS Manage your time effectively and meet deadlines; read extensively from a variety of different texts; Evidence shows that an A Level in follow current historical debate. History is useful for a variety of careers including law, Students will need to: Compulsory Optional management, local and national Attend extra sessions before Examinations government, journalism, police Read widely around the subject X X work and archaeology, as well as Make extensive notes X numerous others. Carry out detailed revision for regular tests beyond public examinations X Be willing to lead class discussions X 27

MATHEMATICS & FURTHER MATHEMATICS “Pure Mathematics is, in its way, the Current Teaching Staff: poetry of logical ideas” Albert Einstein Mrs B Brown - Head of Department Dr D Rowbury - Head of Key Stage 3 Miss S Bucklar, Mr N Hedden, Miss A Weardon, Mrs J Wilce Examination board and syllabus: Edexcel Entrance requirement: For Mathematics - At least a Grade 7 in Mathematics at GCSE Higher level. Also, a Grade 6 or above in Core and Additional science, or at least a Grade 6 in 2 out of 3 separate sciences. For Further Mathematics - At least a Grade 8 in Mathematics at GCSE Higher level. Also, a Grade 6 or above in Core and Additional science, or at least a Grade 6 in 2 out of 3 separate sciences. September 2017 saw the launch of the new exciting A Levels in both Mathematics and Further Mathematics. We are very fortunate as a department to have extremely well qualified teachers each with many successful years of experience teaching Advanced Level Mathematics, they too are very excited about delivering the new course. The Courses In year 12 and 13 you will be taught Pure Core and Applied content of the course. The Pure Core will cover such topics as Algebra, Trigonometry, Calculus and Vectors. The Applied is broken down into Statistics, covering topics such as Hypothesis Testing, Sampling, Probability and Statistical Distributions, and Mechanics, covering topics such as Kinematics, Forces and Newton’s Law. You will have two teachers: one who teaches some Pure content and Statistics, and the other Pure and Mechanics. Further Mathematics will include Pure Mathematics topics such as Complex Numbers, Further Calculus and Algebra and Applied Mathematics will cover Further Statistics and Mechanics with an option to include Decision Mathematics. 28

The new course is designed to offer more opportunity to develop your ability to problem solve within mathematics and in other contexts and to reason, interpret and communicate mathematically. Examinations The new A level is now linear and all exams will be sat at the end of year 13 Students will sit three 2-hour examination papers; 2 covering the Core Pure Content and 1 covering the Statistics and Mechanics. Support CAREERS The department subscribe to Integral Mathematics, an online interactive Website and APP which includes support materials for It is important to have strong maths the Edexcel Mathematics and further mathematics course. In skills for progression to many addition the department continues to use \"mymaths,\" \"mathsnet\" degree courses at university. A and recently we have introduced \"Dr Frost Mathematics \" an online level Mathematics is also essential homework and resources teaching tool. or desirable for a wide range of degree courses including As subscribers to the Further Mathematics Support Programme we economics, computing, social have access to regular events and resources to ensure teaching sciences and business. A good material is up to date and exciting. Students have access to a understanding of algebra, graphs, plethora of resources on the school Intranet \"Sharepoint\" and are logarithms and probability are encouraged to use the APP \"Desmos graphing Calculator\" to beneficial for the study of support graphical work. chemistry, biology and geography. The department runs lunchtime sessions if extra help is needed. Also Career opportunities include: an Immersion Day is run in Year 13 in the run up to the final Engineering (such as Aircraft examinations. Modelling, Fluid Flows, Acoustic Engineering, Electronics, Civil All students will be required to purchase a new Calculator Casio fx- Engineering) and New scientific 991EZ and 3 text books. A saving scheme will be in place to help processes (such as Modelling spread the cost of this. Populations, Quantum Physics, Astronomy, Forensics, DNA Extra Curricular sequencing). In Year 12 You will have the opportunity to participate in the National UK Mathematics Challenge. Student Ambassadors will be chosen to support National UK Mathematics Challenge. Team competitions as well as supporting regular Mathematics learning clinics and outreach activities. 29

