49 St Mary’s Calne Sixth Form Languages and Literature In the Sixth Form, we encourage girls to buy their “You get to read some own books so that they can annotate them. These will of the extraordinary include set texts and dictionaries. The cost should not literature written exceed £100 and might be less - depending on need. over two millennia ago and to discover What makes a good A Level Latin/Greek some of the literary Languages student? traditions that our Western culture is The most successful students in this subject area will rooted in: just look already be proficient in the Latin and Classical Greek at how often Latin is languages and will have a naturally enquiring mind used for scientific, which they can apply in a meticulous way to the detail of Classical texts. All girls need to keep up with the political and religious required reading for the course but girls, contemplating terminology.” these subjects at university, would be well-advised to extend their reading beyond the curriculum. A suitable (Hannah) reading list is supplied. In addition, it is really helpful if girls can attend the theatre to see Classical plays, visit museums and exhibitions, such as exhibitions at the British Museum, and take up opportunities to see classical sites at home and abroad. This gives a much wider appreciation of the culture which underpins the texts they are reading. Mrs Elizabeth Rothwell – Head of Classics [email protected]
50 St Mary’s Calne Sixth Form Languages and Literature MODERN LANGUAGES Aims of the Course • To learn to communicate confidently, clearly and A Level French Themes: imaginatively in the chosen foreign language(s), Theme 1: Les changements dans la société française through both the spoken and written word, using T heme 1 is set in the context of France only. increasingly accurate, complex and varied language. This theme covers social issues and trends. • To develop an awareness and appreciation of the • Les changements dans les structures familiales culture where your chosen language(s) is/are spoken. Les changements dans les attitudes envers le mariage, les couples et la famille. • To develop analytical and evaluative skills. • L’éducation • To foster the ability in students to use the language for Le système éducatif et les questions estudiantines. • Le monde du travail different purposes. La vie active en France et les attitudes envers le • To prepare students for further study of their travail; le droit à la grève; l’égalité des sexes. chosen language(s) at university and enhance their employability profile. Theme 2: La culture politique et artistique dans les pays • To show knowledge of and apply accurately the francophones grammar and syntax of the chosen language. Theme 2 is set in the context of francophone A genuine interest in the history, geography, literature, countries and communities. This theme covers cinema, society and culture of the country is a artistic culture (through music and festivals prerequisite to language studies, as is a firm foundation and traditions) and political and artistic culture of grammar and vocabulary which will enable the (through media). challenge of A Level to be met with confidence. • La musique The course equips each student with the skills and Les changements et les développements; l’impact de strategies to further their study at university level or to expand into new languages. These transferable skills, la musique sur la culture populaire. allied to first-hand experience of other cultures and • Les médias linguistic ability, will be an invaluable asset for a wide La liberté d’expression; la presse écrite et en ligne; range of careers, such as journalism, business, travel, law or the science sector. l’impact sur la société et la politique. • Les festivals et les traditions Course Content Les festivals, fêtes, coutumes et traditions. The course will cover popular, fundamental and Theme 3: L’immigration et la société multiculturelle interesting aspects of the culture of the target language française country and communities as well as a rich choice of literary texts and films. Theme 3 is set in the context of France only. This theme covers social issues and trends. • L’impact positif de l’immigration sur la société française Les contributions des immigrés à l’économie et à la culture. • Répondre aux défis de l’immigration et l’intégration en France Les activités des communautés; la marginalisation et
51 St Mary’s Calne Sixth Form Languages and Literature l’aliénation du point de vue des immigrés. sociedad y la política. • L’extrême droite • Los festivales y las tradiciones La montée du Front National; les leaders du Front Los festivales, las fiestas, las costumbres y las National; l’opinion publique. tradiciones. Theme 4: L’Occupation et la Résistance Theme 3: L a inmigración y la sociedad multicultural Theme 4 is set in the context of France only. española This theme covers political culture. Theme 3 is set in the context of Spain only. • La France occupée • La inmigración históricamente y La collaboration; l’antisémitisme. • Le régime de Vichy contemporáneamente Maréchal Pétain et la Révolution nationale. Los orígenes de la inmigración; los musulmanes en • La Résistance Jean Moulin, Charles de Gaulle et les femmes de la Al-Ándalus; la influencia de los inmigrantes del norte de África y América Latina. Résistance; la résistance des français. • La integración y el multiculturalismo Los beneficios y los retos del multiculturalismo; las A Level Spanish Themes: actitudes hacia las comunidades de inmigrantes. Theme 1: La evolución de la sociedad española Theme 1 is set in the context of Spain only. Theme 4: La dictadura franquista y la transición a la • El cambio en la estructura familiar democracia La evolución de las actitudes hacia el matrimonio, las Theme 4 is set in the context of Spain only. relaciones y las familias. • La dictadura franquista • El mundo laboral La Guerra Civil y el ascenso de Franco, la vida La vida laboral en España y las actitudes hacia el cotidiana bajo el franquismo: la opresión política, la trabajo; las oportunidades de trabajo para los jóvenes; censura, las divisiones en la sociedad. la igualdad de género. • El paso de la dictadura a la democracia • El impacto turístico en España El papel del Rey Juan Carlos en la transición; el El impacto económico; las oportunidades que ofrece Gobierno de ySuárez; el impacto de ladictadura en la el turismo; el impacto socio-ambiental. sociedad actual. Theme 2: L a cultura política y artística en el mundo de A Level German Themes: habla española Theme 1: G esellschaftliche Entwicklung in Theme 2 is set in the context of Spanish- Deutschland speaking countries and communities. Theme 1 is set in the context of Germany • La música only. This theme covers social issues and Los cambios y las tendencias; el impacto de la trends. • Natur und Umwelt música en la cultura contemporánea. Umweltbewusstsein; Recycling; erneuerbare Energie; • Los medios de comunicación nachhaltig leben. La televisión y las telenovelas: los medios de • Bildung Bildungswesen und die Situation von Studenten; comunicación escritos y en internet; el impacto en la
52 St Mary’s Calne Sixth Form Languages and Literature Sitzenbleiben, Berufsausbildung. Arbeit; Wohnungswesen; kommunistische Prinzipien; • Die Welt der Arbeit das Verhältnis zum Westen. Das Arbeitsleben in Deutschland und die • Ereignisse vor der Wiedervereinigung Arbeitsmoral; deutsche Geschäfte und Industrien. Der Zusammenbruch des Kommunismus; der Fall der Theme 2: P olitische und künstlerische Kultur im Berliner Mauer. deutschen Sprachraum • Deutschland seit der Wiedervereinigung Migrations von Ost nach West; Arbeitslosigkeit in Theme 2 is set in the context of German- speaking countries and communities. This der früheren DDR; Auswirkungen auf Schulen in theme covers artistic culture (through music Deutschland. and festivals and traditions) and political and artistic culture (through media). Assessment • Musik The A Level course promotes the development of Wandel und Trends; Einfluss der Musik auf die linguistic competence and cultural awareness through integrated skills, practised and tested largely in the populäre Kultur. target language. • Die Medien Fernsehen, Digital-, Print- und Onlinemedien; Einfluss (For all three languages) auf Gesellschaft und Politik. Paper 1: Listening, Reading and Translation • Die Rolle von Festen und Traditionen (40% of the qualification) Feste, Feiern, Sitten, Traditionen. Written Examination: 2 hours Translation from target language into English Theme 3: Immigration und die deutsche multikulturelle Gesellschaft Paper 2: Written Response to works and translation (30% of the qualification) Theme 3 is set in the context of Germany only. Written Examination: 2 hours and 40 minutes This theme covers social issues and trends. Translation from English into the target • Die positive Auswirkung von Immigration language Beitrag der Immigranten zur Wirtschaft und Kultur. • Die Herausforderungen von Immigration und Integration Paper 3: Speaking (30% of the qualification) Maßnahmen von Gemeinden und örtlichen Internally conducted and externally assessed Total assessment time: between 21-23 minutes, Gemeinschaften; Ausgrenzung und Entfremdung aus der Sicht von Immigranten. which includes a single period of 5 minutes’ • Die staatliche und soziale Reaktion zur Immigration formal preparation time. Rechtsextremismus; politische Annäherung an To include discussion on a theme chosen by Gastarbeiter, Immigranten und Asylbewerber; die the examination board, and presentation of öffentliche Meinung. student’s Independent Research Project. Theme 4: Die Wiedervereinigung Deutschlands T heme 4 is set in the context of Germany only. This theme covers political culture. • Die Gesellschaft in der DDR vor der Wiedervereinigung
