A Level Booklet

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A level results 2015 ..............................................................................................................................................4Introduction ............................................................................................................................................................6University courses ................................................................................................................................................9FAQs ..................................................................................................................................................................... 11Biology ................................................................................................................................................................... 12Business ................................................................................................................................................................ 13Chemistry ............................................................................................................................................................. 14Classical civilisation............................................................................................................................................. 15Computing ............................................................................................................................................................ 16Design and technology....................................................................................................................................... 17Drama and theatre studies ............................................................................................................................... 18Economics............................................................................................................................................................. 19English ................................................................................................................................................................... 20Fine art ................................................................................................................................................................. 21Further mathematics ......................................................................................................................................... 22Geography ............................................................................................................................................................ 23Government and politics................................................................................................................................... 24History................................................................................................................................................................... 25Latin ...................................................................................................................................................................... 26Mathematics ........................................................................................................................................................ 27Modern foreign languages (French, German, Spanish) ............................................................................... 28Music ..................................................................................................................................................................... 30Music technology ............................................................................................................................................... 31Physics ................................................................................................................................................................... 32Psychology ............................................................................................................................................................ 33Religious studies .................................................................................................................................................. 34Sports science ..................................................................................................................................................... 35EPQ ....................................................................................................................................................................... 36Art portfolio course........................................................................................................................................... 37English portfolio course..................................................................................................................................... 38 3

124 candidates produced the following A levels:Subject Entries A* % % % % AveFine art 12 5 A B C D E U A* A*-A A*-B Pass ptsBiology 27 2 0 7 0 0 0 0 42 42 8.83 100 8.89Business studies 37 0 9 6 9 1 007 41 8.00 100 9.00Chemistry 12 3 6 15 11 4 1 0 0 16 7.14 100 8.20Design and technology 8 1 1 5 3 0 0 0 25 33 8.17 100 9.67Drama and theatre studies 13 1 38 8.50 100 10.0Dutch 1 1 2 4 1 0 0 0 13 23 7.23 100 9.50Economics 40 9 100 10.00 100 9.00English literature 33 6 2 2 8 0 008 63 9.15 100 8.91French 10 2 42 8.79 100 8.41Geography 34 0 0 0 0 0 0 0 100 40 8.20 100 8.50 18 7.35 100 8.41Government and politics 17 2 16 13 2 0 0 0 23 7.88History 31 2 41 9.10 100 8.67Latin 5 0 8 18 1 0 0 0 18 61 9.20 100 8.69Mathematics 38 8 80 8.21 100 7.50 2 4 1 1 0 0 20 53 100 8.52Mathematics (further) 2 1 10.00 6 14 11 3 0 0 0 100 100 7.78Music 5 0 8.00 5 6 2 0 2 0 12 20 7.33 100 8.00Music technology 3 0 7.05 100 8.67Physical education 21 1 17 10 2 0 006 0 8.93 100 8.40Physics 15 3 401 0 000 14 7.74 100 6.57 60 100 7.90Psychology 23 5 12 6 8 4 0 0 21 8.88 35 100 9.57Religious studies 16 2 1 0 0 0 0 0 50 7.71 56 100 8.86Spanish 14 1 1 3 1 0 000 8.18 21 81.6 100 10.0 0 2 1 0 000 100 8.49 2 10 5 1 2 0 5 6 4 2 0 0 0 20 3 7 5 3 0 0 22 7 5 2 0 0 0 13 2 6 5 0 007Totals 417 55 112 147 81 17 5 0 13.2 40.0Totals 396 56 142 125 49 20 4 0 14.1 50.0 4

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Sixth Form pupils at St John’s are creative, inquisitive and In this booklet you will find details on all the different A levelconfident, and make the most of the wealth of opportunities courses on offer at St John’s. With the changes to theavailable to them. They are also the leaders of our School curriculum, it is important that you read it carefully, andand demonstrate integrity and energy in all they do. consider what subjects would enrich your Sixth FormThe Sixth Form at St John’s sets high expectations. It seeks experience, and setting you on the right path for the future.to give each and every pupil the confidence to excel in and Nicola Jacksonbeyond the academic arena, and prepares them for the Head of Sixth Formchallenges of life beyond St John’s. The Sixth Form is atransition period between childhood and adulthood, and St Our entry requirements exist to ensure we welcome pupilsJohn’s is well placed to support pupils during this change, who will thrive in the challenging and supportive academichelping them to develop as individuals, whilst remaining part environment we create. We promote a spirit of independentof a tight-knit and supportive community. Whether applying study to enhance the learning that takes place in theto university in the UK or further afield, embarking on an classroom. Academic success at St John’s means exceedinginternship or a gap year, our Sixth Form programme is your potential.tailored to the individual, to ensure that every pupil achieves Pupils entering the Sixth Form at St John’s will be expectedtheir potential. to achieve at least 3 A grades or better at GCSE level. InThe academic curriculum is broad and varied, and pupils are addition, the School will use a system of tariff points togiven the opportunity to create their own programme, from reward achievement of A* grades. The system is as follows:their academic study to their contribution to the School and  A* grade = 8 points, A grade = 6, B grade = 5, C gradewider community. Pupils make these choices within thesupportive environment of the School, enabling them to aim = 4 (no points will be awarded for grades awardedhigh, and become independent and confident young adults. below a C). Pupils taking 10 GCSEs will be expected toThis booklet focuses on your academic options, but the achieve 51 points for entry into the Sixth Form. ThoseSixth Form at St John’s is not limited to life in the classroom. taking 9 GCSEs will be expected to achieve 46 points.Our departments run various trips, lectures, activities,  Where a GCSE has been taken in the subject chosen forsocieties, debates and competitions; pupils in the Sixth Form AS/A level, the GCSE grade must be at least a B. Inare encouraged to take a leading role in such activities. Our certain subjects, pupils will be required to have achievedco-curricular programme is vast and offers numerous an A grade at GCSE level to follow that subject at AS/Aopportunities for further extension of academic study in level and other subjects may have additionaladdition to breadth of experience beyond the curriculum. recommendations regarding suitability. Please seeWe believe in sport for all; the choice is considerable, the individual subject areas of this booklet for details.standard exceptionally high in our A and B teams and the It is strongly advised that you speak to the relevant Head ofenjoyment evident from everyone who takes part. Department for further information regarding the coursesOur Drama Department performs regularly, and the on offer and your son/daughter’s suitability.productions, which exceeded 28 last academic year(including a promenade piece through the atmospheric For the last five years we have had a 100% pass rate at Abasement of the main school building, culminating in a level and in 2015 13% of all examinations taken achieved thefairground on the front lawns), are by no means exclusively top A* grade. These exceptional results, which alsofor drama pupils. represent excellent and consistent value-added, are matchedSimilarly, our high profile choir and various music ensembles by very few schools.and choral groups perform regularly and to an exceptionallyhigh standard. As a Sixth Form we nurture expertise andencourage participation in all realms of school life, and pupilsat St John’s genuinely flourish through the opportunities onoffer.The CCF and Duke of Edinburgh Award are extremelypopular and the activities prove both enjoyable andcharacter-building. Our Community Service Unit offerspupils a chance to experience life in the wider communityand this exposure enhances their experience and theircontribution. After two years in the Sixth Form, our pupilshave a sense of care and compassion, and a betterunderstanding of the contribution they can make to society.They leave St John’s as confident and inquisitive young adults. 6

Our innovative Sixth Form curriculum places an emphasis 2) THE EPQupon academic excellence and seeks to develop the skills our The Extended Project Qualification (EPQ) is a self-motivatedpupils will need to succeed in their chosen professions. Pupils project that carries the same UCAS points as an AS level, andfollow three Advanced level (A level) courses over two years. is graded A*-E. The EPQ is about research, and offers pupilsSome courses require pupils to take examinations in June of the opportunity to produce a piece or work on a topic ofthe Lower Sixth year and in some cases these contribute individual interest that will help them stand out to a university.towards the final A level grade (please see individual subject The final piece may be an essay, or based on performance orentries for details). All pupils take their final examinations in an artefact. Pupils are also required to present their findings toJune of the Upper Sixth year. The A level offers unrivalled a group of pupils and teachers.flexibility plus the ability to specialise early, whilst creating a Universities regard the EPQ as evidence of independentpathway towards future study at university. learning, and as work which may demonstrate pupils’ interestPupils also select one extra subject in their first year of Sixth in, and suitability for, a particular course. It is very much theForm. There are a number of options available for this ‘fourth work of the pupils, although guidance is offered throughsubject’, detailed below, and these should be considered tutorials, or seminars, in small groups in addition to groupcarefully. This gives our pupils the opportunity to enhance presentations and lecture-style meetings. Pupils will also betheir academic profile and maintain a breadth of academic allocated a mentor who will offer guidance for the researchinterest in the Sixth Form. and presentation of their topic. Most pupils will choose to do an EPQ as their fourth subject but very ambitious and academically able pupils may decide to do an EPQ as well as their fourth subject. Please see the Head of Sixth Form, Mrs Nicola Jackson, if you are considering doing four subjects plus an EPQ. Those wishing to choose the art or English portfolio course are advised to do so in addition to The EPQ.The foundation of our Sixth Form curriculum is the three A 3) AN AS LEVELlevels and these will be of utmost importance for university Equivalent to around half an A level, the Advanced Subsidiaryentrance or when seeking employment. However, beyond the level (AS level) sometimes follows the first half of the A levelthree A level subjects, pupils will also choose from the list of course and the examination/s are taken in June of Lower Sixth.options detailed below - all pupils will select four options. Study at AS level offers an insight into extended study in a subject and therefore can benefit the profile you will present to university admissions tutors and employers.The advantages of taking a fourth subject are as follows: The following subjects will be offering an AS level in 2016-17: Your fourth subject could be an opportunity to extend classical civilisation, music technology, politics, maths, andand deepen your study either in your chosen subject or design and technology.other subjects that universities particularly favour inpreparation for certain courses. Given the structure of the new A levels in science, it may be Your fourth subject may complement your three A level possible for pupils choosing two sciences (preferably withsubjects. For example, classical civilisation may enhance an maths but this is not necessarily a requirement) to select aapplication to read English literature at university or third science to study on an A level course but then choosemaths could complement the study of the sciences. later on in the Lower Sixth year to take the AS level rather Your fourth subject could give a different flavour to your than the full A level in one of the sciences, and therefore drop application. For example, demonstrating linguistic (French, this subject after the Lower Sixth. If your son/daughter wishes Spanish or German) or artistic ability could give versatility to explore this possibility, they should seek advice from the to a scientific profile. Deputy Head (Academic), Emma Pattison, the Head of You could choose to study or undergo a project in a Science, Paul Reilly, or Head of Sixth Form, Nicola Jackson. This is only possible within a programme of study that subject you really enjoy. incorporates three sciences and should be sanctioned by theThe options available for the ‘fourth subject’ are:- Deputy Head (Academic).1) A FOURTH A LEVEL AS levels will not be available in other subjects.Those pupils who have demonstrated the right academic 4) ART PORTFOLIO COURSEprofile and approach at GCSE may decide to do four subjects The art portfolio is a course specifically designed to build up ato A level. Advice as to whether your son/daughter is suitable body of work for presentation in a portfolio to a professionalfor this should be sought from his/her tutor, Housemaster/ standard. Pupils will produce concept boards as well as moodmistress and the Head of Sixth Form. If this is the preferred boards which would be used as an introduction to theirroute, your son/daughter would simply choose a fourth portfolio.subject from the list of A level subjects. This would include Please note, this course should be taken alongside an EPQ.those considering taking further maths which they must do 5) ENGLISH PORTFOLIO COURSEalongside A level maths, meaning maths and further maths This is an independent project with minimal direction fromwould, together, take up two of their four A level options. your teacher but one which allows plenty of opportunities toFurther details can be found in the entry on further maths. discuss opinions and ideas with others and to show some 7