MEDIA STUDIES Current Teaching Staff: Mrs J Preston - Head of English and Media “Whoever controls the media, Mrs H Baker-Thornton, Miss S Cross, controls the culture” Allen Ginsberg Ms M Harrington Examination board and syllabus: AQA 7571/7572 Entrance requirement: Grade 6 in GCSE English Language and GCSE English Literature The Media Studies Key Concepts: Media Language Representation Audience Industry AS outline of linear one year: At AS, the contemporary media landscape and its changing contexts will be studied in terms of products, platforms and technologies. The coursework will require students to independently create a media artefact (moving image, digital/web-based or print) in response to a brief set by AQA. They will accompany this with a written Statement of Intent which includes: their interpretation of the brief; the research they have done; how that research has informed their ideas; and the strength of the ideas they have developed. Written exam: 2 hours 30 mins (70%) NEA (30%) A Level outline of linear two year: At A2, students are encouraged to examine the media in a less formulaic way and demonstrate, develop and formulate their understanding of the media and its influential role in today’s society, as well as debating major contemporary media issues. The coursework requires students to fully realise an individual and independent cross-media production plus a written Statement of Intent. The Media Studies Department is located in the Sixth Form block in purpose-built accommodation. Media students have access to digital cameras, a new computer suite and digital editing software in order to complete their moving image coursework. There is also an excellent and wide-ranging bank of films, books and other academic resources within the Department in order to support student study. Group sizes vary between 15-20 students with a range of teaching and learning styles including group, pair and individual study. Students can expect to develop their research and presentation skills; analysis and essay writing skills; 30

and ICT desktop publishing, camera and digital editing skills once induction training has been completed. The educational ethos at both AS and A Level is to encourage and provide opportunities for Media students to develop their critical autonomy and independent learning skills within an academic context. The course is a challenging and interesting one, marrying the traditional academic skills of textual analysis with the creative abilities of expressing ideas in different media. Students will be expected to deconstruct a wide variety of texts including television, advertising, video games, magazines, newspapers across the different media platforms of moving image, e-media and print. In addition, there will be plenty of opportunities to practise producing media texts of their own in order to demonstrate and apply their knowledge and understanding of the media industries referenced in the course. The role and impact of new digital media technologies, the Virtual Revolution and the history of the internet will also be focused upon. All students can expect one to one support from their subject tutor at key points during the course: - a minimum of 3 mentoring sessions to track progress and set/review targets in line with predicted grades - a minimum of 3 coursework interviews to guide and monitor progress of work prior to May submission date. All students can expect regular revision classes and Immersion Days in order to prepare thoroughly for external examinations. Written Exams: Media 1, 2 hours (35%), Media 2, 2 hours (35%) NEA: (30%) CAREERS All students can approach subject tutors for additional help, advice A Media Studies A-level is not a and guidance as they judge necessary. passport to a job in the media, although there are obvious links to Students will need to: Compulsory Optional careers in advertising, marketing, Attend extra sessions before Examinations public relations, events Read widely around the subject X management, journalism and Make extensive notes X film/television production. All Carry out detailed revision for regular tests beyond public examinations X careers demand high level Be willing to lead class discussions X presentation and ICT skills and, X therefore, the subject can lead to careers in retail and human resources management, accountancy, law and teaching. 31

MUSIC THIS SUBJECT IS TAUGHT AND DELIVERED AT THE BOYS’ SCHOOL “The greatest scientists are artists Current Teaching Staff: as well” Albert Einstein Mr C Eastman - Head of Department Examination board and syllabus: Eduqas Entrance requirement: GCSE Grade 7 and grade 5 standard on any instrument/voice OR GCSE Grade 6 and Grade 6 on any instrument/voice. In exceptional circumstances it may be possible for advanced performers without GCSE, but with grade 5 theory, to join the course after interview with Head of Department. Einstein may well have been thinking of the creativity that sets the greatest scientists (and politicians, sports- people, engineers or teachers) apart, but he could equally have been referring to the problem solving, research, planning, analytical and critical thinking skills and, of course, teamwork skills that are developed so well through music. Not only does A Level music nurture these academic skills superbly, but it is highly valued by universities and opens up increasingly diverse career opportunities. COURSE AIMS & OBJECTIVES To develop students’ musical skills, knowledge and understanding through the practical and academic study of a broad range of musical genres, engendering a passion for the subject. Students are encouraged to make links between the disciplines of composing, performing and appraising, becoming independent, reflective and enquiring musicians. COURSE CONTENT Performing Skills are developed throughout the course leading to a recital of at least six minutes. The music can be in any style and on any instrument or voice, played from notation or improvised. Students can perform as soloists or as part of an ensemble. 32