53 St Mary’s Calne Sixth Form Languages and Literature What makes a good A Level Modern Languages student? If students are not sure about something, they are encouraged to ask their teacher to go over it again, or to ask one of the conversation teachers to help. It is important to clarify uncertainties immediately and not to waste precious time. Students should actively take part in lessons – join in with discussions, ask questions, answer questions. Independent research is important – when studying a particular topic, students should go onto one of the recommended websites and see what else they can find out. Apps can be downloaded to phones/tablets to support this. Students should actively seek to read material in the language(s) that they are learning, for example in magazines and on websites. Students are expected to widen their knowledge of the country and not to research solely the topics which they are currently studying. This includes watching the news and films in the language being studied; reading books; finding a pen friend and, most importantly, going to the country for a period of time – either to stay with a family or to take part in work experience or to attend a course. (The teachers are happy to give recommendations). Students should take advantage of any opportunities that arise: theatre trips; visits to art galleries, trips abroad; pen friend schemes; debating competitions... a good A Level Modern Languages student is open-minded and prepared to give everything a go. Ms Florence Lehmann – Head of Modern Foreign Languages [email protected]
54 St Mary’s Calne Sixth Form Languages and Literature MODERN LANGUAGES MANDARIN CHINESE Aims of the Course Assessment The study of Chinese is an excellent option for students Paper 1: Speaking who can see themselves one day working in a global Circa 15 minutes, externally assessed Oral context as the language is regarded as a very valuable Paper 2: Listening, Reading and Translation skill in many careers such as business, politics, finance, 2 hours 30 minutes, externally set and the law and education. marked written paper The Cambridge Pre-U course is a very highly regarded Paper 3: Writing and Usage ‘pre-university’ course for students, which builds 2 hours 25 minutes, externally set and on GCSE Chinese to develop students’ skills in all areas of the language. There is a major emphasis on marked written paper speaking Chinese, but the course also includes a Paper 4: Chinese Culture significant cultural topic which is likely to be based 2 hours 30 minutes, externally set and on Chinese History or Economics. A core vocabulary list underpins the syllabus. Questions on listening and marked written paper. reading passages are written and answered in English. Students will also study some Chinese literature and Details will need to analyse it in context and write an essay in Paper 1: Speaking English about this topic in the examination. Prepared topic and topic conversation: Candidates research a topic related to the history, Course Content current affairs or culture of the Chinese world. In the examination, they will speak in Mandarin Chinese on The Cambridge Pre-U Mandarin Chinese syllabus this topic for about two minutes and answer follow-up equips learners who are learning Mandarin Chinese questions from the examiner. as a foreign language with the skills to survive in a Chinese environment. The syllabus also provides General conversation: a stepping stone for university courses in Chinese Straightforward questions about the candidate’s and Chinese studies. As well as allowing learners to background and interests will lead quickly to a more develop their language skills, the syllabus fosters an mature conversation covering the Topic Areas listed in awareness of Chinese culture and history. the syllabus. • The majority of Chinese communities speak and Paper 2: L istening, Reading and Translation understand Mandarin (普通话 putonghua), the Listening official language of the People’s Republic of China Candidates listen to pre-recorded passages in Mandarin (PRC). Therefore, this syllabus only requires Chinese and: knowledge of this language. In writing, simplified • write down individual words using the correct pinyin characters (简体字jiantizi), again as prescribed in the PRC, are used. For romanisation, the standard pinyin romanisation and tones system is adopted. • answer a series of comprehension questions, some • The focus of the Listening, Reading and Writing papers (Principal Subject) is to test contemporary, objective and some requiring answers in English vernacular Mandarin Chinese. • provide an English gist summary of one passage using bullet points for guidance.
55 St Mary’s Calne Sixth Form Languages and Literature Reading Paper 4: Chinese Culture The comprehension of two passages in Chinese is Candidates prepare two options, one from Topics in tested by questions in English. There is a mixture Chinese Culture and one from Chinese Literature and of objective questions and questions requiring Film (texts in this section are studied in English). In written answers in English. Both passages will be in the examination, candidates answer two questions, in contemporary vernacular style, using grammatical English, one on each of their chosen options. structures as used in all popular textbooks. Ms Florence Lehmann – Translation Head of Modern Foreign Languages Chinese sayings (chengyu): Candidates provide a [email protected] literal translation and an explanation in English for three chengyu taken from a list of 25 prescribed in the syllabus. Candidates translate a short passage of vernacular Chinese (not more than 200 characters) into English. The assessment focuses on the transfer of meaning rather than literal correctness. Paper 3: Writing and Usage Writing: Candidates complete exercises testing radical and stroke order skills as well as the use of grammar markers, aspect markers and measure words. Letter writing: Candidates write a letter of 80-100 characters. The task will be in English but may require candidates to respond to a stimulus in Chinese. Assessment focuses on communication of the required elements, the accuracy of characters, accuracy of grammar and structures and appropriateness of language. Opinion essay: A choice of six titles, one on each of the six Topic Areas, is provided. Candidates have to write one essay in Chinese of 175–225 characters. Essays will be assessed for accuracy and linguistic range as well as development and organisation of ideas.
56 St Mary’s Calne Sixth Form Science and Mathematics SCIENCE AND MATHEMATICS “Look up at the stars and not down at your feet. Try to make sense of what you see, and wonder about what makes the universe exist. Be curious.” (Stephen Hawking)
57 St Mary’s Calne Sixth Form
58 St Mary’s Calne Sixth Form Science and Mathematics BIOLOGY “Biology is truly a land of unlimited possibilities. What makes a good A Level Biology student? We may expect it to give us the most surprising information, and we cannot guess what answers it Biology nurtures an enquiring mind, with a curiosity will return in a few dozen years….They may be of a and thirst for understanding. Students are expected to kind which will blow away the whole of our artificial work hard, participating and engaging in discussions structure of hypothesis”. and reading widely around the subject to develop (Sigmund Freud, Beyond the Pleasure Principle, 1922) critical analysis skills. A keen biologist will develop scientific explanations through the use of theories, Aims of the Course models and ideas, posing scientific questions and arguments. Experimental and investigative activities • To enthuse and inspire our students through exciting carried out using appropriate methodology will help and inventive teaching and discussion. answer the questions posed, whilst detailed analysis and evaluation may provide supporting evidence. • To develop a life-long passion for Biology. Ethical issues are considered, alongside the role of the • To develop an understanding of biological processes scientific community in validating new knowledge and informing decision making. and their importance to the health and wellbeing of organisms and environments. As well as reading books from the reading list, • To develop an understanding of how human activities students are encouraged to explore further resources impact on natural resources. by signing up for Biological Sciences Review and Imperial College’s ‘Today’ newsletter and contributing to ‘Journal Club’. Students in Sixth Form have opportunities to take part in collaborative research, such as the Antibiotics Unearthed project with Bristol University and to develop both their leadership and biological skills through our Orchard Biodiversity Project and Dissection Club. Interest in Biology can be enhanced through participating in university outreach days, such as those run by Bristol University Biochemistry Department. A student aspiring to read Medicine or Veterinary Medicine at university should take part in the Medlink or Vetlink programmes run by the University of Nottingham. Mrs Jan McKernan – Head of Biology [email protected] Mr Joe Wood – Head of Science [email protected]
59 St Mary’s Calne Sixth Form Science and Mathematics The Course The students will be studying the WJEC Eduqas GCE A Level in Biology (a two-year course). In LVI Form, they study the following components: Component 1 Basic biochemistry and cell organisation Component 2 Biodiversity and physiology of body systems Component 3 Immunology and disease In UVI Form, the students will be studying the following components (knowledge covered in LVI Form may be assessed within any of the three components at A Level). Component 1 Energy for life Component 2 Continuity of life Component 3 Requirements for life Assessment overview: all content assessed in three written papers Paper 1 Energy for life (2 hrs, 100 marks, 1/3 of qualification) Paper 2 Continuity of life (2 hrs, 100 marks, 1/3 of qualification) Paper 3 Requirements for life (2 hrs, 100 marks, 1/3 of qualification) There is also a Practical Endorsement (assessment of practical competencies) which is reported separately and does not contribute to the final grade.