creative flair when assembling the final portfolio of advising you and while you should be ambitious in yourapproximately eight written pieces. expectations of yourself, it is important to remain realistic. APlease note, this course should be taken alongside an EPQ. level study is, naturally, more challenging than GCSE and, despite reducing your curriculum to three or four subjects, the amount of time you will need to spend on each should not be underestimated.You will probably be aware that until now (including the Preparation for university and life beyond is a key part of theexaminations that our current Upper Sixth pupils are taking Sixth Form programme and we gradually build independencein 2016) the AS examinations have formed part of the and confidence throughout the two years. We help tooverall marks awarded for A level. This system has changed identify and inform future career choices through events andand the introduction of these changes has been organised seminars and our pupils are given personalised support wheninto three phases. This means that a small number of selecting a university course and preparing their application.subjects will still retain the AS level as part of the overall A Those wishing to apply to Oxford or Cambridge are givenlevel, meaning pupils studying these subjects will have to take full support from an early stage in their Sixth Form careerthe AS level at the end of the Lower Sixth, even if they and a co-ordinated programme, involving a great deal ofintend to continue the subject to A level. These subjects are guidance from the relevant department, advises themlisted below. All other subjects will not require pupils to throughout the process.take an AS level at the end of the Lower Sixth as part of the The careers programme includes several events at St John’sA level course. attended by representatives from a broad range of careers,Subjects retaining the AS level part of the course: politics, as well as a day of interactive careers workshops. Thedesign and technology, music technology, maths. School promotes a programme of work experience and careers courses, while there is specific advice on universityAlthough it can be daunting, choosing which subjects to take course selection and UCAS application from a combinationat A level is an exciting time and begins the process of of outside speakers and our own specialist staff. Specificdetermining the future pathway your life will take. support and advice are given to those pupils consideringThe following should be your first considerations: other routes to university courses and those intending to What do I enjoy? apply for Oxbridge, medicine or law are also given specific Where are my strengths and weaknesses? guidance and support throughout the Sixth Form. All pupils What do I want to do after school either at university are taken for an exploratory trip to a university, which includes a programme of lectures; this has proven very or in employment (or both)? popular and most beneficial.Once you have considered these points, it is important to For candidates joining us from other schools, details on howunderstand what the different courses will demand of you. If to inform us of your options will accompany your offeryou have an idea, clear or otherwise, of what you may want letter. We will be holding an event in January to give youto study at university or do when you leave school, this the benefit of our advice and expertise in making theseshould guide your decision and you would be advised to visit choices and to ensure the different choices available at Stuniversity and employer websites to see what subjects and John’s are clear. The form should be completed inskills they list as pre-requisites and the kind of grades they conjunction with both the information in this booklet andask for. You should then seek advice and guidance from your advice from your own teachers. The deadline for this formcurrent teachers and also the Heads of Department at St to be completed (online) is 25 January 2016. This deadlineJohn’s, whose names are on the relevant pages of this exists to enable us to write a timetable that accommodatesbooklet, to determine your suitability for the courses you your subject choices wherever possible.are considering at A level and at university, if relevant. They For pupils joining the Sixth Form from St John’s Upper Fifthcan outline the course programme in more detail, guide you Form, the deadline for online completion of the optionsas to where your strengths lie and suggest how their subject form is absolute and is no later than Monday 1 Februarymight interest you at A level. Your tutor should also play a 2016. It should be noted that not all subject combinationskey role in discussing your choices with you. can be guaranteed but we do aim wherever possible to meetYour predicted grades will give you a guide as to whether all requests for option combinations that are made by theyou should be looking at a more academic profile with February deadline.perhaps four A levels and even an EPQ on top of that orwhether three A levels and an EPQ and/or another coursewould be more suitable. Once again, subject teachers, Headsof Department and your tutor should play a key role in 8

The following guide may prove useful if you have a particular career or university course in mind as it offers suggestions forsuitable combinations of A levels. Please note that this is only a guide and you should always consult university websites forprerequisite A level courses and grades, particularly if you have a preferred university in mind at this stage. This information isas accurate as possible at the time of publishing and should be taken as a helpful guide rather than a comprehensive list ofdefinite requirements.Accountancy Compulsory: at least one of maths, You do not have to have an accountancyArchitecture economics, business studies. degree to become an accountant.Banking/Finance Compulsory: art (or DT), maths (some Universities tend to require a portfolio ofBiochemistry, Biology, work, so make sure you are preparing thisZoology and related courses). Drawing skills need to be shown. throughout the Sixth Form.subjects You do not have to have a banking/financeBusiness Studies Compulsory: at least one of maths, degree to go into this field in the futureChartered Surveyor economics or business studies. Maths to AS is usually compulsory, and forChemistry Compulsory: usually two sciences: maths more competitive courses, full A level.Classics and either biology or chemistry. Business is increasingly global, so joint honoursComputer Science, with languages a good route to consider.Statistics, Numerical There are no compulsory subjects, some Strong GCSE maths is advisable.Analysis, MORSE universities favour business at A level. Make sure your university course is RICSDesign Advisable: at least one of geography, maths, accredited. economics, art or DT. For Oxbridge, maths at A level. For others,Economics Compulsory: chemistry, maths. maths is a requirement to AS only.Engineering Advisable: a further science As the School offers Greek, top universities Compulsory: Latin would expect it, and you would be at aEnglish Advisable: Greek, history, English. disadvantage without it.Fine ArtGeography (Human) Compulsory: maths, physics and a third Depends what side of the area: engineering science. side or artistic side. Drawing skills would needGeography (Physical) to be developed.Geology DT, maths, physics, art, business studies.History, Ancient History, Maths to A level is required by top universities.Archaeology Compulsory: maths Depending on type of engineering, need toHistory of Art Advisable: economics consider other subjects (i.e. chemistry for Compulsory: Maths and physics. Chemical Engineering) Advisable: DT; another science. Single honours English is highly competitive. Compulsory: English Consider a joint honours degree. Advisable: history, language (modern or You will need to apply to art school for a year classical). first before continuing on to a degree. Compulsory: art Known as BA, Bachelor of Arts, usually more Advisable: English, other arts subjects. competitive than BSc. Compulsory: geography Known as BSc, Bachelor of Science. Could also Advisable: history, economics, English, a consider geology. language, a science. Cambridge requires two sciences from physics, Compulsory: geography, one other science: biology and chemistry, plus one other. either maths, physics, biology or chemistry. Should have an essay-writing subject, but Compulsory: two sciences, from physics, required subjects rare. chemistry, biology, maths and geography. Advisable: history, languages (classical or modern), English, economics. Advisable: art, history, English, classical civilisation/classical or modern language. 9

Journalism No specific requirements, although usually You could choose to be a science journalist, inLaw English and/or a foreign language which case sciences would also be advisable.Management You do not need a degree in journalism for a Any. Advisable: history, English, Latin, career in the subject. government and politics, economics. For You do not have to study Law at university to Patent Law: a science become a lawyer. All trainee lawyers will do a Advisable: maths, economics or business law conversion course. For those with a studies. degree, this is one year rather than two. Usually a combined course with finance or business studies.Material Sciences Two of: maths, chemistry and physics.Maths, Maths and Physics; Compulsory: maths (and physics) Courses at the top universities will also requireTheoretical Physics Advisable: further maths, a third science. further maths, at least to AS.Media Work experience is crucial. You do not need aMedicine, Veterinary Advisable: English, a modern language. media degree to work in this field in the future.Sciences, Dentistry Compulsory: chemistry, either biology orModern Languages maths. Highly competitive. Work experience is alsoMusic Advisable: all three of the above, with a crucial. Do consider a breadth of threeNatural Sciences fourth A level of anything (an arts subject sciences and an arts based subject.Pharmacy could give you breadth)Physics Compulsory: at least one, preferably two Two languages widens your choice of courses.Politics, International modern languages. One can sometimes be enough.Relations Advisable: history, English, Latin. Practical music through music School; academicPsychology Compulsory: music, and Grade 8 or more study of music at university. in one instrument Maths A level is strongly recommended, alt-Sports Science Compulsory: at least two sciences from hough AS may be enough. You need to checkTheology maths, physics, chemistry and biology. the Advisable: three sciences universities’ website. Compulsory: chemistry and one additional To be a pharmacist you must have a pharmacy science degree. Compulsory: physics, maths Further maths is highly regarded for physics Advisable: an additional science degrees. Advisable: a combination of arts subjects. Joint honours courses can have lower grade Politics A level is not required, but useful requirements. Some more maths-based courses require maths Advisable: maths, biology. Psychology is A level – make sure you check courses useful but not a requirement carefully. Also check that your course is approved by the BSP if you want a psychology Compulsory: at least one science. career. Advisable: biology, maths, chemistry. Advisable: religious studies, history, English, Latin or Greek. 10

maths, music technology and politics, which change over to the new system in September 2017. Is there a minimum requirement for each subject?Do I have to study four subjects? Some subjects do suggest a minimum requirement which existsThe Sixth Form curriculum at St John’s requires you to study to offer guidance on likely success at A level. It is unwise tothree A levels for the two Sixth Form years, and a further continue with the subject if the Head of Department suggestscourse in Lower Sixth. All pupils will therefore select four your GCSE grades are not high enough because this meanssubjects; three A levels plus either an EPQ or an AS (to be you are unlikely to get the kind of grade you would like at Achosen from the defined list – not all subjects are available). In level. If you need to continue with a subject but the Head ofaddition to the EPQ, pupils may also benefit from study on the Department has suggested this is unwise, this is not the end ofart or English portfolio programmes. the road as there will be other options available. The bestThere is also the option to study four A levels and, unlike an thing to do is speak to the Head of Sixth Form, Nicola JacksonAS or EPQ, this option represents a two-year commitment. or the Deputy Head (Academic), Emma Pattison. The details ofThere may be the ability for those selecting maths and science suggested minimum requirements are offered in the(exclusively) at A level to study a third science to AS level. descriptions for each subject. How can I get advice on good combinations of subjects?There may also be the option for some pupils to study just Please see section labelled ‘Useful information regardingthree A levels and follow a programme of targeted support subject combinations’ (pages 9-10) for advice and, importantly,throughout the Lower Sixth year. If you or we feel your son/ talk to your tutors, the Head of Sixth Form or the Deputydaughter would benefit from this programme, he/she should Head (Academic).nonetheless select four subjects in February but discussions What kind of course is the fourth subject?regarding his/her suitability should be held with the Head ofSixth Form after GCSE results are published.Can you change subjects from an A level to AS level and vice- The most important thing to consider is the three subjectsversa? that you will study at A level as the grades you secure in theseDue to curriculum changes in England, it is no longer possible form the basis of selection criteria for universities andto change from A level to AS level and vice-versa, as it has employers. Beyond this, there are a variety of coursesbeen in previous years. It is therefore important that pupils available for your fourth subject and it may be possible to dothink carefully about their A level choices, as these are the more than one of these options. A very academicallysubjects they will be studying for the next two years. demanding option is to study a fourth A level, perhaps evenThe above message is, however, slightly confused by the three with an EPQ; this will present a real challenge for the mostyear period over which these changes are being phased in. academically minded and should only be considered inSome subjects changed for September 2015, some 2016, and a consultation with the Head of Sixth Form, Nicola Jackson.few not until 2017. Therefore, for most subjects, the full A Most pupils will choose to do the Extended Projectlevel is the only course on offer in this subject. The Qualification (EPQ) and/or one of the AS options still available,exceptions are that you may take either AS or A level in the the art Portfolio course and/or the English portfolio course.following subjects:- classical civilisation, design and technology, A lot of help and advice will be available for pupils in the leadmaths, music technology and politics. There is also the up to making their options but if at any point you are unsurepossibility for scientists to select three sciences plus maths to about your final four options, talk to your tutor, the Head ofA level and take the AS in one of these in Lower Sixth and Sixth Form or Deputy Head (Academic).drop it. Is it worth taking an EPQ (or AS) for a year if universities willWhat is the deadline for finalising choices and how do we do not count this in their final offer? Would it not be better tothis? use the time reading around A level subjects?The deadline is 25 January for external candidates and This is a very personal decision and depends upon how you1 February for pupils currently in St John’s Upper Fifth. want your final profile to look. An EPQ, AS or one of the other courses on offer can add depth of study to a particularI heard that A levels are ‘linear’ – what does this mean and profile (e.g. by adding AS maths to a science-based profile or awhich ones are linear? more creative subject to a creativity-based profile). An EPQ orIn the context of Sixth Form study, linear means that AS levels AS can also offer breadth by adding an extra strength to a one-no longer count towards the A level. All subjects are now sided profile (e.g. by adding AS politics to a science-based‘linear’ apart from classical civilisation, design and technology, profile, AS maths to a creativity-based profile.) You may wish to study an EPQ which is very well respected by universities because it develops just the types of study and research skills you will need at university. Your choice of topic for the EPQ can be chosen to enhance or diversify your profile. 11