Composing Students extend their compositional skills through the application of a range of methods which include traditional western melodic writing, jazz harmony and 20th and 21st century techniques. They complete two to three contrasting pieces inspired by their learning, one of which is to a brief set by the exam board. Appraising Students develop their listening and appraising skills through the study of music across a variety of styles and genres laid out in six areas of study. There are two set works taken from the Western Classical Tradition, in addition to which learners choose to study Rock and Pop, Musical Theatre or Jazz and Into the Twentieth Century or Into the Twenty First Century. This component gives students the opportunity to use their growing musical understanding to reflect on, analyse and evaluate music in aural and/or written form using the musical vocabulary appropriate to the style. STYLE OF TEACHING/DETAILS OF ASSESSMENT An integrated approach is taken to teaching of the music A Level. Students take the opportunity to perform works from each area of study and to compose using the stylistic conventions of the relevant genre. Listening and appraising is used to support composition and performance work as well as develop the critical skills required for the examination. CAREERS Composition is completed and externally assessed in the final year of study. There are many obvious careers in Performance is assessed by a visiting examiner in the year of music in the areas of teaching and certification. performing. However, other career opportunities can be found in such Appraising is assessed through an externally marked examination areas as journalism, events at the end of the course. management, music therapy and AS Music work in the recording industry. We also offer AS Music as an extension option. The AS course Music is universally accepted by follows the same pattern as A Level but students study fewer universities and colleges as an composers in the Western Classical unit and only take the Rock, entrance qualification and many Jazz or Musical Theatre option. There are reduced performance employers recognise the degree of and composition requirements and the entrance requirement is motivation, self-discipline and co- GCSE Grade 6 with Grade 4. Because of its close relationship to A operation with others that the Level the AS option is studied over two years. subject requires. 33

PHILOSOPHY Being able to think and think Current Teaching Staff: independently, thinking about deep Mrs D Bloomfield - Head of Department questions but without resorting to what Miss R Thompson, Mr A Strachan you already believe – philosophy can help you to understand yourself. It’s Examination board and syllabus: AQA Philosophy what education is really about. What more could anybody want from an A Entrance requirement: Grade 6 at GCSE in level? Religious Studies and Grade 6 in English Language. If not taken at GCSE, at least a Grade 6 in History or Geography Course outline: Epistemology: Perception; The Nature of Knowledge; Where do ideas/concepts come from? Moral philosophy: Ethical theory; Utilitarianism; Kantian ethics; Aristotle’s Virtue ethics; Meta-ethics. Philosophy of Religion: The concept of God; Arguments relating to the Existence of God; Religious Language. Philosophy of Mind: The Mind/Body problem; Materialism; Dualism. Classes have two teachers in each year. Many different styles of teaching are used, ranging from didactic lecturing to group work, paired presentations, peer review and assessment. There is a sustained focus on examination skills practice. We often take part in local Philosothons. There are many different types of homework set, including research, comprehension and reading, but of course the core focus is on essay-writing and in particular the evaluative pieces required. Essays will be done in different formats (in-class, out of class, with supporting material, without supporting material) to reinforce learning. The department provides help on Immersion Day, focusing on the learning skills. Lunchtime help is developed early on in the year to guide targeted students but is available to all that would like help. 34

Number of Unit % of Coursework / Length of Time Examination / CAREERS A2 Examination Coursework Epistemology and Moral entered Essentially, Philosophy is a skills- Philosophy (unit 7172) 50% Examination 180 mins. June at end of based course. You are developing Metaphysics of God and Year 13 the ability to understand the Metaphysics of Mind 50% Examination 180 mins. sophisticated points of view and (unit 7172) June at end of argue the case for issues with Year 13 precision and clarity. This skill is useful in many careers, but Philosophy A Level encourages self-confidence. You should not be perhaps notably in Law and intimidated by famous names and/or theories. Many of these Journalism. The course will people are well-known because their ideas are simple and clear. develop an understanding of the You will be expected to criticise them and not see such analysis as historical movement of ideas and inappropriate. As part of this process you will develop your own can provide a solid grounding for style and voice, refining the basis of the beliefs you hold. As you work involving cultural and social progress, your essay technique will show complexity and insight. interaction, for example in the world of Medicine, Civil Service Students will need to: Compulsory Optional and Politics. Attend extra sessions before Examinations Read widely around the subject X Make extensive notes X Carry out detailed revision for regular tests beyond public examinations X Be willing to lead class discussions X X 35