60 St Mary’s Calne Sixth Form Science and Mathematics CHEMISTRY Aims of the Course What makes a good A Level Chemistry student? • To inspire – encouraging curiosity and making A chemist needs to have an innate curiosity. Chemistry students eager to learn through innovative teaching. underpins our understanding of the Universe and has made the greatest contribution to humankind of • To inform – developing each student’s knowledge and any subject because those who went before asked understanding of the nature of matter and the world themselves “how does that work?” A positive and around them. resilient attitude is essential for success, an important component of which is the ability to turn ‘getting it • To challenge – providing students of all abilities with wrong’ into a learning experience. All chemists require appropriate opportunities to develop their practical a sound grounding in mathematics and students should and intellectual skills. be confident in their ability to manipulate numbers. Chemistry is a beautiful, expressive language, which at Students are encouraged to read extensively and are its essence is the distillation of human knowledge into provided with full resources enabling them to do so. symbols and equations. There are opportunities to be involved in cutting edge Students should be eager to tackle a challenge or two, scientific research through our partnership with the curious about what they might learn and ready for Institute for Research in Schools (IRIS). Projects have sustained hard work. With a positive outlook and a included ‘Amazing Atmospheres’, where students strong work ethic anything is possible… even Chemistry! analyse data from the ExoMars Trace Gas Orbiter and ‘Ionic Liquids, a relatively new field that was voted Mrs Caryn Harward – Head of Chemistry as the British Innovation most likely to shape the 21st [email protected] century. The project allowed students to synthesise and characterise substances with unknown properties and has Mr Joe Wood – Head of Science been used as the basis for an EPQ. [email protected] Additional activities include evening lectures, day trips to industry and laboratory days at local universities. Bristol ChemLabS is a UK Centre for Excellence in Teaching and Learning and here the girls are challenged to think as scientists while gaining access to some of the best undergraduate teaching laboratories in the country. There is also the option of summer residential courses available, and those girls applying for Medical or Veterinary Science are encouraged to sign up for Medlink or Vetlink courses. We encourage students to join the Royal Society of Chemistry (RSC), which provides access to a wealth of information and resources for potential chemists, and girls take part in the RSC Chemistry Olympiad or the Cambridge University Chemistry Challenge.
61 St Mary’s Calne Sixth Form Science and Mathematics Course Content and Assessment We follow the OCR A specification. Module 1: Development of Practical Skills in Chemistry Module 2: Foundations in Chemistry Module 3: Periodic Table and Energy Module 4: Core Organic Chemistry Module 5: Physical Chemistry and Transition Elements Module 6: Organic Chemistry and Analysis Assessment overview Paper 1: Periodic Table, Elements and Physical Chemistry Paper 2: Synthesis and Analytical Techniques Paper 3: Unified Chemistry
62 St Mary’s Calne Sixth Form Science and Mathematics COMPUTER SCIENCE Aims of the Course Course Content An A Level in Computer Science should encourage AQA Paper 1 students: This paper tests a student’s ability to program as well as • To develop an understanding of, and the ability to the theoretical knowledge of Computer Science from the following topics: apply, the fundamental principles and concepts • fundamentals of programming of Computer Science, including abstraction, • fundamentals of data structures decomposition, logic, algorithms and data • theory of computation. representation. Assessment: • To enhance the ability to analyse problems in A 2½ hour on-screen examination. 100 marks in total. computational terms through the practical experience Worth 40% of the A Level. of solving such problems, including writing programs; Questions: to do so, to enhance the capacity for thinking Students must complete a range of programming tasks creatively, innovatively, analytically, logically and based on seen and unseen material. critically. • To develop the capacity to see relationships between Paper 2 different aspects of Computer Science. The paper tests a student’s ability to answer questions • To develop mathematical skills (Boolean algebra; on the following topics: comparison of complexity of algorithms; number • fundamentals of data representation representations and bases) to a high standard. • fundamentals of computer systems • To develop the ability to articulate the individual • fundamentals of computer organisation and architecture (moral), social (ethical), legal and cultural • consequences of uses of computing opportunities and risks of digital technology. • software development • fundamentals of communication and networking. This is a new and exciting opportunity to study Assessment: Computer Science at Advanced Level. The subject will A 2½ hour examination. 100 marks in total. Worth 40% sit well with Mathematics in particular and with the of the A Level. other Sciences. Questions: Students must answer a range of short and extended “Computer Science answer questions. is no more about computers than Non-exam assessment (NEA) astronomy is about The NEA assesses a student’s ability to use the telescopes.” knowledge and skills gained through the course to solve a practical problem. (Edsger Dijkstra) Assessment: NEA project. 75 marks in total. Worth 20% of the A Level. Students must produce a project that either meets the needs of a particular end user or investigates a particular aspect of how computers can be used to explore solutions to problems.
63 St Mary’s Calne Sixth Form Science and Mathematics Who should study Computer Science? Students following this specification would be advised to have studied GCSE Computer Science. The course has an increased mathematical component and so a good mathematical ability is vital. The course is not about learning to use tools or just training in a programming language. Computational thinking is a kind of reasoning used by both humans and machines. Thinking computationally means using abstraction and decomposition. The study of computation is about what can be computed and how to compute it. Computer Science involves questions that have the potential to change how we view the world. After studying A Level Computer Science students can go on to a career in medicine, law, business, politics or any type of science and, of course, Mathematics and Computer Science. Mr Paul Fletcher - Head of Computer Science [email protected] Mr Giles Mason - Director of IT [email protected]
64 St Mary’s Calne Sixth Form Science and Mathematics PHYSICAL EDUCATION (SPORTS SCIENCE) Aims of the Course Course Structure • To encourage a holistic understanding of PE. The course covers the following subjects: • To challenge the students to understand how the 1. Applied anatomy and physiology 2. Skill acquisition mind and body work in relation to performance in 3. Sport and society physical sport. 4. Exercise physiology • To engage students with the key issues and themes 5. Biomechanical movement relating to contemporary global issues on physical 6. Sports psychology education. 7. The role of technology in physical activity and sport. This is an academic course – alongside their practical skills the students will be developing their skills in the analysis of information and data, critical analysis, evaluation, discussion and the writing of reports and essays. Assessment of the course is described in the table below. Components Content Assessment Paper 1: Applied anatomy and physiology 2 hours Skill acquisition 105 marks Paper 2: Sport and Society 35% Non-examined Assessment Exercise physiology and 2 hours (NEA): Biomechanics 105 marks Sports psychology 35% Sport and society and technology in sport 90 marks 30% Student assessed as a performer or coach in the full sided version of one activity and written/verbal analysis of performance.