HEAD OF DEPARTMENT: DR P REILLY COMBINATIONSExamination Board: EdexcelA level biology has changed greatly over recent years and is A level biology is best supported by an A (or AS) level innow a dynamic and contemporary subject underpinned by chemistry. Choices that include physics, mathematics andpractical work. A good proportion of the theory at A level geography also complement the course well. Arts subjectsbuilds on the knowledge and understanding gained at GCSE are obviously less compatible but can be combined withor IGCSE. The content of the syllabus is challenging and biology to demonstrate a varied and interesting profile indemanding. However, pupils prepared to work diligently some cases. Studying biology without chemistry however,throughout the two years will find the course stimulating can result in a limited range of available options for thoseand interesting. wishing to study biology or related courses in higherThe A level biology course includes a field trip in Year 13 to education.Millport, off the west coast of Scotland. This will help The array of courses of a biological nature available atconsolidate the understanding of the ecology component of universities ranges from the more traditional biochemistry,the subject. We ask for a contribution towards this trip physiology and pharmacology to the more vocational, suchwhich is estimated at £350-400 for 2016-18. If this would as microbial biotechnology, life sciences with a Europeanpose a problem, please get in touch with Head of Science, language and applied molecular biology with an industrialDr Paul Reilly. placement. Medicine, dentistry and veterinary science are careers also available to those pupils who can achieve the top grades, provided they also have A level chemistry.The topics studied across the two years are as follows: Topic 1 - Biological molecules Topic 2 - Cells, viruses and reproduction of living things Topic 3 - Classification and biodiversity Topic 4 - Exchange and transport Topic 5 - Energy for biological processes Topic 6 - Microbiology and pathogens Topic 7 - Modern genetics Topic 8 - Origins of genetic variation Topic 9 - Control systems Topic 10 - EcosystemsAssessment will take the form of three writtenexaminations:Paper 1 (30% of A level)1 hour 45 minutes - any content from topics 1-7, includingrelevant practical skills.Paper 2 (30% of A level)1 hour 45 minutes - any content from topics 1-4 and 8-10,including relevant practical skills.Paper 3 (30% of A level)2 hours 30 minutes - any content from topics 1-10, includingrelevant practical skills.There is also a science practical endorsement, which isexternally assessed and externally moderated.REQUIREMENTSThe minimum requirement is an A grade in GCSE biology aswell as a B grade in chemistry. For candidates with scienceand additional science GCSEs, two A grades are theminimum requirement. Pupils also require a B grade inmathematics, as well as a B grade in GCSE English language. 12

encourage pupils to think beyond business functions and take a strategic view of businesses’ opportunities and issues. The section covers the causes and effects of change and howHEAD OF DEPARTMENT: MRS L PEDRET businesses mitigate risk and uncertainty. This is examined inExamination Board: Edexcel Paper 2 where candidates must make connections betweenA level business is a practical and useful subject to study. sections 2 and 3.Particularly suitable if you are interested in setting up your Component 4own company or working in a managerial position, you willlearn how businesses are created, managed and becomesuccessful in an increasingly competitive environment. You Global businesseswill also develop transferrable skills such as decision making, Pupils will develop their understanding of concepts studied inproblem solving and team-working, which are highly valued section 1 and explore business activity in a global context.by employers. Overall, you will gain an insight into business Pupils investigate businesses that trade on a global scale andissues and how their decisions and actions impact societies explore their reasons for doing so. They develop anas a whole. understanding of a global competitive environment and consider the ethical and moral dimension of global business activities. This section is examined in Paper 1 whereThe course is structured into four ‘themes’ and consists of candidates must make connections between sections1 and 4.three externally examined papers. Pupils are introduced tocore business knowledge, which is applied to businesscontexts to develop an understanding of how businesseswork. Pupils will be introduced to business strategies, REQUIREMENTSopportunities and issues in sections 3 and 4. There are no entry requirements to study A level business;2 hour examinations however candidates are expected to have developed adequate quantitative skills to apply successfully business concepts to contextual scenarios. It is therefore stronglyPaper 1(35% of A level): Components 1 and 4 advised that candidates achieve a B grade in maths andPaper 2 (35% of A level): Components 2 and 3 English.Paper 3 (30% of A level): Investigating a business in acompetitive environment COMBINATIONSPupils are required to apply their knowledge andunderstanding from components 1, 2, 3 and 4. The A level business qualification will equip pupils with the necessary skills to undertake further studies, particularly in similar areas, but not exclusively. This qualification providesComponent 1 a solid foundation to undertake courses related to, andMarketing and people careers in, business management, business administration,Pupils are introduced to the market, explore the marketing accountancy and finance, human resource management,and people functions as well as investigating entrepreneurs marketing, retail management, tourism management andand business start-ups. This section aims to develop their international business.understanding of customers’ needs and how businesses usethis knowledge to create a competitive advantage. They will This qualification complements a well thought-outalso explore how businesses adapt their marketing to programme of study and many different combinations arecompete in a dynamic environment. In order to develop possible: business with languages, religious studies,their knowledge, skills and understanding, pupils need to geography, history, psychology, government and politics arehave a competence in quantitative skills that are relevant and just a few of the possible combinations. Economics andapplied to the context of this section. business is a viable and suitable option as they have common themes and complement each other well. However due to their overlapping themes, choosing both subjects can resultComponent 2 in a narrow programme of study at A level.Managing business activitiesPupils will explore the finance and operations functions andinvestigate external influences on business. The section aimsto develop pupils’ understanding of raising and managingfinance and how to measure business performance. Externalfactors affecting businesses are also explored includingeconomic and legal factors. A degree of competence inhandling relevant data will be required to apply concepts tothe context of this section. This section is examined in Paper2 where candidates must make connections betweensections 2 and 3.Component 3Business decisions and strategyIn this section pupils develop their understanding of theconcepts introduced in section 2 and explore influences onbusiness strategy and decision making. The themes 13

HEAD OF DEPARTMENT: MR J DAVIES COMBINATIONSExamination Board: AQA A and AS level chemistry are best supported by an A or ASA level chemistry relates what is taught in the classroom to level in mathematics. Biology and/or physics alsothe real world. It will help inspire pupils, nurture their complement the course well. Arts subjects are obviouslypassion for chemistry and lay the groundwork for further less compatible but can be combined with chemistry tostudy in courses such as chemistry, medicine and demonstrate a varied and interesting profile in some cases.pharmacy. There are numerous opportunities for the Studying chemistry without mathematics, however, candevelopment of practical skills and the skills needed for result in a limited range of available options for thosesuccess at university and beyond. wishing to study chemistry or related courses in higher education.Component 1 (35% of A level) A level chemistry is an excellent choice for pupils considering careers in the health and clinical professions,Paper 1 assesses inorganic chemistry, with relevant physical including medicine, veterinary science, nursing, dentistrychemistry and practical skills. The topics covered are: and forensic science. Studying chemistry will also prepare Inorganic chemistry - period 3 elements and their pupils for industry careers, such as those within the pharmaceutical or petrochemical sectors. oxides, transition metals and reactions of ions in aqueous solution, periodicity, group 2 and group 7 (17), halogens. Physical chemistry - thermodynamics, equilibrium constant, electrochemistry and acids and bases, atomic structure, amount of substance, bonding, energetics, equilibria and redox.Assessment of this component will take place in the formof a 2 hour written examination.Component 2 (35% of A level)Paper 2 assesses organic chemistry, with relevant physicalchemistry and practical skills. The topics covered are: Organic chemistry - optical isomerism, aldehydes and ketones, carboxylic acids and derivatives, aromatic chemistry, amines, polymers, amino acids, proteins and DNA, organic synthesis, nuclear magnetic resonance spectroscopy and chromatography, introduction to organic chemistry, alkanes, halogenoalkanes, alkenes, alcohols and organic analysis. Physical chemistry - rate equations, amount of substance, bonding, energetics, kinetics and equilibria.Assessment of this component will take place in the formof a 2 hour written examination.Component 3 (30% of A level)Paper 3 assesses all content and practical skills studied at Alevel.Assessment of this component will take place in the formof a 2 hour written examination.REQUIREMENTSThe minimum requirement is an A grade in GCSEchemistry and a B grade in GCSE physics. For candidateswith science and additional science GCSEs, two A gradesare the minimum requirement. An A grade in GCSEmathematics is also required. 14

HEAD OF DEPARTMENT: MR N COYLE  The paper comprises two sections.Examination Board: AQA  Section 1 takes the form of short questions and a mini-The AS level examinations, taken in Lower Sixth, counttowards the A level in this subject for pupils taking it 2016-18. essay based on an extract from one of the set plays.However, the AS level can also be taken as a separate  Section 2 takes the form of an extended essay coveringqualification if chosen as the ‘fourth subject’.A level classical civilisation is an exciting two-year programme the whole topic.studying classical Greek and Roman culture and historythrough literature read in translation. The course aims to Assessment of this unit will take place in the form of a 1 hourdevelop a clear understanding of the lives, customs and beliefs and 30 minute examination.of these two ancient civilisations. Unit 4 (25% of A level) Roman epic: Virgil, Aeneid.  The paper comprises two sections.  Section 1 takes the form of short questions and a mini- essay based on an extract from one of the Aeneid.  Section 2 takes the form of an extended essay covering the whole topic.The AS modules explore the origins of European literature Assessment of this unit will take place in the form of a 1 hourand notions of heroism and self, study some of the earliest and 30 minute examination.written comedy, and consider their relevance to the modernworld. REQUIREMENTSThe A2 modules investigate the ways in which Greektragedians adapted their rich mythology into challenging, Classical civilisation GCSE is not required in order to studycontemporary drama, and the response by the poet Virgil to the subject in the Sixth Form. Pupils who wish to study thethe reign of Augustus and the beginning of the Roman Empire. subject in the Sixth Form will be helped by having a B grade or higher in GCSE ‘essay-rich’ subjects such as English or history.AS LEVEL COMBINATIONSUnit 1 (50% of AS level, 25% of A level) Classical civilisation combines well with any other essay subjects, which develop a similar set of skills. The courseGreek and Roman comedy: Menander and Plautus. material links in well with English, history, government and The paper includes two sections. politics, and religious studies. It is also often taken as an Section 1 takes the form of short questions and a mini- ‘alternative’ subject by science and mathematics students who wish to broaden their Sixth Form curriculum. essay based on an extract from one of the set plays. Classical civilisation students go on to study a wide range of Section 2 takes the form of an extended essay covering subjects at university, including classics, history, and law. the whole topic.Assessment of this unit will take place in the form of a 1 hourand 30 minute examination.Unit 2 (50% of AS level, 25% of A level)Greek epic: Homer, Iliad. The paper includes two sections. Section 1 takes the form of short questions and a mini- essay based on an extract from the Iliad. Section 2 takes the form of an extended essay covering the whole topic.Assessment of this unit will take place in the form of a 1 hourand 30 minute examination.A2 LEVEL - taken in the Upper Sixth year, thiscombines with AS level to contribute towards theA levelUnit 3 (25% of A level)Greek tragedy: Sophocles Antigone, King Oedipus; EuripidesMedea, Hippolytus. 15

Examination Board: AQA a coursework project. Pupils will be expected to follow aPlease note that the computing A level course is being systematic approach to problem solving.considered for the first time for September 2016 and adecision as to whether to continue with the course will be REQUIREMENTSmade dependent on the degree of interest shown.The A level computing course is about computational There is no requirement to have studied either ICT orthinking, a reasoning process involving abstraction and computer science at GCSE. It is, however, a demandingdecomposition, i.e. breaking complex tasks down into course and students need to be able to think logically, usingsimpler ones. Mastering this reasoning process is an a high level of abstraction, and to cope with formalimportant skill for human beings not only because it is a symbolism. This indicates the need for mathematical andprocess that can be implemented on a machine. Computing scientific ability, as shown by A grades in maths, physics andinvolves the study of what can be computed as well as how chemistry. Familiarity with a programming language would beto compute it, which in turn leads to the question: ‘to what highly beneficial but is not essential. The AQAdegree does the natural world compute?’ The indications are recommended programming language is currently Pascal.that a great deal does compute and this provides thechallenge for computer scientists: to design the algorithms COMBINATIONSto solve the problems that arise when trying to understandand manipulate the natural world. The subject should be seriously considered by anyoneThe emphasis on reasoning processes means that there is a wishing to go on to study computing at university but itclear and fundamental distinction between a computer would also be suitable for those contemplating a career inscience course, such as this one, and an ICT course. medicine, law, business, politics or any type of science. ItComputing is a demanding course requiring the ability not combines well with maths and science (especially physics)only to think logically but also to master abstract logical and courses, but also Latin.algorithmic notation.Component 1 (40% of A level)This component tests a pupil's ability to program, as well astheir theoretical knowledge of the following aspects: Fundamentals of programming Fundamentals of data structures Fundamentals of algorithms Theory of computationAssessment of this component will take place in the form ofan on-screen examination lasting 2 hours and 30 minutes.Component 2 (40% of A level)This component assesses a candidate’s ability to respond toquestions on the following areas: Fundamentals of data representation Fundamentals of computer systems Fundamentals of computer organisation and architecture Consequences of uses of computing Fundamentals of communication and networking Fundamentals of databases Big Data Fundamentals of functional programmingAssessment of this unit will take place in the form of:compulsory short-answer and extended-answer questions ina written examination of 2 hours and 30 minutes.Component 3 (20% of A level)The non-examination assessment assesses pupils’ ability touse the knowledge and skills gained through the course tosolve a practical problem. The assessment takes the form of 16