PHYSICAL EDUCATION THIS SUBJECT IS TAUGHT AND DELIVERED AT THE BOYS’ SCHOOL Current Teaching Staff: Mr B R Passenger - Head of Department Examination board and syllabus: OCR Entrance requirement: Students should have a strong practical background and understanding. Grade 6 in GCSE Science is expected. Grade 6 or above in GCSE Physical Education (if studied) would also be expected. The Course This syllabus is offered as a multi-disciplinary approach to the participation in and study of man’s movement, performance and behaviour in relation to play, institutionalised physical education, sport and recreation. Academic study within physical education can provide greater knowledge, insight and understanding of performance. This syllabus is based on an understanding of concepts and methods of enquiry drawn from a wide range of disciplines with the focal point being the performer and the performance. The content The content has been designed to allow learners to study Physical Education (PE) in an academic setting, enabling them to critically analyse and evaluate their physical performance and apply their experience of practical activity in developing their knowledge and understanding of the subject. Assessment Overview • Applied anatomy and physiology Physiological factors affecting performance (90 marks) 30% • Exercise physiology 2 hr written paper 20% • Biomechanics 20% 30% • Skill acquisition Psychological factors affecting performance (60 marks) • Sports psychology 1 hr written paper • Sport and society Socio-cultural issues in physical activity and sport • Contemporary issues in physical activity (60 marks) 1 hr written paper and sport • Performance or Coaching in 1 sport Performance • Evaluation and Analysis of Performance in physical education (60 marks) Non-exam assessment/coursework for Improvement 36

The examined components will provide the knowledge and understanding which underpin the non-exam assessment (NEA). The NEA within this specification allows learners to explore an activity in detail as a performer or coach, chosen from a wide variety of sporting activities. Learners will also analyse and evaluate performance in a chosen activity as part of their NEA. Aims and Learning Outcomes OCR’s A Level in Physical Education will equip learners with both a CAREERS depth and breadth of knowledge, understanding and skills relating to scientific, socio-cultural and practical aspects of physical This course will prepare learners for education. This requires them to: the further study of PE or sports science courses as well as other • develop theoretical knowledge and understanding of the related subject areas such as factors that underpin physical activity and sport and use this psychology, sociology and knowledge to improve performance biology. Learners will also develop the transferable skills that are in • understand how physiological and psychological states demand by further education, affect performance Higher Education and employers in all sectors of industry. • understand the key socio-cultural factors that influence people’s involvement in physical activity and sport This specification will create confident, independent thinkers • understand the role of technology in physical activity and and effective decision makers who sport can operate effectively as individuals or as part of a team – • refine their ability to perform effectively in physical activity all skills that will enable them to and sport by developing skills and techniques and selecting stand out and effectively promote and using tactics, strategies and/or compositional ideas themselves as they progress through life. • develop their ability to analyse and evaluate to improve performance • understand the contribution which physical activity makes to health and fitness • improve as effective and independent learners and as critical and reflective thinkers with curious and enquiring minds. Useful supporting GCSE and A Level Subject: Biology. 37

PHYSICS “Physics is really nothing more than Current Teaching Staff: a search for ultimate simplicity but so Mr R Baker - Head of Department far, all we have is a kind of elegant Mr J Castillo messiness” Bill Bryson Examination board and syllabus: *If a student who currently attends another OCR Physics A (H156, H556) school achieves less than two Level 7s, we will ask them to arrange for their school’s Entrance requirement: Examination Officer to complete a form to Separate Science GCSE students: Grade 7 or provide evidence of their performance in above in Physics, Grade 6 or above in Chemistry each Science subject and Biology Double Award Science GCSE students: Grade 6 or above in Combined Science*, with an overall Grade 7 in Physics and Grade 6 or above in the Chemistry and Biology components Grade 7 or above in Mathematics. Course outline The specification is divided into six teaching modules, each covering different key concepts of physics. Modules 1 to 4 constitute the stand-alone AS Level qualification; Modules 1 to 6, combined with the Practical Endorsement, constitute the full A Level. As students progress through the course, they will build on their knowledge of the laws of physics, applying their understanding to areas from sub-atomic particles to the entire universe. The modules can be summarised as: Module 1: Development of Practical Skills in Physics Module 4: Electrons, Waves, and Photons Module 2: Foundations of Physics Module 5: Newtonian World and Astrophysics Module 3: Forces and Motion Module 6: Particles and Medical Physics For more information see: www.ocr.org.uk/qualifications/as-a-level-gce-physics-a-h156-h556-from-2015/ 38