65 St Mary’s Calne Sixth Form Science and Mathematics Anatomy, physiology and biomechanics study the parallels between societal changes and sport Studying these topics students will come to understand and will utilise this knowledge and understanding the anatomical/structural and physiological/functional to consider historical and contemporary events and roles performed in the identified systems of the body. trends and potential future developments. The principles of Newton’s Three Laws of Motion – inertia, acceleration, action/reaction – will be covered They will look at how, as society developed and and are essential to a student’s understanding of how became increasingly commercial and political, these sporting technique and performance can be improved. phenomena were reflected in sport. Students will Students will learn to demonstrate an understanding study the context of varying ethics, pressures on of movement analysis through the use of examples performers to cheat and consider a range of factors to include linear motion, angular motion, projectile that influence deviance and the response of national motion and fluid mechanics. Students will also look and international organisations, as well as looking at at the importance of diet and nutrition pre, during the relationship between the media and sport and the and post-physical activity. They will study fatigue role of social media. and recovery and gain an understanding of how to apply knowledge of energy systems and how to train, Non-examined assessment maintain and improve their performance. In the NEA component, the performance analysis assessment task requires students to draw together Skill acquisition, sport psychology, sport and different areas of knowledge, skills and understanding society and technology in sport from across the course of study. Students will be required to show an understanding of the nature and development of skills in sport and There are two aspects to the NEA: this understanding will be enhanced and developed 1. Practical performance: through applied practical experiences in the role of either coach and/or performer. The students will S tudents are required to be assessed in one activity develop a detailed appreciation of the role of memory in the role of player/performer or coach listed in the systems in the acquisition of skill, an understanding specification. They will be assessed on two technical how we learn, and how to classify and teach different skills and one strategic skill from their chosen sport/ activities in a suitable manner. coaching scenario. Students will gain an understanding of the role of 2. Performance analysis assessment sports psychology in facilitating the optimal sporting (analysis and evaluation): performance of: individual athletes, of sports teams S tudents should identify and explain one or more and of individuals within the context of teams. Central weaknesses. The weaknesses can be in their own to this component will be the understanding of how performance or the performance of another but must arousal, anxiety, motivation and external pressure can be from a sport on the specification Students should have a huge impact on overall sporting success. then demonstrate their knowledge of theoretical causes and corrections for the weaknesses Finally the students will look at the dynamic identified. Students should aim to demonstrate relationship between sport and society. They will depth of theoretical understanding across all areas of evaluation.
66 St Mary’s Calne Sixth Form Science and Mathematics What makes a good PE (Sports Science) student? The first and foremost requirement is to be passionate about sport and have the motivation to achieve genuine improvement, either as a sportswoman or as a coach. The second requirement is a secure scientific background – a good proportion of the material is technical and will build on the Biology and Physics studied in IGCSE/GCSE courses. Mr Joe Wood - Head of Science [email protected]
67 St Mary’s Calne Sixth Form Science and Mathematics
68 St Mary’s Calne Sixth Form Science and Mathematics MATHEMATICS/FURTHER MATHEMATICS Aims of the Course Assessment • To develop an understanding of Mathematics and Mathematics is a subject which combines well with mathematical processes - promoting confidence. Sciences, Humanities and Languages. Mathematicians do it because it is there, and they enjoy it. If you are • To develop the ability to reason logically, and to good at it, you can do a lot in quite a small space recognise incorrect arguments. of time, which may make Further Mathematics an attractive proposition. This extra A Level is certainly • To appreciate the connections between different a valuable commodity for anyone who wishes to aspects of the subject. study Mathematics, Economics, Finance, Physical Sciences, Engineering, Medicine, Veterinary Science or • To appreciate the ability of Mathematics to answer Computer Science at university. questions posed within the context of the ‘real world’. Indeed, Mathematics is very much a ‘gateway’ subject • To find enjoyment from developing skills and that has great currency in terms of applications for a techniques and using them to solve problems. wide variety of university courses and careers beyond higher education. Course Content Examinations In Pure Mathematics, the main strands that are developed are those of algebraic structure, and the Course textbooks will be provided for all girls. analysis of functions and graphs. Later comes the study A scientific calculator will be needed for all of three-dimensional geometry through vectors, and mathematicians. We generally use Casio calculators the methods of solution of differential equations. In which cost in the region of £30. It is recommended (but Further Mathematics, numerical methods, hyperbolic not essential) that Further Mathematicians also have functions, complex numbers, matrices and polar co- a graphical calculator for the UVI Form which costs ordinates are also studied. around £50. Please contact the Mathematics Department for advice on the choice of calculator. In Mechanics, the laws of motion are developed and are then used to solve problems involving bodies in motion. Forces and friction are studied, considering systems in equilibrium, and when equilibrium is broken. The Probability and Statistics is based on sound knowledge of the GCSE syllabus. Representation of data is developed further and bivariate data is considered quantitatively. Probability concepts lead to the consideration of theoretical distributions and are used in hypothesis testing.
69 St Mary’s Calne Sixth Form Science and Mathematics y1 What makes a good A Level Mathematics student? A student of Mathematics will do well if she enjoys the process of problem solving and is prepared to complete plenty of questions independently. Unlike most other subjects, Mathematics does not require much extra reading, as the course x and its development is very much based around the course textbooks. Instead, the practising and mastery of various skills is required. The course (and this is especially so with Further Mathematics) is constructed in such a way that the later modules build on the work completed in previous ones – it is thus particularly important to master the early topics. Undoubtedly, Mathematics is a challenging subject, but universities are aware of this and -1- it is certainly one which is highly valued by these academic institutions. Dr Sarah Kewley – Head of Mathematics [email protected] y1 x -1-
70 St Mary’s Calne Sixth Form Science and Mathematics PHYSICS The A Level Physics course is designed to answer those and the Standard Model is explored. questions about how the world works on both a macro • Thermodynamics: Ideas about ideal gases which were and a micro level. As in the words of Confucius, “I hear and I forget. I see and I remember. I do and I understand,” first met at IGCSE are further analysed. the course is based on practical work and investigation. • Space: Life cycle of stars, astronomical distances and All girls who take the course will be expected to participate in practical work and there will be a practical the fate of the universe are explored. endorsement element to the final assessment. • Nuclear Radiation: Nuclear fission is revisited and Course content nuclear fusion is explored alongside a mathematical treatment of radioactivity. Girls studying Physics follow the Edexcel specification. • Gravitational Fields: These are given a mathematical The Edexcel specification consists of 13 topics. In treatment to build upon IGCSE and used in the addition there are 16 core practicals which are assessed context of Space. over the two-year course which the girls need to pass in • Oscillations: Simple harmonic motion is introduced order to gain the practical endorsement. and explored in a variety of situations. The Topics Assessment • Mechanics: forces, energy and momentum are Assessment of the course consists of three papers. Each revisited and situations with additional complexity are paper will test a different section of the specification considered. and there will be a mixture of multiple choice, short • Electric Circuits: analysis of d.c circuits is continued open, open-response, calculations and extended writing from IGCSE Level. questions. • Materials: effects of forces on different materials are considered along with some elementary fluid Paper 1 dynamics. 30% of final mark. 1 hour 45 mins. • Waves and Particle Nature of Light: ideas touched • Mechanics on in IGCSE such as refraction and diffraction are • Electric Circuits looked at in more detail and dealt with in a more • Mechanics mathematical way. The concept of wave-particle • Further Mechanics duality is introduced. • Electric and Magnetic Fields • Further Mechanics: Earlier ideas of forces and motion • Nuclear and Particle Physics are applied to non-linear motion. • Electric and Magnetic Fields: ideas of electrostatics Paper 2 and magnetic field theory are developed, building 30% of final mark. 1 hour 45 mins. on earlier work on electromagnetism. Basic a.c • Materials electricity is analysed. • Waves and Particle Nature of Light • Nuclear and Particle Physics: Paths of charged • Thermodynamics particles in accelerators are explored and Einstein’s • Space equation E=mc2 is introduced. Models of the atom are • Nuclear Radiation developed to introduce more fundamental particles • Gravitational Fields • Oscillations
71 St Mary’s Calne Sixth Form Science and Mathematics Paper 3 Mrs Amanda Kingsland – Head of Physics [email protected] 40% of final mark. 2 hours 30 mins. • Knowledge of all topics Mr Joe Wood – Head of Science • Data analysis [email protected] • Practical skills What makes a good A Level Physics student? Physicists typically have excellent numerical, practical “Studying Physics and analytical skills, which are valuable for any at A Level is university course or career. The course is challenging and students should already be competent in both challenging but Physics and Mathematics, as well as being prepared to fun at the same work hard. time. You carry out lots of exciting Students wishing to pursue Physics or Engineering at university are advised to include Physics and experiments Mathematics among their A Level subjects. Career that help you to paths include Physics-based industries, such as medical understand the imaging, aerospace, artificial intelligence and satellite concepts more technology, but there are other industries where physicists play an important role, such as management, clearly.” meteorology, veterinary medicine, design and broadcasting - to name but a few. An A Level in Physics (Ziwen) is also a respected and valuable qualification for many non-scientific courses and careers as it demonstrates an ability to reason at a high level and apply a variety of techniques to solving problems. A good A Level Physicist is curious about the world around them and keen to apply techniques and models learnt to new situations. They are strong problem solvers and enjoy grappling with puzzles. They have an excellent grasp of mathematics. They will be interested in keeping up with the latest news from sources such as CERN, New Scientist and the Sixty Symbols website. Our best A Level Physicists will be keen to participate in the British Physics Olympiad set by Oxford University in order to stretch their understanding and problem solving skills.