products in a global marketplace. They study design history and key contributions of past designers, the impact of related human activities on the environment, issues related toHEAD OF DEPARTMENT: MR J WARD sustainability, such as life cycle assessment, green design,Examination Board: Edexcel renewable sources of energy and the responsibilities ofThe AS level examinations, taken in Lower Sixth, count developed countries. Topics in this unit also includetowards the A level in this subject for pupils taking it 2016-18. biotechnology, genetic engineering techniques, robotics andHowever, the AS level can also be taken as a separate artificial intelligence and the impact of technology on society.qualification if chosen as the ‘fourth subject’. Assessment of this unit will take place in the form of a 2 hourWe follow a product design specification that is firmly rooted examination, set and marked by Edexcel. The paper is ain the skills required to design and make high quality products question and answer booklet consisting of short-answer andthat are fit for purpose, satisfy wants and needs, enhance our extended-writing type questions, all of which are compulsory.day-to-day lives and, most importantly, give pupils the Unit 4 (30% of A level)opportunity to demonstrate their capabilities.AS LEVEL Pupils are given the opportunity to apply the skills they have acquired and developed throughout this course of study toUnit 1 (60% AS of level, 30% of A level) design and make an appropriate product of their choice. InPupils are given the opportunity to develop their creative, order to reach high attainment levels, pupils must adopt atechnical and practical skills through a series of distinct commercial design approach to their work, reflecting how aproduct investigation, product design, and manufacturing professional designer might deal with a design problem and itsactivities. The design task allows pupils to express their resolution. The choice of design problem should have a realcreativity in designing concepts that need not result in commercial use, in that it should be useful to a wider range offunctioning prototypes. The manufacturing task is devised to users beyond an individual.give pupils experience of particular advanced manufacturing The design problem should provide opportunities for a clientprocesses. Pupils produce one portfolio with three distinct or user-group to have input into decision making at varioussections. This unit is internally set and marked by the Design stages of the design and make process. A key feature of thisand Technology Department, and externally moderated by unit is that pupils consider issues related to sustainability andEdexcel. the impact their product may have on the environment. ThisAssessment of this unit will take place in the form of a unit is internally set and marked by the Design andportfolio, which contains evidence for all three sections, Technology Department and externally moderated byincluding photographic evidence of all stages of the Edexcel.manufacturing process. Assessment of this unit will take place in the form of anUnit 2 (40% of AS level, 20% of A level) appropriate product supported by a design portfolio, including photographic evidence of all stages of the manufacturing process.Pupils develop a knowledge and understanding of a wide range REQUIREMENTSof relevant materials and processes used in the field of designand technology. It is important for pupils, as designers, to The skills and experience of pupils applying will be assessedlearn about materials and processes so that they can develop on a case-by-case basis. A high grade in GCSE design anda greater understanding of how products can be designed and technology is desirable.manufactured. Pupils learn about industrial and commercialprocesses and the importance of quality and health and safety.The knowledge and understanding they develop in this unit COMBINATIONScan also be applied to unit 1.Assessment of this unit will take place in the form of an Pupils considering any one of the wide range of engineeringexamination lasting 1 hour and 30 minutes, which is set and courses at university should consider design and technology,marked by Edexcel. The paper is a question and answer mathematics and physics (and/or other sciences) as an idealbooklet consisting of short-answer and extended-writing type combination. This course is also highly relevant for universityquestions, all of which are compulsory. study in areas such as product design, industrial design, architecture and construction. Other pupils can combine A level design and technology with fine art in order to provide a route into more creative courses or careers.A2 LEVEL - taken in the Upper Sixth year, this combineswith AS level to contribute towards the A levelUnit 3 (20% of A level)Pupils develop their knowledge and understanding of a rangeof modern design and manufacturing practices andcontemporary design issues. They develop knowledge of theapplication of technology in the design and manufacture of 17

HEAD OF DEPARTMENT: MR J GARBETT  Written examination: 2 hours 30 minutesExamination Board: Edexcel *  Live theatre evaluation – choice of performance.*Awaiting accreditation, November 2015.  Practical exploration and study of a complete text –In the A level theatre studies course, there is a balance focusing on how this can be realised for performance.between individual practice and research and working as  Practical exploration and interpretation of anotherpart of a creative team. Studying drama at A level providespupils with a raft of skills that will prepare them for further complete performance text, in light of a choseneducation and beyond. Pupils will develop skills that are practitioner – focusing on how this text could bespecific to this subject such as acting, directing and design, reimagined for a contemporary audience.but more than this, they will develop communication skills,  Centre choice of 15 performance texts from two liststhe ability to collaborate as a team and to be critical  Choice of eight practitionersobservers. This assessment is externally marked.Trips to the theatre are compulsory and an integral part of REQUIREMENTSthe course, they deepen pupils’ awareness of the theatre asa site of production and reception and pupils are given the Pupils who want to take this subject must attain a B inopportunity to evaluate the complex relationship between GCSE drama. (However if a pupil is passionate about thethe two. We ask for a contribution of around £30 for each subject but has not taken GCSE drama then they can still beof these trips. considered for the A level course).Candidates are required to show knowledge and COMBINATIONSunderstanding of: How performers, designers and directors communicate Drama and theatre studies is welcomed as an academic subject by universities. It is excellent preparation for a meaning to an audience degree in drama or drama school training; however, the Theatre practice through their own engagement with skills developed through this course are relevant to many different academic and professional areas. As the study of the medium as both participant and informed audience drama and theatre studies focuses on the study of human member behaviour across the world over time, it combines very well The appropriate vocabulary and specialist terminology with arts, languages, history and English. for the subject The performing arts industries are now Great Britain’sComponent 1 - Devising (40% of A level) second largest employer after tourism. Career opportunities for drama graduates are varied and extensive, Devise an original performance piece encompassing television and radio production, stage Use one key extract from a performance text and a management, arts and literary administration. In addition, drama and theatre studies complements a range of subjects theatre practitioner as stimuli and is invaluable in improving communication, confidence Centre choice of text and practitioner and presentation skills in a range of careers such as law, Performer or designer routes available advertising, PR, event coordinating, marketing and communications.This unit is internally assessed and externally moderated. Increasingly the workplace demands skills such as leadership,There are two parts to the assessment creativity, flexibility and the ability to communicate1) A written portfolio between 2,500-3,000 words that effectively as part of a team. A level drama and theatre studies is an excellent opportunity to develop skills that will details the devising process last a lifetime.2) The devised performance/design realisationComponent 2 - Text in performance (20% of A level) A group performance/design realisation of one key extract from a performance text A monologue or duologue performance/design realisation from one key extract from a different performance text Centre choice of performance texts and extracts. Performer and designer routes available.This unit is externally assessed by a visiting examiner.Component 3 - Theatre makers in practice (40% of A level) 18

HEAD OF DEPARTMENT: MR R DAVIDSON written paper.Examination Board: OCREconomics is at the heart of many key issues we face in REQUIREMENTSsociety. This two year course encourages the learners to‘think as economists’ and develop analytical, questioning, The course requires strong numeric skills and the ability toreasoning and discursive skills. The qualification will enable adopt a conceptual approach. Therefore pupils who want tolearners to develop a strong grounding in both take this subject must attain an A grade or better in GCSEmicroeconomics and macroeconomics, drawing on local, mathematics.national and global contexts. Learners are encouraged to No prior knowledge of economics is required and pupils doapply the concepts and techniques they have learned to a not need to have taken GCSE economics.range of ‘real world’ issues and contexts.The A level is a linear qualification with 100% external COMBINATIONSassessment. The course consists of three equally weightedunits and consequently there will be three question papers. Economics combines well with most subjects at A levelThe papers include data stimulus sections, essays and multi- although students considering BSc degree courses may wellchoice questions. find the choice of course limited if they do not have A levelComponent 1 (33.33% of A level) mathematics. Economics also fits with science subjects,Component 1 of the course focuses on microeconomics. particularly physics. At degree level, economics can be takenFrom a base of microeconomic theory, the component as a pure subject or combined with other subjects. It is aenables learners to discuss and evaluate how well useful subject when considering careers in banking andmicroeconomic theories explain our observations of finance, management, accountancy, marketing, law, journalism,economic agents in the real world. The theoretical workings politics, the civil service and many other areas.of the free market provide a useful starting point forexplanation and analysis. Imperfections and market failuresprovide a lead into a discussion of the merits and drawbacksof government intervention. The study of microeconomicsencourages the learners to consider the usefulness of theoryin explaining observations taken from the real world ofeconomics.Assessment of this unit will take place in the form of a 2 hourwritten paper.Component 2 (33.33% of A level)Component 2 of the course focuses on macroeconomics.This component provides learners with the technical andanalytical tools required to understand how the macro-economy functions on both a domestic and global level. Thecontent of this component encourages learners to adopt acritical approach to their study of policy through adevelopment of their understanding of the limitations andconflicts, which macroeconomic policies cause. Policyapproaches are also considered in a historical context, as wellas at the current time, in order to develop an understandingof how macroeconomics has changed over time.Assessment of this unit will take place in the form of a 2 hourwritten paper.Component 3 (33.33% of A level)The assessment of this component will be fully synoptic innature and will draw on both the microeconomic andmacroeconomic components. Although there is no specificcontent prescribed within the assessment of this component,it is anticipated that both the microeconomic and themacroeconomic subject content will be applied, asappropriate, in relation to a specific unseen theme.Assessment of this unit will take place in the form of a 2 hour 19

HEAD OF DEPARTMENT: MISS L DALTON Angelou, Ginsberg); The Road (McCarthy)Examination Board: OCR Please note that this text selection may change next year.OCR A level English requires the study of a minimum of REQUIREMENTSeight texts, including at least two examples of each of thegenres of prose, poetry and drama across the course as a Pupils who wish to take this subject must attain a minimumwhole. This must include three texts published before 1900, of C at GCSE English literature.including one or more Shakespeare plays, at least one workfirst published or performed after 2000, and at least one COMBINATIONSunseen text. Subjects that pupils might like to study alongside this subject:Component 1 (40% of A level) history, politics, geography, classics, modern foreign languages, religious studies, drama, art, music.Drama and poetry (pre-1900) Typical courses which those with English at A level go on to Section 1 - Shakespeare. Two questions: one close study: English, law, combined honours (e.g. English and French; English and film), history, politics, sociology, media/ analysis of extract (15 marks); one question linking communication studies. issues in extract to wider play (15 marks). Total: 30 Typical careers which those with English degrees go on to marks. pursue include law, politics, teaching, local government, arts Section 2 - Drama and poetry. 1 non text-specific, administration, social work. literary question from a choice of six comparing one drama and one poetry text (30 marks).Assessment of this component will take place in the form ofa single, closed-text examination lasting 2 hours and 30minutes.Component 2 (40% of A level)Comparative and contextual study of set topics (including:American literature 1880–1940; The Gothic; Dystopia;Women in literature; and The Immigrant Experience) Task 1: A critical appreciation of a passage related to discussion of set topic (30 marks) Task 2: A comparative question (at least two texts) on set topic (30 marks)Assessment of this component will take place in the form of:a single, closed-text examination lasting 2 hours and 30minutes.Component 3 (20% of A level)Coursework on three literary texts (one prose, one drama,one poetry), all post-1900 At least one text must be post-2000 and one may be a significant text in translation Two assignments: (3,000 words in total):1) Either a close reading (c 1,000 words) or re-creative writing task (c 400 words) with commentary on one text (600 words)2) 2) A comparative essay on two texts (40 marks in total)Assessment of this component will take place in the form oftwo extended coursework tasks.SET TEXTSThe current A level set texts for 2015-17 are as follows (it islikely that the texts selected for 2016-18 will be similar):Bloody Chamber (Carter) and Dracula (Stoker); TwelfthNight (Shakespeare); A Doll’s House (Ibsen); Selected Poems(Rossetti); A Streetcar Named Desire (Williams); orGlengarry Glen Ross (Mamet); Anthology of poems (Plath, 20