A-Level: The A-Level qualification consists of Modules 1 to 6 and is assessed in three examinations; Papers 1 and 2 are both 2 hour 15 minute examinations each carrying a weighting of 37%, whereas Paper 3 is a 90 minute examination with a weighting of 26%: • Paper 1 Modelling Physics: Modules 1, 2, 3 & 4 are assessed by multiple choice, short answer and extended response questions; • Paper 2 Exploring Physics: Modules 1, 2, 4 & 6 are assessed by multiple choice, short answer and extended response questions; • Paper 3 Unifying Physics: Modules 1 to 6 are assessed by short answer and extended response questions. The A-Level qualification also includes a Practical Endorsement, which is reported separately as a Pass or Fail, and is assessed by the skills demonstrated during a minimum of 12 practical activities. Teaching and Learning Topics and lessons will be divided between two teachers. The diverse topics covered gives scope for a wide range of teaching and learning activities including practical work, class discussion and presentations, software modelling, student lead demonstrations and peer teaching. Lunchtime support sessions, A-level Physics workshops and an CAREERS Immersion Day will be provided. Students will be expected to purchase their own textbook and may wish to subscribe to Physics Physics is a must for careers in Review to provide context and background reading. technology or engineering but is also valuable for careers in Materials will be provided for students to read and to practise the software engineering, medicine, mathematical aspects of the course. To enhance understanding architecture, veterinary science, and to provide context for the course it is expected that candidates finance and accounting, make full use of these. environmental, atmospheric and meteorological science. A-Level Students will need to: Compulsory Optional Physics is a highly regarded Attend extra sessions before Examinations qualification that can open the Read widely around the subject X X door to many other surprising and Make extensive notes interesting career paths. Carry out detailed revision for regular tests beyond public examinations X X Be willing to lead class discussions X 39

POLITICS “One of the penalties for refusing to Current Teaching Staff: participate in politics is that you end Ms E Browne up being governed by your inferiors” Mr A Endersby Plato Examination board and syllabus: Edexcel Politics https://qualifications.pearson.com/en/qualificati ons/edexcel-a-levels/politics-2017.html Entrance requirement: At least Grade 6 in English Language The curriculum is delivered through a variety of teaching methods. These include lectures, discussions, group work, student presentations, video material, student subject specific guides, revision packs and IT-based activities. Lesson resources are shared online with the students through office 365 sharepoint and Teams. Students also engage in learning through field trips and visits from guest speakers, including local MPs. There is no assessed coursework in this subject. Examination (100%) – Assessment is at the end of the two-year course through three two-hour papers. Both paper 1 and paper 2 consist of essay style questions which require lengthier responses, some of which draw upon source material. The paper 3 exam consists of both shorter style questions (one of which is compulsory) and essay style questions with no source material. There are three broad areas of study in this specification: UK Politics and Core Political Ideas: Year 12 (taught) Formally examined in Paper 1 Case studies of elections, democracy, political parties, and the role of the media. The core political ideas studied are Conservatism, Socialism and Liberalism. Typical debates include: How democratic is the UK? Should we use referendums more frequently? How far does New Labour represent different values and policies to Old Labour? To what extent do modern and classical liberals agree over the role of the state? UK Government and Non-core Political Ideas: Year 12 (taught) Formally examined in Paper 2 Case studies of the Prime Minister and Cabinet, Parliament, Constitutional change, Relationships between the branches (for example the judiciary and parliament, Britain and the EU). The non-core political idea studied is Feminism which includes the historical origins and current issues within feminism, such as #metoo and divisions of opinions within the ideology. Typical debates include: Should Britain introduce a written, codified constitution? To what extent has the UK government’s control over Parliament been reduced in recent years? What are the differences between radical and liberal feminists? 40