72 St Mary’s Calne Sixth Form Social Sciences SOCIAL SCIENCES “A creative economy is the fuel of magnificence.” (Ralph Waldo Emerson,1803-1882)
73 St Mary’s Calne Sixth Form Social Sciences
74 St Mary’s Calne Sixth Form Social Sciences ECONOMICS Economics is all around us and it dominates and Course Content and Assessment shapes our daily lives, whether we are aware of it or not. As economists, we are intrigued why people act We use the AQA specification and the girls cover the way they do and we try to understand the decisions the following in the LVI Form: that people make. We examine how all these little decisions, made by individuals, add up to make huge The Operation of Markets and Market Failure: changes in the world. We seek to understand the world Students discover how the market forces of demand in order to be able to solve its problems. and supply determine which goods firms produce and the prices at which they are sold. Students explore how Aims of the Course a market system works; why it may fail and whether the government should intervene. • To develop a secure understanding of a range of economic ideas. The National Economy in a Global Context: Students examine the key government targets of steady • To explore how economic ideas can be used to economic growth; low unemployment; stable inflation illuminate issues in everyday life. and healthy foreign trade. Students explore the policies that governments use to meet these targets and the • To solve economic problems by analysing a range of difficulty of meeting them all simultaneously. possible solutions and evaluating their relative merits. The A Level consists of the following papers: • To develop a wide range of skills that will be a great asset in a rapidly changing world. Markets and Market Failure: In addition to the content covered in the LVI Form, students discover the economic principles underlying a range of issues, including the growth of firms; the labour market and the distribution of income. They analyse and evaluate possible government responses to such issues. The National and International Economy: In addition to the content covered in the LVI Form, students analyse and evaluate government policies and macroeconomic performance in national, regional and global contexts. They discuss how individual economies are becoming increasingly interdependent through trade and globalisation. Economic Principles and Issues: This unit integrates all the content of the A Level course. Students will be expected to select appropriate economic ideas and skills and use them to gain insight into a particular case study.
75 St Mary’s Calne Sixth Form Social Sciences What makes a successful “Studying Economics Economics student? has revolutionised my understanding The students who are most successful at Economics of how the world are those who have a keen interest in the world around works.” them; are stimulated by new ideas and have a natural curiosity to learn. They constantly seek to make (Helena) connections to prior learning; to other subjects they are studying and to current affairs. “I am constantly fascinated by its They are prepared to think for themselves - students prominent role in who merely seek to recall and recite facts are likely to our daily lives.” struggle and lose interest, whereas those who challenge assertion and strive to attain a conceptual understanding (Ally) will be amazed by the stunning insight, elegant solutions and practical power of the subject. “It has empowered me to approach Successful economists tend to be comfortable with real-world issues calculations and candidates will be assessed on the quantitative skills applied in the context of economics. from a whole new This includes an understanding of ratios, fractions, perspective.” percentages, revenue and profit and other factors. Students without at least Grade B in Mathematics (Alexandra) GCSE are likely to struggle with these calculations. Furthermore, successful Economics students demonstrate the ability to think logically and to explain their reasoning clearly. Finally, to be successful in Economics, the ability to write discussions in continuous prose is essential. Mr Mark Cleaver – Head of Economics [email protected]
76 St Mary’s Calne Sixth Form Social Sciences GEOGRAPHY Aims of the Course • T o acquire and apply knowledge and understanding Through the study of Physical systems (01) learners will of physical and human processes; their interactions develop an understanding and appreciation of Landscape and outcomes over space and time, through the study Systems, contextualised through glaciated landscapes of places and environments. and Earth’s Life Support Systems, which encompasses the water and carbon cycles vital to our planet. • To acquire and apply a range of geographical and transferable skills necessary for the study of Geography. Learners will explore Human interactions (02) through the study of Global Connections and the governance • T o develop an understanding of the interrelationships of human rights or sovereignty on a global scale, and between people and their environments and of the Changing Spaces; Making Places, which gives learners opportunities, challenges and constraints that face an insight into the nature of places and the fluidity of people in different places and environments. their meanings and representations. • T o appreciate the dynamic nature of Geography: how Geographical debates (03) allows teachers and places, environments and issues change and how learners to explore in depth disease and tectonic people respond to these changes. hazards, there are debates to appeal to all with the implications on people and the environment being at • To understand how decisions are made concerning the the heart of this component. use and management of resources and environments, and understand the nature, significance and effects of The Investigative geography (04/05) component allows peoples’ values and attitudes, including their own in learners to undertake an independent investigation relation to geographical issues and questions. linked to any aspect of the specification to satisfy their intellectual curiosity. This component is designed • T o clarify and develop their own values and attitudes to encourage learners to deepen their knowledge in relation to geographical issues and questions. and understanding of their chosen topic whilst developing a number of geographical and study skills • T o acquire a deeper understanding of the connections relevant to Higher Education or within the world of between different aspects of Geography. work. The geography investigation will be based on studies completed on a residential fieldtrip; this year’s Course Content destination was the volcanic landscape of Tenerife. The OCR A Level in Geography has been designed to The content is studied, as appropriate, at a variety of give learners the knowledge, understanding and skills scales from local to global and will be contextualised necessary to become engaged global citizens. Through through case studies and exemplars where appropriate. the study of dynamic and contemporary content, learners can understand and interact with issues which Geography education should encourage learners to affect people and places at a range of scales from local develop a sense of wonder about the world. Geography to global – and all that is in-between. is potentially the most relevant subject for any learner in the 21st century and the OCR A Level in Geography Components within the OCR A Level in Geography will aims to drive a passion and love of this dynamic consist of: subject through its exciting and engaging content. • Physical systems (01) • Human interactions (02) • Geographical debates (03) • Investigative geography (04/05).