HEAD OF DEPARTMENT: MR N EVANS required to research, evaluate, analyse and establish coherentExamination Board: Edexcel and sustainable links between their own work and that ofArt and design education is concerned with making decisions, historical and contemporary references. The personal studyas well as with making things. The practice of art and design will usually take the form of a written (1,000-3,000 words) andcan prove personally uplifting and provide experiences that go illustrated dissertation. Pupils will be expected to investigate abeyond the knowledge and understanding associated with wide range of work and sources.learning in many other areas of the curriculum. The skills you Component 2: Externally set assignment - Start date Februarywill develop in art and design will be varied and will be 2018 (40% of A level)determined to some extent by the area of study you choose. Submissions must include:However, whether you see your strengths in painting anddrawing, sculpture, printing, photography/film or textiles, the  Preparatory work, including sketchbook(s) and/or a rangesame basic rules and skills apply. Drawing is the main vehicle of preparatory studies making up the supporting studies.that we use to communicate and explain our ideas, be it This includes research and investigation.observational or experimental in nature, and it is a majoraspect of the subject. We also believe in guiding your creative  Unaided work produced under examination conditions inthinking and contextual understanding of art and will help you a period of 15 hours.gain confidence in this discipline. These submissions will be marked internally and moderated externally.The Fine Art Department runs at least one trip per year in theA level course to museums and galleries, usually in and around REQUIREMENTSLondon. These are compulsory as they provide invaluablesupport to pupils’ coursework and exam work studies. We ask The best foundation for success in AS and A level fine art is afor a contribution of around £25 per pupil for these trips. The grade B or better in GCSE art and design. In exceptional casesdepartment also runs residential trips for the A level course to it may be possible for a pupil to study art for AS or A levelvisit galleries and museums abroad, in New York or Berlin, for without having taken art at GCSE but ability will first need toexample. Whilst not compulsory, participation in these trips is be assessed by the Art Department.very much encouraged as they are of great benefit in theproduction of pupils’ portfolios. COMBINATIONSComponent 1: Coursework - Start date September 2016 (60% Art combines well with other arts or science subjects. Theof A level) course provides important preparation for any pupilThis component incorporates two linked elements: practical contemplating an art-based career. In the past, pupils havework and personal study. attained places onto numerous foundation courses,It is essential for both elements of this component that pupils architecture courses, graphic design, photography and artbuild on their prior knowledge and experience developed history courses. A good grade in fine art can also lead ontoduring their GCSE course. The coursework aspect will run courses in textile design, fashion, web design and theatrefrom September 2016 until February 2018. This will allow for design, including both costume and stage set interpretation.the development of a strong body of personal work. The firstterm will be teacher-led with skills, techniques, theories andgenres challenged. The following three terms will be pupildriven with close support from their teachers. The pupils willcomplete a written component that must correspond withtheir own area of personal study, which will be submitted inDecember 2017. The new syllabus places the emphasis verymuch on the pupil and this section of the course is driven bytheir learning skills and independent artistic interests. This isthen supported and guided by their teachers.Practical workPractical work aims to provide opportunities for pupils topursue their own creative, visual ideas in a chosen area of art,craft and design. Practical work should arise from pupils’current interests and experiences in art, craft and designtogether with a depth of subject knowledge. Challenges will beset according to thematic briefs and pupils will have toresearch and develop their ideas.Personal studyWork for this element requires pupils to produce anillustrated dissertation on a selected aspect of another artist’swork that link to their present work and interests. Pupils are 21

Further Pure 2 (16.67% of A level)HEAD OF DEPARTMENT: MRS R EVANS The topics studied are:Examination Board: Edexcel  Algebra and functionsThe AS level examinations, taken in Lower Sixth, count  Sequences and seriestowards the A level in this subject for pupils taking it 2016-  Trigonometry18. However, the AS level can also be taken as a separate  Exponentials and logarithmsqualification if chosen as the ‘fourth subject’.  Integration  Numerical methodsThere are many good reasons to study furthermathematics. Pupils taking further mathematics find it to be Assessment of this unit will take place in the form of aan enjoyable, rewarding, stimulating and empowering written assessment of 1 hour and 30 minutes.experience. It is a challenging qualification, which bothextends and deepens knowledge and understanding beyond Further Pure 3 (16.67% of A level)standard A level mathematics. As well as learning new areasof pure mathematics, you will study further applications of The topics studied are:mathematics in mechanics and statistics.  Further matrix algebra  VectorsAS LEVEL  Hyperbolic functions  DifferentiationFurther Pure 1 (33.33% of AS level, 16.67% of A level)  Integration  Further coordinate systemsThe topics studied are: Series Assessment of this unit will take place in the form of: a Complex numbers written assessment of 1 hour and 30 minutes. Numerical solution of equations Coordinate systems Mechanics 3 (16.67% of A level) Matrix algebra Proof Topics studied build on both mechanic 1 and mechanics 2 but new concepts are also introduced. The topics studiedAssessment of this unit will take place in the form of a are:written assessment of 1 hour and 30 minutes.  Further kinematics  Elastic strings and springsStatistics 2 (33.33% of AS level, 16.67% of A level)  Further dynamics  Circular motionThis unit builds on the statistics studied in Statistics 1 in A  Statics of a rigid bodylevel maths. Topics covered are: The binomial and poisson distributions Assessment of this unit will take place in the form of a Continuous random variables written assessment of 1 hour and 30 minutes. Amples Hypothesis tests REQUIREMENTSAssessment of this unit will take place in the form of a An A* grade in mathematics at GCSE should be consideredwritten assessment of 1 hour and 30 minutes. a pre-requisite for embarking on the further mathematics course. Further mathematics must also be studied alongsideMechanics 2 (33.33% of AS level, 16.67% of A level) A level mathematics.The topics covered are: COMBINATIONS Kinematics of a particle moving in a straight line or As with mathematics, further mathematics is a natural plane complement to A levels in any of the sciences, but can also Centres of mass be studied alongside subjects such as economics, languages Work and energy or English. A qualification in mathematics is useful for any Collisions career, demonstrating an ability for abstract, logical thought; Statics of a rigid body for some careers, such as computer science, economics, electronics, engineering and physics, maths is essential andAssessment of this unit will take place in the form of a further maths is highly beneficial. Further mathematics,written assessment of 1 hour and 30 minutes. because of the demanding nature of the course, is highly regarded.A2 LEVEL - taken in the Upper Sixth year, thiscombines with AS level to contribute towards the Alevel 22

REQUIREMENTSHEAD OF DEPARTMENT: MISS H GLASS Pupils who want to take this subject must attain a B in GCSEExamination Board: AQA * geography. It is possible to study A level geography without*Awaiting accreditation, November 2015. having studied the subject at GCSE but any pupil attempting this must be prepared to put in extra work and/or backgroundGeography is an exciting and interesting course that spans the reading.arts/science barrier, with direct relevance to everyday events.Pupils will be given the opportunity to develop fieldwork skillsand study geographical issues and impacts. During the course, COMBINATIONSthe aim is to develop pupils’ abilities to collect, interpret andanalyse information. Pupils will also learn to communicate Geography spans the arts/science barrier and consequently it combines well with many subjects and provides access to atheir findings in a variety of ways through class discussion,essays and a fieldwork investigation. By developing the links wide range of career and higher education opportunities.between different parts of the subject, pupils will learn to Taken with sciences such as physics, biology, chemistry andappreciate the importance of understanding our physical with mathematics, it would be possible to apply for a wideenvironment and the need to manage it carefully. variety of science-based university courses e.g. psychology, engineering, environmental sciences, ecology, geology, medicine, meteorology, statistics. Taken with humanitiesComponent 1: Physical geography: (40% of A level) subjects such as English, history, business studies, and French,This part of the course will be separated into three core units. geography supports an equally wide variety of universityThese units are: courses e.g. management studies, law, travel and tourism,Section A: Water and carbon cycles media studies, politics, town planning, journalism and socialSection B: Either hot desert environments and their margins sciences.or coastal systems and landscapesSection C: Either hazards or ecosystems under stress or coldenvironmentsPupils will study all of section A and one topic from section Band C. Assessment of this unit will take place in the form of a2 hour 30 minute paper worth 96 marks, which consists ofmultiple-choice, short answer, levels of response andextended prose questions.Component 2: Human geography (40% of A level)This part of the course will be separated into three core units.These units are:Section A: Global systems and global governanceSection B: Changing placesSection C: Either Contemporary urban environments orPopulation and the environment or Resource securityPupils will study all of section A and B and one topic fromsection C. Assessment of this unit will take place in the formof a 2 hour 30 minute paper worth 96 marks, which consistsof multiple-choice, short answer, levels of response andextended prose questions.Component 3: Geographical investigation (20% of A level)Pupils complete an individual investigation which must includedata collected in the field. The individual investigation must bebased on a question or issue defined and developed by thestudent relating to any part of the specification content.Assessment of this unit will be a 3,000-4,000 wordinvestigation worth 35 marks. It will marked by the classroomteachers and moderated by AQA.Current plans for this fieldwork are to take pupils on a fiveday residential trip (UK based) at the end of the Lower Sixthyear. We will ask for a contribution towards this trip of up toapproximately £300. 23

HEAD OF DEPARTMENT: MR J THOMAS study of political ideologies. The ideologies that feature allExamination Board: Edexcel emerged out of the economic, social and political upheavals that brought the modern world into existence. TheyThe AS level examinations, taken in Lower Sixth, count provide contrasting answers to questions about howtowards the A level in this subject for pupils taking it 2016- industrial capitalist society should be organised. The18. However, the AS level can also be taken as a separate ideologies addressed in this unit are:qualification if chosen as the ‘fourth subject’.  Liberalism  ConservatismPolitics is a challenging and exciting subject that is new to  Socialismvirtually every pupil at AS level. The A level course is  Anarchismdesigned to teach pupils about the British political system,before going on to explore the nature of political ideologies Assessment of this unit will take place in the form of athat have dominated human history for much of the last two written examination of 1 hour and 30 minutes.centuries. Unit 4 (25% of A level)AS LEVEL The ideologies that are addressed in unit 4 have each, inUnit 1 (50% of AS, 25% of A level) their different ways, extended ideological debate and shifted political argument in new and sometimes challengingPeople and politics directions. The ideologies addressed in this unit are: The nature of democracy, how democracy works in the  Feminism  Nationalism UK, and ways in which democracy could be enhanced.  Multi-culturalism Elections - focusing on the link between elections and  Ecology democracy, the workings of the electoral systems used Assessment of this unit will take place in the form of a in the UK and the debate around different electoral written examination of 1 hour and 30 minutes. systems. Examining the nature and role of political parties and REQUIREMENTS the ideas, traditions and policies of the major UK parties. Politics is likely to suit pupils who have an interest in the Examining the nature of pressure groups, pluralism and world around them, those who want to know more about elitism, and the extent to which pressure groups the society they live in, how it works and how it could promote democracy. work. Those that enjoy debate, discussion and argument, and those who want to develop their own views, ratherAssessment of this unit will take place in the form of a than accept the views of others, will flourish. Aswritten examination of 1 hour and 20 minutes. government and politics is not offered at GCSE, it is expected that pupils who opt for the subject at AS level willUnit 2 (50% of AS, 25% of A level) have gained the minimum of B grades in literary subjects such as history, English and religious studies at GCSE. NoGoverning the UK pupil will be hindered by not having studied the subject at Considering the nature of the UK constitution, its main GCSE, because the skills required are based upon analysis and evaluation that are developed in other subject areas. strengths and weaknesses, and constitutional reform. Examining the structure, composition and powers of COMBINATIONS Parliament, its effectiveness and relevance, and recent At A level, politics combines well with history, geography, parliamentary reforms. business, economics and English. Modern languages also The role of the prime minister and the cabinet, and the complement the subject, opening up the possibility of the growth of prime ministerial power. appreciation of other political systems. Taking politics will The role of the judiciary, judicial independence and give pupils skills to help understand and assess ideas and neutrality, and the extent to which judges can and do arguments, and to construct and communicate clear uphold civil liberties. answers to problems based on well-validated evidence.Assessment of this unit will take place in the form of a Pupils can progress to courses such as an honours degree inwritten examination of 1 hour and 20 minutes. politics, international relations and political science as well as to degrees in related subjects such as economics,A2 LEVEL - taken in the Upper Sixth year, this business, history, geography, economics and social policy.combines with AS level to contribute towards the The study of politics can lead to a variety of careers withinA level areas such as journalism and broadcasting, management, publishing, local government, public policy and policyUnit 3 (25% of A level) research, interest groups, the voluntary sector, as well as within politics itself.Unit 3 aims to provide pupils with an introduction to the 24

