Norwich High School for Girls Sixth Form prospectus

Norwich High School: Preparing enterprising girls for life after school Sixth Form prospectus

GDST schools Where girls can When a girl joins a Girls’ Day School Trust (GDST) school, like Norwich High School, she becomes part of an exclusive community dedicated to empowering young women with the four Cs of a GDST education – courage, confidence, composure and commitment – ready for whatever future she chooses. A community that encompasses not just our own school but also our 25 sister schools and academies across England and Wales. A community where girls can join nearly 70,000 women in the GDST Alumnae Network, who provide a range of resources and social and professional contacts to help every girl as she makes her way in the world.

The Girls’ Day School Trust is the UK’s largest group of independent girls’ schools, a national leader in girls’ education. GDST schools and academies share an ethos and a proud heritage of girls-only education and are members of a unique network. Our students outperform their peers in public exams, but we strongly believe there’s so much more to a truly broad and balanced education than just stellar exam results. At our schools, girls can compete and collaborate with their peers in other GDST schools, taking part in Trust-wide events, rallies, performances and activities ranging from art, sport, music and creative writing through to foreign languages, debating, enterprise and digital technology, and even a nationwide bake-off.

Choosing a GDST school offers the peace of mind that comes from knowing your daughter’s school is part of an organisation with an unparalleled track record of achievement and stability.

A charitable organisation, based on enduring values and with over 140 years’ expertise in girls’ education, that always strives to put the needs and wellbeing of our girls first, and a place “where girls can”.

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Contents

Contents

Welcome from our Headmistress

GDST Schools – 2

Computer Science –19

Our Head Girl team – 4

Design Technology – 20

Welcome – 6

Drama & Theatre Studies – 22

9 reasons to study at NHS – 8

Economics – 24

World Class Universities (WCU) programme – 9

English Literature – 25 EPQ – 26

Choosing your A Levels – 10 Geography – 27 Joining our Sixth Form – 10 History – 28 A Level courses – 11 to 39 Latin – 29 Scholarships and Bursaries – 40

A Level courses Art & Design – 11 • Critical and Contextual Studies – 12 • Fine Art – 13 • Textile Design – 14

Mathematics – 30 Modern Foreign Languages – 31 • French – 31 • Spanish – 32 • German – 32 Music – 33

To study in our Sixth Form is to take a significant step towards independence, whilst enjoying the highly supportive and friendly environment of Norwich High School for Girls.

You will build on the confidence you have acquired throughout your GCSEs and leave school knowing your own strengths and ready to take on your next challenge.

We are incredibly proud of all our Sixth Formers, who are a credit to the school and to their families, and it is fitting that the Head Girl team provide the introduction to our prospectus.

They and all their peers are brilliant examples of why the Sixth Form is Norwich High School’s jewel in the crown.

PE – 34

Biology – 15

Physics – 35

Business – 16

Politics – 36

Chemistry – 17

Psychology – 37

Classical Civilisation – 18

Religious Studies – 38

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Mrs Kirsty von Malaisé Headmistress

Pioneering girls’ education since 1875 I have never felt as welcomed as I did when I walked into my new form room on my first day at Norwich High School.

This encompassing and comprehensive camaraderie has inspired me ever since I joined, and so I decided to run for Head Girl.

The young women who leave Norwich High School are confident, earnest, intelligent and eloquent; they are indeed ‘phenomenal women’, who break societal boundaries, become pioneers in their field, and think brilliantly.

Every girl here is wholeheartedly encouraged to pursue her passions, whether it be in arts and humanities or politics and science, because we are never defined or restricted by our gender. This is what I sincerely adore about Norwich High School for Girls.

Honestly, there is hardly anything I would change; I would only continue to nurture every girl for her individual talents.

Chloe Lansley Head Girl

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Our Head Girls

Our Head Girl team I was inspired to apply for Head Girl largely by past head girls as they have always been an influence on me during my time here.

Though I had little idea what the job actually entailed, the confidence with which they represented the school always inspired me.

The school itself was also a big factor. Having been a student at Norwich High School since Lower 2, I wanted to help lead the school so other girls could have the same rewarding experience.