77 St Mary’s Calne Sixth Form Social Sciences Assessment What makes a good A Level Geography student? We follow the new OCR A Level. This course was selected Geography is a subject which encompasses by the department because it presents: both practical and non-practical elements. Good geographers should be keen to explore both of • exciting content studied through a choice of topics these modes of study beyond the classroom. Our giving rich learning opportunities best students are avid readers of subject specific publications, such as The Geographical, the Geography • choice of geographical debates to study giving learners Review, and National Geographic. Articles therein are a deep understanding of the contemporary challenges up-to-date, topical, and written in a manner designed to of the 21st century engage young people. In addition, there are also many online opportunities. The BBC and SKY News websites • opportunities for learners to gain vital geographical, have downloadable apps which allow students to tailor fieldwork and life skills updates to their own interests. On a more specialised level, organisations such as NASA have their own • an independent investigation giving learners resilience subscription services whereby students can be alerted in self-sufficient study to major global events, often with exciting imagery attached. Geography, as a subject, also opens up more • a simple assessment structure with clear and practical experiences to its students. Universities are progressive study pathways. increasingly keen on seeing evidence of practical learning beyond the classroom and there are many Content Overview Assessment Overview opportunities available for proactive students. Often, students can arrange their own work experience in • Landscape Systems Physical Systems (01) a geography-related industry, such as town planning • Earth’s Life Support 66 Marks departments or architects’ offices, but there are 22% of total A Level also many other organisations offering excellent Systems 1½ hour written paper opportunities. The National Trust, for example, offers • Geographical Skills work experience at most of their sites, or students can volunteer over the summer on conservation projects. • Changing Spaces; Human Interactions (02) Making Places 66 Marks Mr Daniel Curran – Head of Geography 22% of total A Level [email protected] • Global Connections 1½ hour written paper • Geographical Skills Optionally - Study 2 of 6 Geographical debates (03) • Climate Change 108 Marks • Disease Dilemmas 36% of total A Level • Exploring Oceans 2½ hour written paper • Future of Food • Hazardous Earth • Geographical Skills • Independent Investigative Geography (04/05) Investigation 60 Marks 20% of total A Level Non-examination assessment
78 St Mary’s Calne Sixth Form Social Sciences POLITICS Aims of the Course • To develop knowledge and an informed are so central to contemporary politics, including the understanding of contemporary political structures significance of the manifestos they publish at election and issues in their historical context, both within the time and their relevance to the mandate of the resulting United Kingdom (UK) and globally. government. This section allows students to understand the individual in the political process and their • To develop a critical awareness of the changing nature relationship with the state and their fellow citizens. of politics and the relationships between political Students will examine how electoral systems in the UK ideas, institutions and processes. operate and how individuals and groups are influenced in their voting behaviour and political actions. This • To develop knowledge and an informed understanding component will further examine the role of the media of the influences and interests which have an impact on in contemporary politics. It will also give students an decisions in politics. understanding of voting patterns and voting behaviour. • To develop knowledge and an informed There are four content areas in UK Politics: understanding of the rights and responsibilities of 1. Democracy and participation individuals and groups. 2. Political parties 3. Electoral systems • To develop the ability to critically analyse, interpret 4. Voting behaviour and the media. and evaluate political information to form arguments and make judgments. Core Political Ideas This section allows students to explore the three • To develop an interest in, and engagement with, traditional political ideas of conservatism, liberalism contemporary politics. and socialism. Students will learn about the core ideas and principles and how they apply in practice to Course Content human nature, the state, society and the economy, the divisions within each idea and their key thinkers. Girls studying Politics follow the Edexcel (9PL0) specification. The girls will study four topics which will There are three content areas in Core Political Ideas: be assessed with three papers at the end of UVI Form. 1. Liberalism 2. Conservatism LVI Form 3. Socialism. In LVI Form we will cover two of the three papers which are broken up as follows. Component 2: Component 1: UK Government and Non-core Political Ideas Politics is ultimately about people, but most political UK Politics and Core Political Ideas decisions are made by a branch of government whose This section explores the nature of politics and how roles and powers are determined by a set of rules: the people engage in the political process in the UK. constitution. Students will investigate in detail how people and politics interact. They will explore the emergence and This component is fundamental to understanding the development of the UK’s democratic system and the similarities, differences, connections and parallels between direct and indirect democracy. They will focus on the role and scope of political parties that
79 St Mary’s Calne Sixth Form Social Sciences nature of UK government, since it enables students Component 3: to understand where, how and by whom political decisions are made. The component also gives Comparative Politics students a base of comparison to other political The USA has been considered by some to be a ‘beacon systems. The component introduces students to of democracy’. As a world power, understanding the the set of rules governing politics in the UK, the UK nature of US democracy, and the debates surrounding constitution, which is different in nature from most of it, is crucial given the considerable impact that the USA the rest of the world. It further introduces students to has on UK, European and global politics. the specific roles and powers of the different major branches of the government – legislative, executive, Students will explore the US Constitution and the and judiciary – as well as the relationships and arguments surrounding this guiding document of US balance of power between them, and considers where democracy. In learning about the key institutions of sovereignty now lies within this system. government in the USA and analysing the manner in which they achieve this power and exercise it over Students will explore the following key themes: their citizens, students will judge ultimately whether the relative powers of the different branches of UK ‘liberty and justice for all’ has been achieved in the government; the extent to which the constitution has USA. Students will be expected to highlight the debates changed in recent years; the desirability of further on the nature of democracy in the USA and evaluate change and the current location of sovereignty within the extent to which it remains an issue. the UK political system. The impact of the US government on the world beyond There are four content areas in UK Government: its borders is increasingly a feature of international 1. The constitution politics. Students will begin to engage with this 2. Parliament interaction by comparing and contrasting politics 3. Prime Minister and executive and institutions in the US with those in the UK. This 4. Relationships between the branches. will develop a wider understanding of politics as a discipline, underpinned by the theoretical concepts of Non-core Political Ideas comparative politics. This section allows students to explore one of five additional political ideas. Students will learn about the There are six content areas in Comparative politics: core ideas and principles, the effects of these ideas, the 1. The US Constitution and federalism divisions within each idea and their key thinkers. At 2. US Congress St Mary’s we have chosen to study Feminism. 3. US Presidency 4. US Supreme Court and US civil rights UVI Form 5. US democracy and participation In UVI Form we will take what we have learnt and 6. Comparative theories. apply it comparatively to the politics of the USA.
80 St Mary’s Calne Sixth Form Social Sciences Assessment What makes a good A Level Politics student? • Component 1: UK Politics and Core Ideologies: 2 hour paper worth 33.3% of the whole A Level Although it helps to have an interest in History - particularly of Britain and in current affairs - a ‘good’ • Component 2: UK Government and Non-core Ideologies: Politics student is one who has an interest in the society 2 hour paper worth 33.3% of the whole A Level around them, as this is the product of - and in turn, helps form - political activity. Political ideas, ideologies and • Component 3: Comparative Politics: 2 hour paper policies are fundamentally simply different concepts of worth 33.3% of the whole A Level. what a good society should look like. This course will appeal to someone who enjoys debating To help girls with their studies of politics, the library current affairs and politics generally; who likes engaging has built up a wide stock of books and journals (most in a subject which affects daily life and someone who pertinently The Economist and The Week), and these, wants to study a subject which can be combined with a along with frequent browsing of the news and politics wide range of other subjects. Students preparing for sections of the BBC website, are the ideal means of A Level Politics will develop communication skills and broadening knowledge and developing independent be able to evaluate different political ideas and systems. ideas. For a prospective A Level student, the following You will learn how to analyse and question information. works on recent (ie post-war) British history are It will enhance your critical abilities. particularly recommended: Andrew Marr’s A History of Modern Britain and Richard Vinen’s Thatcher’s Britain. Politics can be combined with almost any other subject at A Level. It enables students to offer a wider range of Mrs Samantha Handy – subjects for university entrance and would support any Head of History and Politics university application. You do not need to have studied [email protected] any particular subject (such as History) at GCSE in order to take this course; it is more important that you should have a lively and enquiring mind and an interest in current affairs.
81 St Mary’s Calne Sixth Form Social Sciences
82 St Mary’s Calne Sixth Form Social Sciences PSYCHOLOGY What makes a good A Level Psychology student? Aims of the Course The chief aim of the course is to develop students’ A good student will seek to do the following: read interest in and enthusiasm for the study of psychology. widely eg popular psychology books in addition to Other aims: text books; explain and make the connection between • To appreciate the scientific nature of psychology the psychology taught in lessons with newspaper articles and issues in current affairs; watch films and to engage in contemporary debates through an and documentaries linked to psychology; subscribe understanding of research. to the BPS Research Digest https://www.bps.org.uk • To develop and demonstrate a deeper appreciation (sent fortnightly - free); read psychology articles of the skills, knowledge and understanding of in publications and magazines; make and take psychology. opportunities to work with different groups of people, • To develop essential knowledge and understanding eg helping on a summer camp for disabled children; of different areas of the subject and how they relate to helping with riding for the disabled or becoming a each other. mentor for pupils at Springfields Academy, Calne. Mrs Ellie Waldron – Head of Psychology Course Content [email protected] We follow the Edexcel specification and the content “We must learn includes: to live together as brothers or perish • social, cognitive, biological Psychology and learning together as fools.” theories • research methods along with practical skills including handling qualitative and quantitative data • clinical and child Psychology • issues and debates. At A Level the course is assessed through three papers, each of 2 hours in length. (Martin Luther King)
83 St Mary’s Calne Sixth Form Social Sciences
84 St Mary’s Calne Sixth Form Extended Project Qualification EXTENDED PROJECT QUALIFICATION (EPQ - Level 3) Aims of the Course The student will develop an idea for a project that they wish to carry out and discuss their ideas with Opportunities offered to students choosing the EPQ a supervisor who will meet regularly with them to offer guidance and support. Students will also attend • To make a significant contribution to the choice and a series of lessons in which they are taught the skills design of an extended project and take responsibility needed to undertake a piece of research. The majority either for an individual task or for a defined task of projects culminate in an extended piece of writing within a group project. of approximately 5,000 words. As they develop their research they will maintain a Production Log which • To develop and improve their own learning and documents the challenges and successes that they performance as critical, reflective and independent have encountered as part of their research journey. This students. log also provides the student with an opportunity to show how they managed their project. Finally, students • To develop and apply decision-making and problem- will prepare and give a presentation about the project solving skills. product and process (including a question and answer session) before they evaluate the project process. • To extend their planning, research, critical thinking, analysis, synthesis, evaluation and presentation skills. Recent EPQs at St Mary’s Calne have included the following: • To develop and apply skills creatively, demonstrating initiative and enterprise. To what extent did Leonardo da Vinci influence Raphael’s Madonna of the Pinks? • T o use their learning experiences to support their aspirations for higher education and/or career ‘Mobutu Sese Seko was a modern incarnation of King development. Leopold II in the Congo’. Do what extent do you agree with this statement? • To transfer skills developed as part of their extended project to other areas of study. When Genetics is not the Answer: To what extent is Royal Jelly exposure responsible for the Epigenetic Course Content Modifications that underlie polyphenism in female honeybees? The EPQ is an excellent way for students to demonstrate their ability to pursue independent study and manage Should bariatric surgery be offered for children and a research project. It helps students to develop the adolescents? analytical and research skills which are necessary for success as an undergraduate and provides them How does mental rehearsal affect sports performance? with the opportunity to explore an area of academic interest that lies beyond the confines of the A Level specifications, including topics that are completely new to them. The grades available range from A* to E. Some top universities will make alternative offers to students who have undertaken an EPQ.