REQUIREMENTSHEAD OF DEPARTMENT: MR N WHITMORE Pupils who wish to take this subject must attain at least a BExamination Board: Edexcel grade in GCSE history. It is possible to study A level history without having studied the subject at GCSE but any pupilThe A level course provides pupils with a strong attempting this must be prepared to put in extra work and/or background reading. An ability to analyse and evaluate sourceunderstanding of major developments in early modern andmodern history, both in Britain and Europe. It is designed to material is important, as is the ability to write concisely andstretch pupils, in terms of knowledge, understanding and skills, clearly.providing a purposeful study in its own right but also anexcellent foundation for higher education. COMBINATIONSComponent 1 (30% of A level)Britain, 1625-1701: conflict, revolution and settlement History combines well with English, economics, classics,This course examines the tumultuous period of British history religious studies or geography. In addition, modern languagesin which civil war broke out, Charles I was executed, can complement the subject well.republican government was established, monarchy was History A level is regarded as a strong qualification by bothrestored and Protestantism was triumphant. It therefore universities and employers. Besides deepening knowledge andprovides pupils with an impressive understanding of change understanding, its study develops analytical skills that can beand a grasp of key developments in the history of their own applied in a wide range of settings. Pupils achieving history Acountry. level study many different subjects at university, ranging fromAssessment of this unit will take place in the form of an history itself to other literary subjects, social sciences andexamination lasting 2 hours and 15 minutes. even medicine. With regard to future careers, the analyticalComponent 2 (20% of A level) training is prized by employers; for example, it is good training for the legal profession.France in revolution, 1774-1799This course addresses the French Revolution, considering itscauses, dramatic changes and immediate consequences. TheFrench Revolution is regarded as the beginning of modernhistory and is therefore an excellent choice of study, allowingpupils to understand key principles of change plus theattributes that characterise different historical periods.Assessment of this unit will take place in the form of anexamination lasting 1 hour and 30 minutes.Component 3 (30% of A level)Rebellion and disorder under the Tudors, 1485-1603This course examines how the Tudor dynasty survivedthroughout the sixteenth century, overcoming the manythreats and challenges it faced, from Henry VII to Elizabeth I. Itallows pupils to compare rebellions, assessing their causes,consequences and significance, and providing insight into thedemands of maintaining effective government.Assessment of this unit will take place in the form of anexamination lasting 2 hours and 15 minutes.Component 4 (20% of A level)The Arab-Israeli conflict, c.1880-2001This course addresses the Arab-Israeli conflict across thetwentieth century. Pupils will choose from a selection of textsto assess the validity of conflicting interpretations of theperiod. It is designed to allow pupils to engage with historians’views and develop their reading and analytical skills.Assessment of this unit will take place in the form of onecoursework assignment, between 3,000 and 4,000 words. 25

HEAD OF DEPARTMENT: MR N COYLE REQUIREMENTSExamination Board: OCR **Awaiting accreditation, November 2015. Pupils who want to take this subject must attain a B or higher in GCSE Latin.The Latin A level course builds on progress made during theGCSE course. Pupils continue to refine their translation COMBINATIONSskills, building up a wider vocabulary and encountering a fewadditional linguistic features. The course also allows much In content, Latin combines particularly well with moderngreater and more engaging consideration of Latin verse and foreign languages, English, and history. Additionally, pupilsprose literature than has been possible so far. Strong who are strong at mathematics and science also often findcandidates may even choose to begin writing simple Latin themselves very able Latin students.sentences. Latin is academically very rigorous and develops importantUnit 1 (33% of A Level) skills in close analysis, logical reasoning, and independentUnseen translation study. Latin A level students gain excellent preparation forThe paper contains two sections: Unseen Prose and Unseen university study in a range of subjects, including classics,Verse. Each section consists of a translation question from modern languages, English, and the sciences. Latinists arean unseen, adapted piece of Latin literature. The two also traditionally welcomed as aspiring lawyers and civilsections are equally weighted. servants.Assessment of this unit will take place in the form of a 1hour and 45 minute examination.Unit 2 (17% of A Level)Prose composition or comprehensionThe paper comprises two optional sections, Section A andSection B. Section A takes the form of a set of comprehension and grammatical questions on an adapted piece of Latin prose literature. Section B takes the form of a short passage of English to be translated into Latin.Assessment of this unit will take place in the form of a 1hour and 15 minute examination.Unit 3 (25% of A Level)Prose LiteratureThe paper comprises of comprehension questions based ontwo previously translated set texts, each worth 50% of theoverall marks for the paper, and a short essay. The set textsare currently Cicero, Pro Milone (a defence speech for anotorious Roman gangster), and the letters of Seneca (theadviser to the Roman Emperor Nero).Assessment of this unit will take place in the form of a 2hour examination.Unit 4 (25% of A Level)Verse LiteratureThe paper comprises of comprehension questions based ontwo previously translated set texts, each worth 50% of theoverall marks for the paper, and a short essay. The set textsare currently from the love poetry of Ovid, Propertius, andTibullus.Assessment of this unit will take place in the form of a 2hour examination. 26

 Discrete distributions  The normal distributionHEAD OF DEPARTMENT: MRS R EVANS Assessment of this unit will take place in the form of a writtenExamination Board: Edexcel assessment of 1 hour and 30 minutes.The AS level examinations, taken in Lower Sixth, count A2 LEVEL - taken in the Upper Sixth year, this combinestowards the A level in this subject for pupils taking it 2016-18. with AS level to contribute towards the A levelHowever, the AS level can also be taken as a separate Core 3 (16.67% of A level)qualification if chosen as the ‘fourth subject’.Mathematics helps us to not only understand the world The topics studied are:around us but also provides us with the knowledge and skills  Algebra and functionsto be able to change it. The use of mathematics can be found  Sequences and seriesin many aspects of our everyday lives. Studying A level  Trigonometrymathematics encourages logical thought and an analytical  Exponentials and logarithmsapproach to solving problems. This coupled with the need to  Integrationwork confidently and accurately when dealing with numerical  Numerical methodscalculations demonstrates many of the core skills thatemployers are now seeking in an increasingly competitive Assessment of this unit will take place in the form of a writtenemployment market. assessment of 1 hour and 30 minutes.AS LEVEL Core 4 (16.67% of A level)Core 1 (33.33% of AS level, 16.67% of A level) The topics are:  ProofCore 1 is the non-calculator element of the course. It covers  Algebra and functionsthe basic algebra skills and acts as the building blocks for the  Coordinate geometry in the (x,y) planerest of the A level core modules. Pupils will encounter  Sequences and seriescalculus for the first time and broaden their understanding of many topics covered at GCSE level. Pupils study the following:  Differentiation Algebra Integration  Vectors Coordinate geometry in the (x,y) plane Curve sketching Assessment of this unit will take place in the form of a written assessment of 1 hour and 30 minutes. Sequences and series Differentiation Mechanics (16.67% of A level) IntegrationAssessment of this unit will take place in the form of a written This unit introduces basic concepts in mechanics. Topicsassessment of 1 hour and 30 minutes. covered are:  Mathematical models in mechanicsCore 2 (33.33% of AS level, 16.67% of A level)  Vectors in mechanicsThis unit covers further topics in pure mathematics:  Kinematics of a particle moving in a straight line or plane Algebra  Dynamics of a particle moving in a straight line or plane Trigonometry  Statics of a particle Exponentials and logarithms  Moments Series and series expansions Assessment of this unit will take place in the form of a written Differentiation assessment of 1 hour and 30 minutes. IntegrationAssessment of this unit will take place in the form of a written REQUIREMENTSassessment of 1 hour and 30 minutes. An A grade in mathematics at GCSE should be considered a pre-requisite for embarking on the A level mathematicsStatistics (33.33% of AS level, 16.67% of A level) course but is not a guarantee of success; the new conceptsThis unit introduces pupils to statistics. Topics covered are: involved at A level can prove very challenging for some. Mathematical models in probability and statistics Representation and summary of data COMBINATIONS Probability Correlation and regression Mathematics is a natural complement to A levels in any of the Discrete random variables 27

sciences but can also be studied alongside subjects such as HEAD OF DEPARTMENT: MR G HICKSeconomics, languages or English. A qualification in Examination Board: AQAmathematics is useful for any career, demonstrating anability for abstract, logical thought; for some careers, such The A level course in MFL is designed to develop pupils’as computer science, economics, electronics, engineering proficiency in their chosen language and at the end of theand physics, it is essential. two years, they will be confident to speak and write about a wide range of topics. Regular one-to-one sessions with the language assistant and lessons taught mainly in the target language build spoken fluency, while a concentrated study of grammar and essay technique offers the pupils a solid understanding of the workings of the language. Pupils will come to understand linguistic concepts in detail and will gain an appreciation of register and style which will help them articulate themselves both in a foreign language and in their own language. Together with language skills, the AQA course focus is on how French, German and Spanish-speaking societies have been shaped, socially and culturally, and how they continue to change. Over the two years of study, pupils will cover the following topics all in the context of the countries where their chosen language is spoken:  social issues and trends (the family, cyber-society, voluntary work)  artistic culture (cultural heritage, contemporary music, cinema)  current issues (multicultural society, life for the marginalised, crime and punishment)  political life (teenage engagement, the right to vote, demonstrations, politics and immigration) An individual project based on one of the topics above affords pupils the autonomy to concentrate on an area of particular interest while providing the opportunity to improve independent research skills. Pupils will have the opportunity to talk about and debate a subject that particularly appeals to them. Pupils will also have the chance to analyse and critique a French, German of Spanish film and novel, which will further their appreciation of the language and the culture while preparing them well for tertiary study. Reading in a foreign language is one of the great joys of learning another language and this course introduces some of the best- known works for pupils to enjoy. ASSESSMENT Paper 1: Listening, reading, writing (2 hours 30 minutes, 40%)  The listening section comprises seven passages in French on the prescribed topics. Pupils listen and complete comprehension exercises that follow. The final question requires pupils to summarise the passage in French.  The reading section includes six comprehension exercises on texts concerning the prescribed topics.  The writing section comprises two translation exercises: one from French to English and one from 28

English to French. offers speakers great opportunities in the international jobPaper 2: Writing (2 hours, 30%) market. The A level course gives insight into the GermanIn this paper, pupils are required to write two critical essays: culture and how it has built such a strong economy as well asone on a French novel and one on a film. They will be looking at the interesting recent history of the country.assessed on their level of language, their analytical skills and German film and literature is also not to be underestimatedessay-writing style. and with great works by authors such as Brecht and Kafka on the syllabus, pupils will discover some fine and challenging works of art while enjoying this important language.Paper 3: Speaking (21-23 minutes, 30%) COMBINATIONS The speaking examination is divided into two sections. n Popular choices in the past have been to combine the study of section one, pupils are given a stimulus on a subject within a modern foreign language with Latin or English for those with the prescribed topics. They are given five minutes to a real love of languages. Those wishing to specialise in prepare answers to set questions and ideas on the topic languages at university would be advised to consider the study as a whole. The examiner will then ask questions to elicit of two languages at A level. Many also take a language ideas and reactions to the stimulus. alongside subjects such as economics or business studies with In section two, pupils will hold a conversation for ten a view to using their language for work later in life. Pupils with minutes on their individual research project. They will be a more scientific bias have reported the benefits of having assessed on the level of their spoken French but also on studied an arts subject once moving onto university. Pupils the depth of their research and their knowledge of sometimes choose to follow a joint honours degree including French/francophone culture. the study of a language alongside another subject for the obvious benefit this offers to their CV.REQUIREMENTS Being able to communicate in a foreign language is a useful skill in itself in the workplace. Employers also recognise the valuePupils who want to take this subject must attain a minimum of of other skills developed over the course of a degree inan A grade at GCSE. modern languages such as problem solving, enhanced cultural awareness and understanding and, if they embark uponFRENCH exchanges or work experience programmes, the independence to live and thrive in a foreign country.HEAD OF DEPARTMENT: MR G HICKSWith over 200 million people speakers covering all fivecontinents and as an official language of the United Nations,French remains a highly important world language. France is akey economic partner of many nations, notably Britain, and aknowledge of French offers a great advantage in theinternational job market. Studying French also provides accessto some of the greatest works of art and literature, not tomention fashion, dance, cooking and architecture where it isthe recognised international language. Add to this the abilityto travel and communicate as well as the simple joy of learninga melodious and rich language and French becomes anexcellent choice to study at A level and beyond.SPANISHHEAD OF DEPARTMENT: MR J BARBERThe vibrant and exciting Hispanic culture is often a goodenough reason to learn Spanish, to gain the ability tocommunicate with peoples from across the globe but notablyin South and Central America. The recent explosion ofSpanish and Latin American cinema gives a sense of thegrowing impact of Hispanic culture and studying Spanish willprovide access to both classic and modern works of art andliterature.GERMANHEAD OF MFL DEPARTMENT: MR G HICKSAs the second-most spoken language in Europe and on theinternet worldwide, German is a highly-useful language and 29