I like many things about Norwich High School, for example the familiarity between students and staff, as I feel as if the teachers care about us as individuals.

The sense of community within the school as a whole is strong, between and within year groups.

I also particularly like the enthusiasm with which everyone embarks upon school activities whether that be school trips or charitable events like World Book Day. Rachel Nirmal Deputy Head Girl

Primarily I think what inspired me to apply for a position on the Head Girl team has been the former teams, all of whom have dedicated so much to the school and inspired me to do the same and go the extra mile for others as others have done for me.

I have been at Norwich High School for 12 years; this school has shaped my identity and given me the confidence to be myself. The Head Girl team is an opportunity to give back, and to help others realise what a great place this school is.

I have tried my best to support our school, staff and students, be this by offering to mentor younger students as a ‘Big Sister’ or joining in with a range of extra-curricular activities such as Young Enterprise, Tennis Box League, Gold DofE and Amnesty Club.

The creativity of both the Music and the Drama departments blows me away, and I try to be involved in whatever they do. A highlight of my year is ‘bussing-off’ to whatever far-flung location has been chosen for the music tour, where the sense of camaraderie really shines through.

I am a well-rounded student with many interests outside of school.

I have always set an example as an enthusiastic, approachable, determined, motivated and above all, friendly person.

I love the sense of community and outward-looking attitude; the school has provided incredibly diverse opportunities to go as far as India and the Indonesian rainforest.

I believe that as a school we perform well in every aspect, be it in academics or in our other many opportunities.

I would like to encourage people to approach everything with an open mind and push themselves to try new things.

Marina Ebbage Deputy Head Girl

Rebecca Possener Deputy Head Girl

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Welcome

Welcome from our Co-Directors of Sixth Form Welcome to Norwich High School Sixth Form. Our goal is simple: to enable you to fulfil your potential.

GDST reserved place within an industry insight event, the opportunities are wide and varied.

In school we also aim to provide you with a wealth of experiences. The Activities programme enables you to choose from a range of sporting, service and creative activities such as conservation, print making, trampolining and working in local primary schools. Our Societies offer enables you to take part in subject-based learning that is well-beyond curriculum specifications and is designed to give you that edge when applying for universities.

The Lunch and Learn programme is a further opportunity to explore new areas of academic thought, as speakers are invited into school to give you a flavour of the most current research in their field. Beyond this, our selection of clubs and informal activities is endless from hockey to drama, a capella singing to feminism and amnesty; and if we don’t have what you are looking for then we will invite you to start something new.

At our Sixth Form, emphasis is placed not only on academic excellence but also creativity, resilience, developing your skills as a learner, in leadership and beyond. My role is specifically to support your progress during your time with us. This involves providing pastoral care, being a listening ear and someone you can talk to about any concerns.

It also includes monitoring your progress and steering you back on track if you should veer off at any point. Ensuring you have an excellent PSHE programme that helps prepare you for life beyond school is also part of my remit. I also encourage you to develop yourself as an all-rounder, encouraging you to lead, get involved, try new things, take risks and explore skills and interests.

There is so much opportunity for you to explore in the Sixth Form. Whether this is getting involved in a GDST collaboration, taking part in a course run at GDST Trust office in London or securing a

Mrs Hazel Packer Co-Director of Sixth Form (Pastoral) 6

Welcome

Throughout your two years in the Sixth Form you will be fully supported in your Higher Education decision making process.

My role involves working with our Heads of Department, Tutors and our World Class Universities Co-ordinator to provide you with the best possible guidance and advice to help you make your next step.

sessions, speakers from university admissions services and visits to university open days.

We also have presentations from admissions tutors from both Cambridge and Oxford universities who provide information to help with the decision-making process. Students have the opportunity to attend the GDST Oxbridge Conference in July and then after a summer of wider-reading and preparation, they are able to discuss their subject with a specialist teacher in school.

Higher Education is addressed through PSHE sessions, our Lunch and Learn programme, individual careers appointments, as well as opportunities through the GDST with their career-start workshops and excellent alumnae links. You will be offered information and opportunities right from the first few weeks in the Lower Sixth, with a Higher Education Evening in February for students and parents.