85 St Mary’s Calne Sixth Form Extended Project Qualification Assessment Objectives What makes a good EPQ student? All candidates are required to meet the following You will need to have a particular passion for the Assessment Objectives. The Assessment Objectives are subject that you have chosen to explore. You should weighted as indicated below: be curious and inquisitive and relish the challenge of working independently as the EPQ requires you to Objectives Weighting be self-directed in your learning. You will need to be well-organised, flexible in your approach to problem AO1 Manage 20% solving and enjoy the ‘cut and thrust’ of academic debate. The ability to think laterally and creatively Identity, design, plan, and carry out will help you as you develop your arguments, as will a project, applying a range of skills, adopting a critical approach which enables you to strategies and methods to achieve challenge the information that you are coming across objectives. during your research. AO2 Use Resources 20% Miss Lianne Aherne – Director of Sixth Form, Higher Education and Professional Guidance Research, critically select, organise [email protected] and use information, and select and use a range of resources. Analyse data, apply relevantly and demonstrate understanding of any links, connections and complexities of the topic. AO3 Develop and Realise 40% Select and use a range of skills, including, where appropriate, new technologies and problem-solving, to take decisions critically and achieve planned outcomes. AO4 Review 20% Evaluate all aspects of the extended project, including outcomes in relation to stated objectives and own learning and performance. Select and use a range of communication skills and media to present evidenced project outcomes and conclusions in an appropriate format.
86 St Mary’s Calne Sixth Form Examination Boards EXAMINATION BOARDS Subject Examination Board Drama and Theatre Studies Edexcel Fine Art OCR History of Art Edexcel Music Edexcel Classical Civilisation OCR History AQA Religious Studies Eduqas - WJEC English Literature OCR Latin OCR Greek OCR French Edexcel German Edexcel Spanish Edexcel Mandarin Cambridge Pre-U Biology Eduqas - WJEC Chemistry OCR Computer Science AQA Mathematics Edexcel Further Mathematics Edexcel Physical Education - Sports Science Edexcel Physics Edexcel Economics AQA Geography OCR Politics Edexcel Psychology Edexcel Extended Project Qualification AQA
87 St Mary’s Calne Sixth Form Social Sciences
88 St Mary’s Calne Sixth Form Enrichment Opportunities ENRICHMENT OPPORTUNITIES “I am very clear about the ethos of St Mary’s: it is predicated on breadth. However, we balance this with high levels of achievement in the specialised environment of the UK A Level syllabus.” (Dr Felicia Kirk, Headmistress) We believe that our vibrant programme of Sixth Form academic enrichment opportunities is another reason that the Sixth Form at St Mary’s is so special. Indeed, we build time into the evenings and weekends so that you can participate fully in the many clubs and societies that are on offer. From Life Drawing to the Zoological Society and from Public Speaking to Politics Society, there is something for everybody to enjoy.
89 St Mary’s Calne Sixth Form
90 St Mary’s Calne Sixth Form Enrichment Opportunities CRITICAL THINKING DEBATING In many areas of life, it is important to be able to think “It is better to debate a question without settling it both critically and creatively. This course will challenge than to settle a question without debating it.” girls to think more broadly about issues; to develop (Joseph Joubert) new and creative ideas, as well as to assess arguments effectively. Critical Thinking is a fundamental academic Debating at St Mary’s combines discussing the big competency akin to reading and writing. All subject questions in life with a welcoming atmosphere that teachers aim to develop their candidates’ critical encourages everyone to get involved. As a society we thinking ability - the ability to interpret, analyse and have a mixture of informal debates throughout the evaluate ideas and arguments - but they do this in the year, as well as taking part in competitions. Previously process of teaching their particular subject. In Critical we have participated in the Bristol University Schools’ Thinking lessons, girls will be able to concentrate on debate and we have also got to the second round of developing their thinking skills more widely. the English Speaking Union’s Mace debate. Aims of the Course Topics we have looked at previously include: • To give girls the opportunity to develop their critical • should we have non-custodial sentences for non- thinking skills which are central to the process of violent criminals? arriving at reason-based judgment. • the EU referendum • To improve critical thinking skills by attending to them • should we only allow people who pass a simple explicitly and in ways which enable girls to transfer them to other academic studies and to everyday life. current affairs test to vote? • the death penalty • To stimulate creative and lateral thinking. • Saturday school • are governments ever justified in using force against Critical Thinking is useful for candidates taking a wide variety of A Level subjects as well as being their citizens? an essential skill required for further and higher education. It is valuable for many professions: law, Debating is the best place to learn not just how to medicine, journalism, the civil service and those debate, but how to debate well - and win! aspiring to any kind of leadership position. Critical Thinking is particularly highly regarded in a wide range of professional areas, including architecture, design, business and management. This course forms an important part of our preparation for the girls’ applications to Oxbridge and other leading universities.
91 St Mary’s Calne Sixth Form Enrichment Opportunities FINANCIAL CAPABILITY Leaving education and starting to live independently brings many challenges for young people, as they need to learn to juggle the many bills which have to be paid as well as dealing with banks, utility bills and mobile phone companies - often for the first time. This course builds on the work completed in the Fourth and Fifth Forms and aims to equip pupils with the financial skills they will need to manage their own finances whilst at university and beyond. It includes workshops on student finance, budgeting, insurance, pensions, pay slips, mortgages, saving, borrowing, taxation and financial management. SCHOOL MAGAZINE Girls in the Sixth Form set up and launched the digital school magazine, Kaleidoscope. Each edition is based around a theme chosen by the girls and they oversee every element of its production during their weekly editorial meetings. They determine what they would like to write, what the design will look like and take inspiration from the issues which are important to the wider student body. The result is an informative, eye- catching and high quality publication that is enjoyed by the whole school community.