HEAD OF DEPARTMENT: MR N SMITH written explanation of the pieces chosen.Examination Board: OCR**Awaiting accreditation, November 2015. Learners will make use of musical elements, techniques and resources to interpret and communicate musical ideas withMusic is a central part of life; all of us hear music and are technical and expressive control and an understanding ofimpacted by music on a daily basis. Music is an academic style and context. This will be achieved through playing orsubject of tremendous value in later life. It is a practical singing solo or in an ensemble, improvising, or realisingsubject – a specific skill – that enables young adults to stand music through music technology.out from the crowd. As well as developing the confidenceto perform in public, the ability to work independently on Composing B (25% of A level)ideas is encouraged and developed. Such traits are centralto success at university. An open mind, a desire to work Composition of at least two separate pieces of musicindependently and a willingness to engage with whole-  One to a brief set by OCRschool musical activities are essential traits for success in  One to a brief written by the learnerthis qualification. Combined duration at least 4 minutes.The OCR A level in music requires learners to develop anin-depth knowledge and understanding of musical elements, Listening and appraising (40% of A level)musical contexts and musical language, and allows pupils toapply these, where appropriate, to their own work when All pupils prepare for this written examination whichperforming and composing. comprises responses to extracts on a CD and contextual study of prescribed works and areas of study:Areas of study  Aural recognition and context  Unheard/unfamiliar music Instrumental music of Haydn, Mozart and Beethoven  Analysing and evaluating prescribed music Popular song: Blues, jazz, swing and big band  Reflecting on music written for a purpose Instrumental jazz from 1910 to the present day Religious music of Bach, Purcell and Handel REQUIREMENTS Programme music 1820-1910 Innovations in music from 1900 to the present day Study of the subject at GCSE level or similar is recommended, as is the ability to perform to at least GradePupils should choose either route A or route B which, as 5 ABRSM standard on an instrument or voice. The A leveloutlined below, holds a greater percentage of marks for course is highly enjoyable and will enable you to expandeither composition or performance. your musical horizons. More than anything, you have to be willing to work independently in order to allow yourPerforming A (25% of A level) musical skills to develop and flourish. Recital explanation/commentary of piece(s) COMBINATIONS A video recorded recital accompanied by a verbal or Music can be taken in conjunction with a range of other written explanation of the pieces chosen subjects and is recognised as an academic course. The skills acquired throughout the course are of significant value inLearners will make use of musical elements, techniques and later life and employment. Music perfectly complementsresources to interpret and communicate musical ideas with other subjects, both scientific and artistic, to provide atechnical and expressive control and an understanding of balanced set of qualifications.style and context. This will be achieved through playing orsinging solo or in an ensemble, improvising, or realisingmusic through music technology.Composing A (35% of A level)Composition of at least three separate pieces of music One to a brief set by OCR One to a brief written by the learner A specialist study in composition techniquesCombined duration at least 6 minutes.Performing B (35% of A level) Recital (10-12 minutes) explanation/commentary of piece(s) A video recorded recital accompanied by a verbal or 30

HEAD OF DEPARTMENT: MR N SMITH more in-depth study. For the special focus styles, in additionExamination Board: Edexcel to the main fingerprints of the style, pupils will be expected to have an extended knowledge and understanding of context. Assessment is by means of a 1 hour 45 minute listening examination, which is taken at the end of the Lower Sixth year.The AS level examinations, taken in Lower Sixth, count A2 LEVEL - taken in the Upper Sixth year, this combinestowards the A level in this subject for pupils taking it 2016-18. with AS level to contribute towards the A levelHowever, the AS level can also be taken as a separatequalification if chosen as the ‘fourth subject’. Unit 3: Music technology portfolio 2 (30% of A level)The music technology A level course is an enjoyable and This unit builds on skills acquired in unit 1 and extends thesedemanding course, which develops musicianship and musical to include a composition task. It involves detailed study of theunderstanding, especially with regard to technological development of technology based music. Pupils must completeprocesses used when making music. It allows creativity to three tasks, which together make the music technologyflourish, using the Music Department’s excellent facilities portfolio 2:(including a live room and recording studio). An open mindand a desire to work on ideas outside of lesson time are Task 3A: Sequenced integrated performanceessential character traits to achieve success in this Task 3B: Multi-track recordingqualification. This course is suitable to anyone with a keen Task 3C: Composing using music technologyinterest in music production who wishes to extend theirknowledge and understanding of music technology, either in Pupils will also submit a logbook, which will providepreparation for further study or as a way of developing key information on the resources used in each task. The work ismusical skills. The Department has a proven track record of to be done under controlled conditions (20 hours per brief)gaining pupil places on further education courses to continue between the issue of the stimulus material in September andtheir studies. the submission date. Assessment of this unit will take place in the form of externally assessed coursework.AS LEVEL Unit 4: Analysing and producing (20% of A level)Unit 1: Music technology portfolio (70% of AS level, 35% of A Pupils will be expected to demonstrate their aural skills andlevel) production knowledge through a series of written commentaries and tasks using material provided on anPupils learn and use a variety of musical skills in order to examination paper and an audio CD. The examination will testcomplete this unit. MIDI sequencing and multi-track recording their musical understanding, their ability to edit and manipulateas well as arranging skills are all key components assessed audio tracks and their ability to write commentaries onthrough the practical work carried out. Pupils must complete technological processes. They will also be asked to produce athree tasks, which together make the music technology final balanced stereo track, incorporating various mixingportfolio 1: techniques. This assessment will take the form of a 2 hour examination, taken at the end of the Upper Sixth year.Task 1A: Sequenced realised performanceTask 1B: Multi-track recording REQUIREMENTSTask 1C: Creative sequenced arrangementPupils will also submit a logbook that will provide information It is an advantage to have studied music at GCSE level oron the resources used in each task as well as assessed equivalent, gaining relevant theoretical knowledge for thequestions on their creative sequenced arrangement. The work course. Pupils considering this course should have someis to be done under controlled conditions (20 hours per brief) knowledge of how music is constructed and be able tobetween the issue of the stimulus material in September and differentiate between contrasting musical genres. The ability tothe submission date. The logbook will detail equipment used perform on an instrument or voice is of enormous value, evenand be used to answer two assessed questions on their though a traditional performance is not being assessed.creative sequenced arrangement.Assessment of this unit will take place in the form of COMBINATIONSexternally assessed coursework.Unit 2: Listening and analysing (30% of AS level, 15% of A level) Music technology can be taken in conjunction with a range ofThis unit provides pupils with an opportunity to study the other subjects and is recognised as an academic course thatstyles most common in popular music, and demonstrate this not only demonstrates creativity but also shows understandingknowledge using aural discrimination skills. Pupils are required of key musical processes. It perfectly complements otherto study the development of popular music styles from 1910 subjects, both scientific and artistic, to provide a balanced setthrough to the present day, outlining the main styles and of qualifications. It can lead to university courses that preparetrends as well as recording techniques associated with each for technical work within the music industry, including designgenre. Two special focus styles will be selected each year for of instruments and equipment and studio technology. 31

HEAD OF DEPARTMENT: MR M ROGERS mathematics is also required. Pupils studying physics areExamination Board: AQA highly recommended to study mathematics to at least AS level.A level physics offers a broad, interesting and challengingcurriculum that, in addition to building upon ideas COMBINATIONSintroduced at GCSE and IGCSE, introduces new concepts tostudents. Practical work and practical skills underpin much A level physics is best supported by an A or AS level inof the work as does mathematical modelling. At A level mathematics. For the more able, further mathematics shouldthere is an opportunity for pupils to specialise by means of be seriously considered. Another science, particularlyan option section. chemistry, also complements the course well, as do design and technology and geography. Arts subjects are generallyCORE CONTENT less compatible but can be combined with physics to Measurements and their errors demonstrate a varied and interesting profile in some cases. Particles and radiation However, studying physics without mathematics can result Waves in a limited range of available options for those wishing to Mechanics and materials study physics or related courses such as engineering in Electricity higher education. Further mechanics and thermal physics Physics is essential for those pupils wishing to pursue Fields and their consequences careers in physics or engineering and may also benefit those Nuclear physics wishing to study computing or related disciplines. It is also looked on favourably as a disciplined preparation for many other degree courses.OPTIONS (pupils select one option in the second year): Astrophysics Medical physics Engineering physics Turning points in physics ElectronicsASSESSMENTPaper 1 (worth 34% of A level)Topics: 1 – 5 and the first part of topic 6Examined over 2 hoursPaper 2 (worth 34% of A level)Topics: A synoptic paper with special focus on topics 7 and8 and the second part of topic 6Examined over 2 hoursPaper 3 (worth 32% of A level)Topics: Practical skills, data analysis and optionExamined over 2 hoursSince practical work is at the heart of physics, exam boardshave put in place a separate endorsement of practical skillsthat runs along side the A level course. It assesses pupilscompetency in a range of skills that are not assessable inwritten exams.The A level grades will be based only on marks fromwritten exams and is separate to the practical skillsendorsement.REQUIREMENTSThe minimum requirement is an A grade in GCSE physics.For candidates with science and additional science GCSEs,two A grades are the minimum requirement. An A grade in 32

HEAD OF DEPARTMENT: MISS S MITCHEL In the Upper Sixth, pupils will engage in debates around keyExamination Board: AQA topics such as the nature nurture debate, ethics and human research and the benefits of classification and diagnosis of mental disorders.Psychology is concerned with all aspects of behaviour and with REQUIREMENTSthe thoughts, feelings and motivations underlying that behaviour.It is both a thriving academic discipline and a vital professionalpractice. The minimum requirement is a B grade in GCSE biology. For candidates with science and additional science GCSEs, two BWe are all interested in what makes people tick and how this grades are the minimum requirement. Gaining a B grade inunderstanding can help solve major problems in society. GCSE English language is also required.Psychology is a science and psychologists study humanbehaviour by observing, measuring and testing, then arriving atconclusions that are rooted in sound scientific methodology.The A level course is designed to develop pupil interest in and COMBINATIONSenthusiasm for the subject, as well as learning to appreciate The psychology course links well with a range of other A levelhow society makes decisions about scientific issues and how courses including biology, chemistry, physical education,the sciences contribute to the success of the economy and geography, English, history and business studies.society.In the Lower Sixth, pupils will study all of the core topics Studying A level psychology can lead to applications for awhich include: variety of undergraduate courses. Among these, pupils have Social influence gone on to read psychology, criminology and social policy, Memory criminology and psychology, forensic science, business management and sport science. Attachment A psychology degree can lead on to a professional qualification Psychopathology and career in psychology, including clinical, educational and Approaches in psychology occupational psychology. These careers require a post- Biopsychology graduate doctorate qualification and work experience to be Research methods completed. Issues and debates in psychologyThese will be assessed across two, two hour papers at the end Everyday, psychologists are involved in:of the Upper Sixth year. Each topic will be examined through  Helping people to overcome depression, stress, trauma and phobiasmultiple choice, short answer and extended answer questions,  Speeding up recovery from traumatic brain injury throughmaking up 24 marks each. an increased understanding of brain functioningThe third paper, Issues and Options in Psychology, examines  Reducing bullying in schools and psychological abuse in thepupils on three of nine optional topics selected from the list workplacebelow. Currently, the Department selects these in line withpupil preferences and teaching staff expertise and is likely to  Helping the police, courts and prison service to perform more effectivelydo the same in 2016-18. Relationships Gender Cognition and development Schizophrenia Eating behaviour Stress Aggression Forensic psychology AddictionPaper three will also be a two hour examination involving avariety of question types. The three papers contribute equallyto the overall A level grade awarded at the end of the course.Pupils studying psychology will have a number of opportunitiesto devise and conduct their own psychological research andanalyse their results in a meaningful way through the use ofstatistical analysis. They will build a skillset which encouragesthem to think critically about existing research and how it canbe improved. 33