There are further opportunities to present on a chosen subject to peers and staff and for practice interviews. All of this helps students to articulate ideas and think on their feet, and to be as prepared as possible for university interviews.

The real thrust of the process, however, begins in June with our Higher Education Days in our connected curriculum week when we launch you on your UCAS journey. There are specialist subject

Ms Ann McCourt Co-Director of Sixth Form (HE)

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9 reasons to study at NHS

9 reasons to study A Levels at Norwich High School for Girls 1. Our wide choice of A Level subjects and small class sizes allows each girl to be ambitious in her studies while receiving outstanding support and gaining the confidence to excel.

2. We have an excellent track record of girls gaining first choice places at their chosen University, underpinned by extensive careers advice, a wealth of educational trips, and a comprehensive programme of guidance.

3. Every girl has the chance to contribute to the wider school community, with an abundance of leadership and mentoring roles.

4. Girls are based in a superb, modern environment, designed to maximise space and light, creating a stimulating working environment for all. Modern teaching areas with a variety of technologies and formats enhance lessons and study time. The Sixth Form Centre also provides a variety of areas for informal study groups to meet, including a dedicated lecture hall.

5. This single site allows for the girls to have access to a diverse range of excellent facilities including: • a 25m indoor pool • an astro-turf pitch and several tennis courts • a spacious sports hall and fitness suite • a newly-renovated school library • a dedicated Music School • a state-of-the art performing arts centre and outdoor theatre • lots of beautiful green space, woodland and a Zen garden.

6. With an airy and spacious common room with kitchen and balcony, sixth formers are able to enjoy their own space and a high level of independence. They also have their own café and private garden.

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7. A n extensive selection of Music, Drama and Sport opportunities are available to all girls, as well as our outstanding Enrichment programme offering diverse and challenging content. We offer a full Activities programme which enables girls to engage in rewarding community projects.

8. A ll of our Sixth Formers are provided with their own laptop and full technical support, enabling each girl to work independently with the latest in computing technology.

9. A ll girls have unrivalled access to our network of over 70,000 GDST Alumnae who will provide support, mentoring and fabulous work experience placements.

WCU Programme

World Class Universities (WCU) programme At Norwich High School we believe that it’s good to aim high.

If you are intending to apply to Oxbridge, one of the other top seven UK World Class Universities, or a prestigious overseas institution, then we can provide you with tailored help and guidance. Admissions tutors are looking for students who will excite them intellectually. You will have plenty of opportunities to do this through the UCAS personal statement, the interview process and accompanying written tasks to show that you have this potential.

We can help you with this by offering the following support: • The school’s Oxbridge Information Evening, scheduled for April of each year – an insight into applying to and studying at Oxford and Cambridge.

•T he Oxbridge Conference run by the GDST. This takes place at an Oxford or Cambridge college in April and is aimed at Lower Sixth students.

•T he opportunity to link students with individual staff mentors who can provide guidance with further reading and other extension opportunities.

•A dvice from Heads of Department on preparation in your subject and on constructing your personal statement.

• I ndividual advice and support from dedicated staff.

• I nterview Preparation Sessions for Upper Sixth applicants each November.

•A programme of WCU talks

by Upper Sixth students in November / December, to allow students to practise their presentation skills.

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• Practice interviews with our network of university academies.

Applicants are also encouraged to attend Lunch and Learn sessions, contribute fully to our academic societies, enter external competitions such as the Cambridge Chemistry Challenge and the various Olympiad competitions on offer. We suggest that candidates take part in all aspects of this programme to ensure that they are as well prepared as possible for their university application.

More information is provided in the school’s World Class Universities Handbook, which you will receive upon joining the Sixth Form.

Results 2016

Choosing your A Levels We recommend you choose three subjects. You have a free choice of subjects and should begin by thinking about the subjects you enjoy at the moment. If you have a career or degree course in mind you should check the requirements of that course or career. It is normal for universities to specify at most two subjects as requirements. The third subject should be something you enjoy. For example, if you are wanting to study medicine, the majority of Medical Schools require you to have studied Chemistry and/or Biology, Maths or Physics with another subject.

A Levels have changed and are now all linear. This means that all of the exams will be at the end of the two year course. This is a major change to the structure of the Sixth Form and, in order to make the most of it, we are not going to be interrupting the course to sit AS examinations as they no longer form a part of the A Level grade.