Global Politics: Year 13 (taught) Formally examined in Paper 3 Case studies of the State and globalisation, Global governance: political and economic, Global governance: human rights and environmental issues, Power and developments, Regionalism and the EU and Comparative theories. This aspect of the course is very current, and students will be engaging with news stories as they emerge. Typical debates include: The role and significance of the UN with regards to universal human rights. The impact of international agreements in approaching climate change. The effectiveness of both the IMF and the World Bank. The extent to which the USA has dominated global politics. The rise of emerging powers including China. Exam – more detail. Number % Examination Length of Time Examination Date There are three exams at the end of year of Unit 13 and the paper will contain a mixture of 2 hours June of year 13 medium and longer-style essay questions. Paper 1 33.3% Politics 2 hours June of year 13 Paper 2 33.3% Politics Paper 3 33.3% Politics 2 hours June of year 13 All Politics students must be prepared to undertake independent study utilising traditional and new media, the press, journals, television and radio. Success in this subject requires students to take an interest in current affairs and to read widely. There is a twitter page for the Politics course which you can access online @PoliticEbrowne. This page is updated daily with news stories and articles relevant to the course. There is also a joint Politics and History trip to Parliament in the summer of year 12. Students will spend two days in London where they will have a guided tour of Parliament and attend a workshop, directly related to their course. They will also have an opportunity to visit other important bodies which may include political party headquarters or an international pressure group. There will also be visits to other important historical sites with constitutional significance. In recent years, many of our students have been actively involved in CAREERS politics at the local level, embracing opportunities to gain work experience with local MPs, both in the local constituency office and in This subject is appropriate for those Westminster. Students have also participated in European Youth intending to study Social Sciences Parliament initiative and debates and this has enabled them to develop post A Level at University. It is also a their communication skills as well as broadening their understanding of very useful subject for a wide range the course. Politics has become a very popular subject at TGGS, and of careers including law, there has been an increasing number of students applying to study journalism/media, the civil service, International Relations at universities across the UK. many areas of management and of course the world of politics itself. Our Students will need to: Compulsory Optional experience indicates that a variety Attend extra sessions before Examinations of employers in both the private and Read widely around the subject X X public sectors value the qualification Make extensive notes X X Carry out detailed revision for regular tests beyond public examinations X Be willing to lead class discussions 41

PSYCHOLOGY “Psychology, unlike chemistry, unlike Current Teaching Staff: algebra, unlike literature, is an Ms H Brooke - Head of Department owner's manual for your own mind. Ms J Davis It's a guide to life. What could be more important than grounding Examination board and syllabus: AQA young people in the scientific information that they need to live Entrance requirement: Grade 6 or above in happy, healthy, productive lives? To English Language or Literature, Grade 6 or above have good relationships?” Daniel Goldstein in Mathematics and Grade 6 or above in GCSE Combined Science.If single Science students, two Grade 6s in two of the three Sciences. You will not need to have studied Psychology at GCSE level but you will need to enjoy reading, have an interest in human behaviour and the ability to write lucidly. Compulsory Content - Introductory Topics in Psychology A topic from each of the main areas of Psychology will be covered: Cognitive Psychology: Memory including models of memory, explanations for forgetting, eye-witness testimony and strategies to improve its reliability. Developmental Psychology: Attachment – stages of attachment, multiple attachments and role of the father. Animal studies – Lorenz’ geese & Harlow’s monkeys. Explanations of attachment. Consequences of separation and deprivation and the effects of institutionalization. The influence of early attachment experience on childhood and adult relationships. Biological Psychology: The structure and functions of the human nervous system including synaptic transmission. The structure and functions of the endocrine system - glands and hormones. Localisation of function in the brain. Biological rhythms. Social Psychology: Social Influence including majority and minority influence, obedience to authority and independent behaviour. The role of social influence in the process of social change. 42

Psychopathology: Abnormal behaviour including defining abnormality, explanations of abnormality (biological and psychological) and therapies. The behavioural, cognitive and emotional characteristics of OCD, phobias and depression. Research Methods: including experiments (laboratory and field), correlational analysis, observational techniques, questionnaires, interviews and case studies. Research design including sampling, pilot studies, hypotheses and variables, ethics, data handling and descriptive statistics, an introduction to statistical tests of significance. Approaches in Psychology: The emergence of Psychology as a science. The behaviourist approach: classical conditioning, operant conditioning and social learning. The cognitive approach: the study of internal mental processes, the role of schemata and the emergence of cognitive neuroscience. The biological approach: the influence of genes, biological structures and neurochemicals on behaviour. The psychodynamic approach: the role of the unconscious, the structure of personality - the id, ego and superego, defence mechanisms and psychosexual stages of development. The humanistic approach: free will, self concept, self actualisation and the role of counselling psychology. Issues and Debates in Psychology: Gender and culture - universality and bias. Free will and determinism - the scientific emphasis on causal explanations. The nature / nurture debate - the relative importance of heredity and environment in determining behaviour. Holism and reductionism - levels of explanation in Psychology. The ethical implications of research studies and theories in Psychology. Optional Content One option from the following 3 groups will be offered: Option 1 • Relationships including the formation, maintenance and breakdown of romantic relationships, human reproductive behaviour and effects of early experience and culture on adult relationships. Virtual relationships in social media: self-disclosure in virtual relationships. Parasocial relationships: the absorption addiction model and the attachment theory explanation. • Gender including psychological explanations of gender development (cognitive, social learning and psychodynamic), the role of chromosomes and hormones including atypical patterns resulting in intersex conditions. The influence of culture and media on gender roles. Atypical gender development and explanations for gender identity disorders such as transsexuality. 43