HEAD OF DEPARTMENT: MRS C HANDZEL  Significant social and historical developments inExamination Board: OCR * theology and religious thought. This includes the study*Awaiting accreditation, November 2015. of pluralism in theology and society; and gender in theology and society.The course explores both philosophy of religion, religionand ethics and developments in religious thought from a Key themes related to the relationship between religion andChristian perspective. In philosophy of religion, pupils will society. This includes study of topics such as the challenge ofstudy philosophical issues and questions raised by religion secularisation and religious responses to this.and belief. In religion and ethics, pupils will study ethicallanguage and thought through significant concepts and the REQUIREMENTSworks of key thinkers, illustrated in issues or debates inreligion and ethics, and also by the application of ethical Pupils who want to take this subject must attain a B grade intheory to issues of importance. Development in religious religious studies (where this is taken as a GCSE subject) andthought will explore Christian beliefs, values and teachings. a B in English language.Also central are the ways in which religious traditions haveevolved and developed over time and religious responses to COMBINATIONSchallenges and significant contemporary social issues. Pupils who take religious studies at A level typically studyUnit 1: Philosophy of Religion (33.3% of A level) other subjects in the humanities such as history, government and politics, English, psychology and modern languages;The topics covered include: some pupils also combine religious studies with one science Ancient philosophical influences, such as Plato and subject. Pupils of religious studies typically have gone on to Aristotle university to study law, philosophy, languages, history, Arguments about the existence or non-existence of English and theology. Universities and employers welcome the ability to think God critically and analytically and these are skills that are The nature and impact of religious experience developed and honed during A level study. Philosophy The challenge for religious belief of the problem of evil graduates have gone on to careers in the civil service, The nature of the soul, mind and body. journalism, law, medical ethics, psychotherapy, religious The possibility of life after death ministry, and teaching. Ideas about the nature of God Issues in religious languageUnit 2: Religion and Ethics (33.3% of A level)The topics covered include: Normative ethical theories, including virtue ethics, natural moral law and situation ethics. The application of ethical theory to two contemporary issues of importance: sex and sexuality in the twenty- first century and euthanasia Ethical language and thought Debates surrounding the significant ideas of conscience and free will The influence on ethical thought of developments in religious belief and the philosophy of religionUnit 3: Developments in religious thought from a Christianperspective (33.3% of A level)The topics covered include: Religious beliefs, values and teachings, their interconnections and how they vary historically and in the contemporary world. This includes the study of human nature and the purpose of life; the self and immortality; and the nature of Jesus Christ Sources of religious wisdom and authority, the Bible as a source of revelation and authority Practices that shape and express religious identity, and how these vary within a tradition. 34

REQUIREMENTSHEAD OF DEPARTMENT: MR C ROBERTS Pupils wishing to choose A level sports science should have aExamination Board: OCR* passion for sport and be an able performer. Although*Awaiting accreditation, November 2015 desirable, GCSE physical education is not a pre-requisite but pupils should have gained a B grade in biology, due to theThe OCR sports science and physical education syllabus detail in the anatomy and physiology modules.encourages pupils to understand and analyse the majorconcepts and principles underlying sport and physical COMBINATIONSeducation. The course gives pupils the opportunity to developan understanding of the historical, physical, social, cultural and While there are several other subjects that could complementpsychological factors that influence sport and physical physical education very well, the physiological elements ofeducation. biology being particularly suitable, the breadth of the subject*Please note that this syllabus is not yet accredited. means that physical education could be studied alongside any subject.Component 1 (30% of A level) The London 2012 Olympics brought into the spotlight thePhysiological Factors Affecting Performance wealth of possibilities that now exist in the world of sport. This course provides an excellent pathway to studying sportsA 2 hour written paper consisting of the following topics: science or event management at university, leading to a mass Applied anatomy and physiology of career possibilities ranging from physiotherapist, teacher, Exercise physiology sports analyst, event management, sports administration and Biomechanics - including technology sports marketing, to name just a few. Sport has become big business and as a result, a wealth of exciting careers has beenComponent 2 (20% of A level) created.Psychological Factors Affecting PerformanceA 1 hour written paper consisting of the following topics: Skill acquisition Sport psychology Sport and societyComponent 3 (20% of AS level)Sociocultural Issues in Physical Activity and SportA 1 hour written paper consisting of the following topics: Sport and society Contemporary issuesComponent 4 (30% of A level)Performance in Physical Education Performance (please see list of practical activities—one to be chosen) Evaluation and Analysis of Performance for Improvement (EAPI)The EAPI is thee production of a verbal presentation basedupon analysing either a live or recorded performance andcreating an action plan to improve performance over the longterm (3-4 months)List of practical activities:Association football, kayaking, dance, swimming,amateur boxing, lacrosse, diving, table cricket, athletics,netball, equestrian, table tennis, badminton, polybat, Gaelicfootball, tennis, basketball, powerchair football, goal ball,trampolining, blind cricket, rock climbing, golf, volleyball,boccia, rowing, gymnastics, wheelchair basketball, camogie,rugby league, handball, wheelchair rugby, canoeing, rugbyunion, hockey, hurling, cricket, sculling, skiing, snowboarding,squash, cycling. 35

EPQ Coordinator: Mrs N Jackson (Head of Sixth Form) Pupils are assessed on four criteria:Examination Board: AQA AO1: Management of the project: the ability to identify a topic, aims and objectives, and the production of a detailedA one year course, with pupils submitting their plan for research and write-up. Planning is regularlyproject in either April or October 2016. reviewed and updated until the completion of the project. 10 marksThe Extended Project Qualification (EPQ) is a self-motivated AO2: Use of resources: the ability to obtain and selectproject that carries the same UCAS points as an AS level. relevant sources, analyse data, apply information relevantlyThe skills expected of pupils studying the EPQ are such that and demonstrate understanding of appropriate links withit is considered not as an AS, but as half an A level, and theories and concepts. 10 marksgraded as such, from E up to A*. AO3: Develop and realise the project: demonstration ofThe EPQ is about research, and offers pupils the opportunity problem-solving, decision-making, creative thinking and theto produce a piece of work on a topic of individual interest. achievement of planned outcomes. This comes from pupilsThe final piece may be a research dissertation, or based on adapting original ideas and reviewing their planning and workperformance or an artefact. On completion of their project, as they progress through the project. 20 markspupils are required to present their findings to a group of AO4: Review: convey and present evidenced outcomes andpupils and teachers, as well as writing a reflection piece on conclusions, demonstrate communication skills, and evaluatetheir whole project. It is highly valued by universities and own learning and performance.some universities have begun to make lower offers for those Production log:applicants who offer an EPQ as a fourth subject. By reading the assessment objectives, I hope it becomes clear that what is being assessed is not the end result, butCOURSE STRUCTURE the process of research and presentation. The ProductionThe EPQ is an independent project, and therefore most of Log that pupils complete throughout the year is vital inthe work is conducted beyond the classroom. The course ensuring pupils are rewarded for the development of theirshould consist of 90 hours of study, 60 of those being pupils project. The final presentation and reflection (primarilyown independent work. In order to equip the pupils with evaluated in AO4) provide pupils with an opportunity tothe skills they need to complete an EPQ, pupils will also be demonstrate their work and final conclusions.provided with 30 hours of ‘taught skills’, including how to Dual accreditation:conduct independent research, how to locate resources, Pupils cannot be awarded for the same work twice.time management, referencing, presentation skills and many Therefore the EPQ must be completely independent of theirothers. These skills are taught in a variety of ways, utilising other A level subjects. As an extension piece of work, it isuniversity resources, online courses, as well as lectures and common for pupils to want to cover something that relatessmall group seminars. Pupils will also be allocated a to one of their A levels. This is absolutely fine, so long assupervisor, who will offer guidance for the research and they go beyond what they cover on the syllabus. Pupilspresentation of their topic. cannot cover the same material both in their A level and thePupils choosing to study the EPQ will need to select from EPQ.one of three broad themes of EPQs: science/maths REQUIREMENTS humanities creative There are no entry requirements to studying the EPQ;It is not imperative that pupils have chosen the nature of however, for a candidate to be successful, they must be self-their EPQ before the course begins; the above groupings motivated and have an area of interest they are keen toexist merely to streamline and tailor the support available to explore beyond the syllabus. This qualification is driven byeach group but in reality pupils will have a free choice of the pupils. Supervisors are there to help guide pupils butwhich topic to study, regardless of the group they have they are in charge of both the direction and execution ofselected. their own project. Pupils choosing the EPQ should be confident that they will be able to manage their time and giveASSESSMENT the necessary 60 hours of independent work to the project,Assessment for the EPQ is holistic, and does not rest solely alongside their other three or four A levels.on the final product created. Throughout the course of theyear, pupils must complete a production log, detailing their COMBINATIONS‘journey’ of research from initial idea to completion of thefinal presentation. Achieving the top grades requires The EPQ is an excellent addition to all A level subjects. It isconsistency over the year, with documentation of decisions highly regarded by universities, and adds greatly to a pupil’sand thought-processes, alongside the final piece of work and profile. However, due to the high level of independent workpresentation. necessary, pupils should think carefully about how well it fits alongside their other A level choices. 36

academic year.The art portfolio is a course specifically designed to build up a HOW MUCH ‘TIME’ WILL IT TAKE UP?body of work for presentation in a portfolio to a professional  You will attend four periods a fortnight and will onlystandard. This includes digital portfolios that some universitiesare requesting for courses in architecture and photography. require that you bring the art pieces that need to bePupils will be taught different skills over the whole year on mounted to the lessons.different methods of mounting work such as windowmounting and group mounting. Pupils will be able to produce WHO IS IT FOR?concept boards as well as mood boards which would be used  This course is best suited to those with a creative abilityas an introduction to their portfolio and will be hugelybeneficial for university interviews. and would best suit those who undertake other creative subjects.WHY CHOOSE THIS OPTION?  It will be beneficial all pupils but particularly for those studying fine art, drama (photographic documentation), It gives you time to learn how best to present your work design and technology to present work at universities. in a professional and creative manner. The opportunity to extend on your own personal artistic interest by developing a style of presentation which is unique. It will help you understand the importance of presentation and give you all the skills you require to achieve the top standard in outcomes. The chance to choose from many different ways to display work creatively to enhance the specified conclusion. The final outcome will be a body of work mounted in a portfolio that will present your ability and talent in a convincing and inspiring manner.WHAT WILL THE LESSONS INVOLVE? This will take the format of looking and breaking down exemplar samples and one to one discussions with the teacher. We will experiment with many colour choices/variations/ balance, scale and format for presentation possibilities and mounting methods. There will be sessions on producing concept boards/ mood boards as a form of introduction to a body of work that follows.WHAT WILL THE PORTFOLIO LOOK LIKE? This will be a body of work made up of drawings, prints, photographs and paper based paintings, compiled and mounted to convey the creative journey of the pupil’s development. These boards could be set up as sample boards as well as finished works. The portfolio depending on size of work will be presented in an A1/A2 leather bound portfolio. The work may be displayed in plastic sleeved or stacked depending on university requirements.HOW WILL IT BE ASSESSED? Internal continual assessment of the portfolio ongoing during the year by your teacher. This will then be finally moderated by the Art Department at the end of the 37

WHY CHOOSE THIS OPTION? WHO IS IT FOR? This course is for anyone who enjoys reading and discussing The opportunity to work independently and creatively. what they have read. It will be beneficial all pupils but The freedom to choose written texts, which appeal to, particularly for those studying English (language or literature), a modern foreign language, an ancient language, and challenge you. classical civilisation or history and will be particularly The choice of creative responses, covering a range of valuable for those intending to read one of the above at university. genres. The final portfolio will be a reflection of you as a pupil – your interests and opinions; it will therefore be looked upon favourably by UCAS, as it will show your willingness to explore wider reading and respond critically (regardless of the subject you wish to study at university).WHAT WILL THE LESSONS INVOLVE?The format will be similar to that of a reading group: Discussion-based and with a focus on texts recommended by your teacher or members of the class. Some lessons may take place in the Library - a fantastic resource on offer to us. You must be prepared to engage with a breadth of written texts. In terms of producing the components of your portfolio, some lessons may involve looking at different written genres, writing your own response and redrafting in light of teacher feedback.WHAT WILL THE PORTFOLIO LOOK LIKE? A collection of well-presented, personal responses to what you have read. Your responses could include reviews, editorials, re- creative pieces, analytical essays etc. The best portfolios will include accurately written, well- considered pieces across a range of genres. It will also include response to a diverse selection of written texts e.g. fiction (pre and post twentieth century), biographies, magazine articles, online journals, texts in translation, reviews etc.HOW WILL IT BE ASSESSED?Internal assessment of completed portfolio by your teacher,later to be moderated by the English Department.HOW MUCH ‘TIME’ WILL IT TAKE UP?You will be required to read certain texts by a deadline butthese will be generous and take into account the workloadgenerated by your A level subjects. You will be required todo a certain amount of writing to create your portfolio.Some of this will be done at home but the majority withinthe timetabled lessons. The primary purpose of the courseis to promote enjoyment of reading. 38

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St John’s School 01372 373 000Epsom Road www.stjohnsleatherhead.co.ukLeatherhead [email protected] KT22 8SP 40