Whilst recommending that you should study three subjects you will, in exceptional circumstances, be able to study four subjects. The fourth subject could be further maths, in which case you should talk to Mr Shepherd, or another subject, in which case you should seek advice before choosing your subjects.

Alongside your A Levels you have the opportunity to complete an Extended Project Qualification (EPQ).

We recommend that everyone studying three A Levels should also do an EPQ. This project is a chance for you to choose your own area of study, to investigate and research something outside your A Levels that interests you.

You can read more about EPQ on page 26.

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Joining our Sixth Form We admit girls directly to the Sixth Form on the basis of a minimum of six Grade Bs at GCSE, an interview and a report from their current school.

The best way to find out more about joining our outstanding Sixth Form is to attend one of our Open Events or join us for a tour. These will give you the opportunity to see how exceptional our Sixth Form is and to meet new friends, while experiencing our lively and welcoming community.

To find out more about visiting the Norwich High School for Girls or the application process, please contact Miss Ali Ready, our Registrar by calling 01603 453 265 or emailing admissions@nor.gdst.net

Art & Design

Art & Design The Art Department provides students with the opportunity to study A Level Fine Art, Textile Design or Critical and Contextual Studies.

All of these disciplines are taught in modern, purpose-built studios.

Within these inspirational working environments your creativity will flow, you will develop enhanced artistic skills and produce outstanding artistic creations.

Your work will be celebrated at several events or exhibitions including the formal End of Year Exhibition and outstanding annual Fashion Show that takes place in Eaton Grove Hall.

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Art & Design

Art & Design Critical and Contextual Studies The OCR A Level in Critical and Contextual Studies is focused specifically on topics and themes from the History of Art and World Art, but with an integrated and relevant portfolio of practical work.

A Level Critical and Contextual Studies provides opportunities for you to explore, research and analyse works of art, movements of art, and exhibitions of art.

You will communicate your critical understanding through practical

and written tasks. Project work can be presented in a variety of formats including, illustrated essays, visual diaries and film presentations.

Although first hand study of works of art is an essential component of this course, you will use a wide range of source materials, books, periodicals and web based resources to understand the social, religious and cultural contexts from which works of art, design and craft can be critically appreciated.

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You will complete a series of introductory projects before starting a Personal Investigation (60% of the A Level grade) and an examination project (40% of the A Level grade).

Critical and Contextual Studies A Level would provide a route in to Art History related degree courses or as an A Level qualification to support numerous arts, humanities or language degree course applications.

Art & Design

Art & Design Fine Art Fine Art provides a wide range of opportunities for you to develop advanced practical skills in a range of traditional and contemporary media.

Over recent years Norwich High School students have explored drawing, painting, print-making, sculpture, digital photography and film-making as part of their project work. The course also requires students to critically study works of art and gain a knowledge

and understanding of the artwork of artists, artistic styles and periods of art history. Importantly, studying Fine Art fosters creative thinking and encourages the development of independent study skills.

Students complete a series of introductory projects before starting their Personal Investigation (60% of the A Level grade) and an examination project (40% of the A Level grade).

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Over the past few years students from Norwich High School have gained places at top university art departments and internationally famous colleges of art including Ruskin School, Oxford, Glasgow School of Art, Edinburgh University, Chelsea and Central St. Martin’s College of Art & Design.

Art & Design

Art & Design Textile Design This Textiles qualification provides you with several opportunities to develop practical skills in a range of traditional and contemporary practices.

It involves the exploration of a variety of materials, techniques and processes in a structured format that encourages you to be both expressive and ambitious in the production of your design work.

The course encourages the use of natural and man-made materials in the investigation of different aspects of design. Often projects reflect and draw inspiration from current trends seen within the fashion industry.

You will complete an introductory project, before starting a Personal Investigation (60% of the A Level grade) and an examination project (40% of the A Level grade).

Over the past few years students from Norwich High School have gained places at top university art departments including Central St. Martin’s College of Art & Design, University of Brighton, Norwich University of the Arts and Bath University.