• Cognitive Development including Piaget’s theory of cognitive development: schemas, assimilation, accommodation, equilibration, stages of intellectual development. and characteristics of these stages, including object permanence, conservation, egocentrism and class inclusion. Vygotsky’s theory of cognitive development, including the zone of proximal development and scaffolding. Social cognition (theory of mind and perspective taking) Option 2 • Schizophrenia - Classification of schizophrenia, positive and negative characteristics, reliability and validity of diagnosis. Biological explanations including the dopamine hypothesis and psychological explanations including family dysfunction. Treatments including drug therapies, cognitive behavioural therapies and family therapy. • Eating Behaviour including attitudes to food, the evolution of food preference, dieting, role of neural and hormonal mechanisms in eating. The influence of culture on eating behaviour. Biological and psychological explanations for obesity and anorexia nervosa. • Stress - The physiology of stress, including the hypothalamic pituitary adrenal system, the sympathomedullary pathway and the role of cortisol. The role of stress in illness, including immunosuppression and cardiovascular disorders. Sources of stress: life changes and daily hassles and workplace stress, individual differences in stress. Managing and coping with stress: drug therapy (benzodiazepines, beta blockers), stress inoculation therapy and biofeedback. The role of social support in coping with stress. Option 3 • Aggression. Neural and hormonal mechanisms in aggression, including the roles of the limbic system, serotonin and testosterone. Genetic factors in aggression, including the MAOA gene. Evolutionary explanations of human aggression. Social psychological explanations of human aggression, including social learning theory as applied to human aggression, and de-individuation. Institutional aggression in the context of prisons: dispositional and situational explanations. Media influences on aggression, including the effects of computer games. The role of desensitisation, disinhibition and cognitive priming. • Forensic Psychology. Ways of measuring crime, including official statistics, victim surveys and offender surveys. Offender profiling. Biological explanations of offending behaviour including genetics and neural explanations. Psychological explanations of offending behaviour including Eysenck’s theory and psychodynamic explanations. Dealing with offending behaviour: the aims of custodial sentencing and its psychological effects. Recidivism. Behaviour modification in custody. Anger management and restorative justice programmes. 44

• Addiction Physical and psychological dependence, tolerance and withdrawal syndrome. Risk factors including genetic vulnerability, stress, personality, family influences and peers. Specific explanations for nicotine addiction (brain neurochemistry and learning theory) and gambling addiction (learning theory and cognitive bias). Reducing addictive behaviour through drug therapy and behavioural interventions. Number of Unit % of A2 Coursework / Examination Length of Time What is assessed? 33.3% 2 hours Paper 1: Introductory Written examination. Multiple choice, Social Influence, Memory, Attachment Topics in Psychology 33.3% short answer and extended writing 2 hours and sychopathology 33.3% 2 hours Paper 2: Psychology in Written examination. Multiple choice, Approaches in Psychology, Context short answer and extended writing Biopsychology and Research Methods. Paper 3: Issues and Written examination. Multiple choice, Section A – Issues in Psychology Options in Psychology short answer and extended writing Section B – Option 1 or 2 or 3 Most classes are taught by a single teacher across the entire two CAREERS years of the course to ensure consistency. An eclectic variety of teaching methods are employed according to the demands of Clinical Psychology, Educational each topic. Psychology, Forensic Psychology and Criminology, Psychiatric A variety of learning strategies are employed including both Nursing, Occupational Therapy, teacher and student led presentations, designing, conducting and plus any career which involves writing up class and individual investigations, class discussions and working with people such as: essay writing. teaching, social work, personnel, police, law, management, We give students comprehensive, tailored revision materials, sessions medicine, nursing, journalism, devoted to examination styles and regular examination practice retail, etc. questions. 45