92 St Mary’s Calne Sixth Form Enrichment Opportunities
93 St Mary’s Calne Sixth Form Enrichment Opportunities MODEL UNITED PERSONAL NATIONS SOCIETY DEVELOPMENT AND WELLBEING MUN (Model United Nations) is a school, college At St Mary’s we have a holistic approach to our pupils’ and university-based organisation and is a simulation learning and recognise that to succeed academically of the work of the United Nations. Students form we must address each pupil’s Personal Development delegations and represent the policies of their given and Wellbeing needs. To achieve this, we run a country on such issues as Human Rights’ violations, bespoke course for our Sixth Formers designed to the exploitation and use of natural resources, the use meet the needs of each pupil at this important stage. of child soldiers, cyber security, the reform of the Pupils will take part in three core courses to include Security Council, and disputes between neighbouring Yoga during the Autumn and Spring Terms and Martial countries. Real UN procedure and etiquette is Arts in the Summer Term and an eight-week course followed and girls learn how to draft resolutions and throughout the Autumn and Spring Terms focusing on present them in committees at conferences. developing Emotional Awareness and the cultivation of positive states of mind as a way to increase genuine MUN provides a unique opportunity for young people happiness and create a calmer and more balanced life to investigate the background to, and origin of, many of which impacts more positively on others. This core the problems and issues in the world today. programme is supplemented by talks and workshops from external specialists on the following subjects: St Mary’s girls attend conferences hosted by a variety of Nutrition, Sexual Health, Gender Diversity, Teenage schools. Each conference requires the girls to research Cancer, Exploitation, Safe Driving and Car Maintenance both their committee’s particular issues as well as and Teenage Mental Health. the position their country would adopt on that issue. Working independently on their research beforehand Aims of the Programme and then collaborating effectively in committee, making alliances with other countries and having to • To develop skills of enquiry and communication, compromise their own position, means the girls must make effective transitions and develop positive develop a wide-ranging skillset which will stand them in relationships. excellent stead for future life; inquiry, critical thinking, research, negotiation, communication, collaboration, • To develop emotional wellbeing, self-reliance and the ability to listen to others and be empathic to their resilience when facing difficulties, coping with views yet still remaining principled, all whilst gaining a pressures and resolving conflict. deep insight into world affairs and problems and their concomitant solutions. • To equip each pupil with the knowledge and skills to make informed choices to manage risk, stay safe and Not only do the girls gain and develop fabulous enhance and enrich their own and others’ lives. transferable skills but they also become more rounded, worldly people with a broader understanding and • To provide opportunities for pupils to reflect on their perspective of the world in which they live. This kind own values, attitudes and identity. of enrichment is invaluable and considered to be extremely beneficial by universities and employers alike. • To promote pupils’ spiritual, moral, social and cultural development, increasing their self-confidence. • To develop the ability to know, articulate and manage their own emotions and to empathise with those of others.
94 St Mary’s Calne Sixth Form Enrichment Opportunities PHYSICAL EDUCATION, SPORT, EXERCISE AND WELLBEING Aims of the Course In addition to Sixth Form Games, Team Practice is • To encourage and motivate the Sixth Form to pursue scheduled throughout the week in the following: sport and exercise. Hockey 1 x Team Practice • To develop their skills and techniques (also tactics and team work where appropriate) in order to reach on Mondays their full potential in all their sports and activities. Lacrosse 2 x Team Practices and • To understand, recognise and appreciate the value of a healthy lifestyle through sport and exercise. Senior Club • To enjoy being part of a school team; developing Matches on Saturdays confidence and self-esteem and building resilience. Tennis 2 x Team Practices • To develop their leadership skills and be a fine role model for the younger girls. Mid-week and Saturday • To measure, monitor and celebrate achievement. matches Netball 1 x Team Practice Matches on Tuesdays Swimming Up to 4 x Swim Training Galas mid-week Sixth Form Games Additional Clubs include: Dance Ski racing (additional charge) Autumn and Spring Terms: Girls regularly represent the County, South West and often National Teams in Sport. Hockey Matches for 1st XI Netball Matches for 1st, 2nd, 3rd VII Swimming Galas for the Senior Team St Mary’s Sports Centre Games Rotation Badminton, Basketball and Volleyball In the Sixth Form, St Mary’s pupils gain a full, complimentary membership to the Sports Centre. Dance & Fitness Dance, Fitness Suite, This allows access to the swimming pool, fitness suite and fitness classes outside of lessons. Classes such as Spinning, Zumba zumba, spinning, pilates and aerobics are offered but the girls need to pre-book their space. Mountain Biking Summer Term: Athletics Meets for the Senior Team Tennis Matches for 1st, 2nd, 3rd, 4th, Mrs Heidi Marvin – Director of Sport [email protected] 5th, 6th VI Swimming Galas for the Senior Team Cricket/Rounders
9955 SSt tMMarayry’s’sCCalanlneeSSixixththFFoormrm Other Courses
96 St Mary’s Calne Sixth Form Enrichment Opportunities RADA SCIENCE JOURNAL CLUB Advanced Communication Course This is a unique course in Advanced Communication Science Journal Club takes place every three weeks Skills for the Individual, run by RADA (Royal Academy for Sixth Formers studying science subjects. A of Dramatic Art) in association with St Mary’s Drama and cross-curricular science topic is taken such as ‘The Theatre Department. Science of colour’ or ‘Getting to Mars’ and journal articles on the latest developments in the field are This course is the first and only one of its kind in sent to the students in advance. Throughout the year any school in the UK. Created specifically for the LVI each student will have the opportunity to present Form at St Mary’s Calne, it offers professional training, and lead the discussion. We explore the scientific delivered by RADA trained teachers and professionals; methods that have been used, the scope of the employing theatre-based expertise to enhance and research and the possible future implications. Once a develop essential career and life skills. The techniques year we invite a scientist who has recently published required for a wide range of public performance in (and whose paper we have read) to come and discuss careers, such as Law, Business, the Media, Medicine their research and the new developments in their and the Arts, are explored in detail. Now in its 11th field. Besides a portfolio of academic literature that year, this is a pioneer course which focuses fully on they have read and discussed, Journal Club allows inspiring and developing the communication and the students to gain a far better understanding of presentation skills of the individual. Developed by the nature of science and scientific research before St Mary’s Drama Department, in conjunction with applying for university courses. RADA in Business (RADA Enterprises), the course takes its inspiration from RADA business training given to eminent professionals, in fields ranging from government and Law to the worlds of Marketing and Corporate Finance. The primary focus of the course is to enable each student to realise her full potential as a first rate communicator. It is delivered in three weekend Master Classes and twelve weekly sessions. The course begins in September and concludes in February, ending with a final individual presentation to a panel of professionals at RADA in London. The cost of this course is £600.
97 St Mary’s Calne Sixth Form Enrichment Opportunities
98 St Mary’s Calne Sixth Form Enrichment Opportunities THE DUKE OF EDINBURGH’S AWARD The Duke of Edinburgh’s Award is available at Silver and Gold levels in the Sixth Form. It is offered to all girls on a purely voluntary basis, whether or not they have participated in DofE before; new participants, with little or no previous experience, are strongly advised to opt for Silver. It is hoped that participants will: • develop their interests with enthusiasm and commitment, pursuing them to a high standard • learn to work in a team, seeing the best in others and coping with their own and other people’s strengths and weaknesses • learn the value of good organisation, planning and time management in achieving goals • meet varied challenges, including the physical challenges of expeditions, thus building confidence and self-esteem • demonstrate increasing self-reliance, initiative, problem solving and leadership skills • broaden horizons through varied experiences and contact with people outside school • be of service to others in school and in the community.
Search
Read the Text Version
- 1
- 2
- 3
- 4
- 5
- 6
- 7
- 8
- 9
- 10
- 11
- 12
- 13
- 14
- 15
- 16
- 17
- 18
- 19
- 20
- 21
- 22
- 23
- 24
- 25
- 26
- 27
- 28
- 29
- 30
- 31
- 32
- 33
- 34
- 35
- 36
- 37
- 38
- 39
- 40
- 41
- 42
- 43
- 44
- 45
- 46
- 47
- 48
- 49
- 50
- 51
- 52
- 53
- 54
- 55
- 56
- 57
- 58
- 59
- 60
- 61
- 62
- 63
- 64
- 65
- 66
- 67
- 68
- 69
- 70
- 71
- 72
- 73
- 74
- 75
- 76
- 77
- 78
- 79
- 80
- 81
- 82
- 83
- 84
- 85
- 86
- 87
- 88
- 89
- 90
- 91
- 92
- 93
- 94
- 95
- 96
- 97
- 98
- 99
- 100
- 101
- 102
- 103
- 104
- 105
- 106
- 107
- 108
- 109
- 110