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Biology

Biology You will cover an expansive range of both human and plant topics for A Level Biology. Complex subjects such as genetics and gene cloning techniques are also studied in depth.

Topics studied and examples of content include: • Biological molecules – how all life on Earth shares a common chemistry, providing indirect evidence for evolution.

• Cells – the basic common features of cells and the differences formed by the addition of extra features.

• How organisms exchange substances with their environment – understanding how the internal environment of a cell or organism is different from its external environment.

• Genetic information, variation and relationships between organisms – how biodiversity is reflected in the vast number of species of organisms, in the variation of individual characteristics within a single

species and in the variation of cell types within a single multicellular organism.

•E nergy transfers in and between organisms – how life depends on continuous transfers of energy; photosynthesis and respiration.

•H ow organisms respond to changes in their internal and external environments – stimulus, receptors, effectors and coordinators.

•G enetics, populations, evolution and ecosystems – how the theory of evolution underpins modern Biology; that all new species arise from an existing species.

•T he control of gene expression – understanding that cells are able to control their metabolic activities by regulating the transcription and translation of their genome.

Practical skills make up a significant proportion of the course material, and a variety of functional activities are undertaken to achieve this.

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Prior knowledge and relevant subject combinations A Level Biology students need to be very confident Biologists, Chemists and Mathematicians.

A ‘B’ grade in all of these subjects at GCSE should be considered a minimum requirement for starting this course. At least 10% of the Biology assessments will require the use of mathematical skills at the minimum standard of higher tier GCSE Mathematics.

What can Biology students do next?

Students can progress to degrees courses or a wide variety of careers in Biomedical Science, Ecology, Physiotherapy, Environmental Biology, Neuroscience, Biological Sciences, Zoology, Dental Hygiene, Primary Education, Veterinary Medicine, Dentistry or Medicine.

Business

Business The Business A Level opens pathways to both higher education and employment opportunities in a range of business areas. You will develop skills, knowledge, and understanding in an academic context.

You will learn and use a variety of skills throughout the course, such as collecting, analysing and interpreting data, communicating your findings in different ways and identifying and developing the links between different parts of the subject. These skills are in great demand and are recognised by employers and universities as being of great value. ieldwork and industrial visits F form an important component of the course. A Level Business Studies retains its place as one of the most popular Business related course choices amongst UK undergraduates.

Subject content: •W hat is business?

•M anagers, leadership and decision making •D ecision making to improve marketing performance •D ecision making to improve operational performance •D ecision making to improve financial performance •D ecision making to improve human resource performance •A nalysing the strategic position of a business •C hoosing strategic direction •S trategic methods: how to pursue strategies •M anaging strategic change Real life skills You will develop the knowledge and skills needed to analyse data, think critically about issues and make informed decisions – all skills that are needed for further study and employment.

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Assessment The programme is entirely examination based. Question papers use a variety of assessment styles including multiple choice, short answer, data response, essay and case studies so that students feel more confident and can engage with questions.

Real life case studies are used wherever possible throughout the course, in order to equip you with the ability to apply your new skills and knowledge to real situations.

Entry Requirements The most important thing you need is a lively and enquiring mind, an interest in business, a willingness to explore new ideas and an ability to communicate your ideas effectively. It is not a requirement that you have studied Business before. Several topics covered in the course are developments of work covered in a range of other GCSE programmes.

Chemistry

Chemistry Chemistry is a very popular A Level choice. Chemistry and the chemical sciences can open up a world of possibilities and expand your choices for the future. No matter how the world continues to change, Chemistry will always be at the centre of science and at the heart of life.

An education in Chemistry gives you the skills needed for a wide range of careers.

You will need to study Chemistry if you are intending to go to university to study Medicine, Pharmacy or Veterinary Science.

It is also the gateway to other exciting careers such as Chemical Engineering, Forensic Science, Oceanography and Environmental Science. You could end up doing anything from analysing the light from distant stars to developing new fuels for the future. The possibilities are endless!

Like all sciences though, it is challenging and represents a very significant step-up from IGCSE, even if you have studied the Triple Award. It is advisable to have at least an A grade in both

IGCSE Chemistry and IGCSE Mathematics if you want to do Chemistry at A Level.

How is the work assessed?

You will have regular tests throughout the year to assess your understanding of each topic.

These tests are written and marked by the Chemistry Department to provide you with regular feedback on your progress.

The A Level is comprised of six modules: Module 1: Development of practical skills Module 2: Foundations in chemistry •A toms, compounds, molecules and equations.

•A mount of substance.

•A cid-base and redox reactions.

•E lectrons, bonding and structure.

Module 3: Periodic table and energy •P eriodic table and periodicity.

•Q ualitative analysis.

•E nthalpy change.

•R eaction rates and equilibrium (quantitative).

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Module 4: Core organic chemistry • Basic concepts.

• Hydrocarbons.

• Alcohols and halogenoalkanes.

• Organic synthesis.

• Analytical techniques (IR, MS).

Module 5: Physical chemistry and transition elements • Reaction rates and equilibrium (quantitative).

• pH and buffers.

• Enthalpy, entropy and free energy.

• Redox and electrode potentials.

• Transition elements.

Module 6: Organic chemistry and analysis • Aromatic compounds.

• Carbonyl compounds.

• Carboxylic acids and esters.

• Nitrogen compounds.

• Polymers.

• Organic synthesis.

• Chromatography and spectroscopy (NMR).

Classical Civilisation

Classical Civilisation If you are inspired by the cultures of Greece and Rome, you will love this A Level course.

The breadth of Classical Civilisation enables you to investigate literature, history, art history and archaeology within the same subject and gives you a wide range of skills which can be applied within and beyond many higher education courses. This quality also ensures that it is an excellent course to complement other arts subjects, including English Literature and History.

Classical Civilisation lessons are taught by two members of the department, who have significant experience and extensive specialist knowledge.

Through a mixture of visual and source-based topics, as well as

studying literature and drama in translation, you will investigate some fascinating topics in great detail. You will further your understanding of the foundations of our society and learn more about the influence of ancient civilisations on our modern world.

• If you appreciate subjects such as English, History, Philosophy, RS or Art you will relish the challenge of Classical Civilisation.

• It doesn’t matter if you have not studied Latin or Greek; this course does not involve linguistic work.

Why should I choose Classical Civilisation in the Sixth Form?

•B ecause you already enjoy it or have never had the chance to study the subject before.

You do not need to have studied the subject at GCSE to study it at A Level.

•C lassical Civilisation is held in the same regard as any other humanities subject, and universities are impressed by students who achieve well in such a challenging course of study.

How is Classical Civilisation examined at A Level?

Our examination board is still under review but is likely to be OCR. There is one compulsory module entitled ‘The world of the hero’, based around Homer’s Odyssey, as well as two component groups (‘Culture and the arts’ and ‘Beliefs and ideas’) from which we are able to choose preferred topics, such as Greek theatre and religion.

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Computer Science

Computer Science Why study Computer Science in the Sixth Form?

Computer Science is a field in which there is a high demand for graduates, with many companies actively recruiting females with an appropriate degree. If you are wishing to pursue the subject at university, this A Level is a sound introduction and is welcomed by many top universities.

course will be on the theory of computer architecture, software development and data.

be assessed by two papers and an independent programming project as below:

In addition, there will be a practical programming project where you can demonstrate the skills you have learnt by creating a system from start to finish, including planning, designing, programming, testing and documentation.

An A Level in Computer Science is also beneficial for those wishing to study Mathematics, Engineering or other scientific subjects. Programming usually forms an essential part of these courses at top level universities.

If you are interested in careers in other subjects, you can still benefit from this course as technology pervades the modern workplace, and those who understand how these systems work will have the edge.

The course will provide you with the opportunity to explore the machines we use every day and take for granted – from the ‘cloud’ to the smartphone in your pocket. Topics covered will include understanding how computers are networked to exchange data over wide areas such as the internet, learning how to create databases which are the backbone of many popular applications like Facebook, and scripting web pages in HTML, CSS and JavaScript.

Component 1: Computer Systems (40%) • The characteristics of contemporary processors, input, output and storage devices • Software and software development • Exchanging data • Data types, data structures and algorithms • Legal, moral, cultural and ethical issues

What will I learn about?

The course will have a strong emphasis on abstract thinking, problem-solving, algorithmic and mathematical reasoning, scientific and engineering-based thinking.

The skills and strategies acquired whilst learning to programme at this level are themselves a good foundation for working in many disciplines. The other focus of the

This course does not have any pre-requisites and can be successfully studied by anyone with an interest in the subject who has some experience of programming using a code-based language.

At Norwich High School you will study the OCR Computer Science (H446) A Level Course which will

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Component 2: Algorithms and Programming (40%) • Elements of computational thinking • Problem solving and programming • Algorithms to solve problems and standard algorithms Component 3: Programming Project (20%) You will choose your own computing problem to work through and the project will involve: • Analysis of the problem • Design of the solution • Developing the solution • Evaluation

Design Technology

Design Technology 2017 will see the introduction of a brand new series of examinations and specifications in Design Technology at GCSE, A Level. Final decisions have yet to be made regarding which Examination Board and which specification we will follow, but it is likely to be AQA Product Design 7552. At the moment this is at the second draft phase and awaiting accreditation by Ofqual.

The new specification has been publicised as : ‘…modern and relevant, so students can learn about contemporary technologies, materials and processes, as well as established practices. The new qualifications place greater emphasis on understanding and applying iterative design processes. Students will use

their creativity and imagination to design and make prototypes that solve real and relevant problems, considering their own and others’ needs, wants and values.’ The overarching principles of Product Design and Technology are unchanged and the details below are accurate for all of the available examinations.

Why study Product Design?

Careers in Engineering, Architecture, Interior design, Product Design and Education are just a few avenues that you might be considering.

Design Technology can balance perfectly with Physics and Mathematics, Economics and Business Studies or Art and Textiles. It really depends upon

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your personal interests and drive.

Product Design and Technology can adapt to suit your own pathways as long as you have enthusiasm and energy in abundance.

In general terms you will follow this framework: • initiate design solutions, develop, test and trial working and existing concepts, models and prototypes.

• develop and sustain imagination, innovation and flair when working with concepts and materials.

• develop an understanding of contemporary design and technological practices, and consider the uses and effects of new technologies and modern materials.

• develop thinking skills, financial capability, enterprise and entrepreneurial skills.

Design Technology

There are two areas of focus for Advanced study: The design and manufacture of quality products.

You will create products that are fit for purpose, satisfying wants and needs and enhancing our day-to-day lives. Most importantly, you will have the opportunity to demonstrate a range of design and technological techniques.

Exploring ideas of originality and value are key aspects of this course. You will question concepts and challenge obvious or known solutions, developing a range of skills enabling you to create products of an excellent standard.

Products could focus on any area for development from seating and storage to lighting and jewellery.

Understanding materials, components and processing.

You will gain a refined and deeper understanding of materials; • wood and man-made board • laminates and veneers • ferrous and non-ferrous metals • alloys, polymers and composites •S mart and modern materials, components and adhesives.

Other topics of study will include: •M anufacturing including fabrication, forming, wasting and CAM processing •E nvironmental and sustainability matters • Ergonomics and anthropometrics • I nclusive design and consumer safety •H ealth & Safety and Quality Control.

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The theoretical understanding of materials and processing is at the core of the design process.

We will explore and investigate, we will stretch boundaries and dig deeper, trying out new ideas and learning from different cultures as well as historical and existing trends.

“ The only thing you need to invent is an imagination.”

Thomas Edison.

Drama & Theatre Studies

Drama & Theatre Studies Why study Drama & Theatre Studies at A Level?

A Level Drama & Theatre Studies offers you the chance to work creatively and practically, to marry theory with practice, to realise your own ideas with a sense of maturity and to contribute as part of a team. Evaluating objectively the influences that cultural and social contexts have on decision making are key aspects of this course.

You will develop skills that are not just essential for Drama, but applicable to a wide range of higher education subjects and in the workplace. This course refines your collaborative skills, improves your analytical thinking and your approach to research.

The excellent facilities in the Dorothy Bartholomew Studio enable us to facilitate an extensive range of methods for completing

practical coursework. This approach has helped previous students to achieve top grades in acting, directing, costume design, set design and lighting.

There are many other opportunities available to you including auditioning for our Drama Exhibition or becoming the school Drama Captain, playing a key role in running the co-curricular Drama provision and supporting the department in general.

AQA (7262)

Norwich High School students working as actors and directors in theatres across the country, with one even creating the ‘Norwich Young People’s Theatre’, an award-winning local theatre company.

Whatever your next step may be, you will emerge with a toolkit of transferable skills essential for your future steps.

While GCSE Drama will prepare you excellently for this A Level, students who have taken part in co-curricular drama or individual drama examinations are also well prepared for this course.

Structure and Assessment: A Level Drama & Theatre Studies develops practical creativity alongside research and theoretical understanding. You will learn primarily through experience, seeing theatre and making theatre for yourself.

Many students have gone on to study Drama at their first choice University or Drama School, with several setting up their own drama groups. Currently, there are former

By being introduced to and exploring a wide range of theatrical styles and contexts, you will devise and work on your own unique performances.

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Drama & Theatre Studies

This A Level is made up of three main components: Component 1: A three hour written examination (worth 40%) In preparation for this exam, you will study and explore two set plays; Shakespeare’s Much Ado About Nothing and Wertenbaker’s Our Country’s Good. Study will be targeted at developing ideas for how the plays may be interpreted and performed. You will also learn how to analyse and evaluate the work of live theatre makers.

Our previous students have been inspired by theatre visits to see performances of the highest quality, such as Our Country’s Good at the National Theatre, A Curious Incident of the Dog in the Night-Time at Norwich Theatre Royal, A Midsummer Night’s Dream at the Globe, Electra at the Old Vic, and The Cherry Orchard at the Young Vic.

Component 2: Creating original drama You will go through the process of creating devised drama.

This will culminate in a performance, in which you may contribute as a performer, designer or director. The devised piece must be influenced by the work and methodologies of one prescribed practitioner. In the past, students have been influenced by Beckett, Artaud and Emma Rice.

A working notebook of the creation process will need to be submitted as well.

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Component 3: Making theatre This component involves practically exploring and interpreting three extracts from three different plays. Methodology of a prescribed practitioner will be applied to all. The third extract is to be performed as a final assessed piece, in which you may contribute as a performer, designer or director. A reflective report analysing and evaluating the original theatrical interpretation of all three extracts will also need to be completed.

Economics

Economics A Level Economics will enable you to analyse current economic problems and issues by applying theory, and to appreciate the inter-relationships between micro-economics and macro-economics.

The content is engaging and up-to-date, enabling you to relate what you learn to the world around you, locally, nationally and globally.

Subject content Individuals, firms, markets and market failure •E conomic methodology and the economic problem • I ndividual economic decision making •P rice determination in a competitive market •P roduction, costs and revenue •P erfect competition, imperfectly competitive markets and monopoly •T he labour market •T he distribution of income and wealth: poverty and inequality •T he market mechanism, market failure and government intervention in markets The national and international economy •T he measurement of macro-economic performance •F inancial markets and monetary policy

• How the macro-economy works: the circular flow of income, AD/AS analysis, and related concepts • Economic performance • Fiscal policy and supply-side policies • The international economy Real-life skills You will develop the knowledge and skills needed to understand and analyse data, to think critically about issues and be able to make informed decisions.

When evaluating arguments, you will understand the importance of both qualitative and quantitative evidence.

Assessment The programme is entirely examination based. Question papers use a variety of assessment styles including real-life case studies and data exercises to better prepare students for further study and employment. The exam covers a range of skills such as data response, essay writing and responses to pre-released data.

Entry Requirements You do not need to have studied Economics at GCSE in order to take an A Level course in this subject. The course is not mathematical in content. It is important that you have an interest

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in economic affairs and a desire to explore why and how the study of Economics contributes to an understanding of the modern world. This course is suitable for any student who wants to pursue a career in an economics-related profession, or who will enjoy studying a subject that affects her own everyday life.

Students with A Level Economics have access to a wide range of possible career and higher education opportunities. You learn and use a variety of transferable skills throughout the course.

These include collecting and analysing economic information from different sources, development of written communication, problem-solving and evaluation skills.

These skills are in great demand and are recognised by employers, universities and colleges as being of great value. Economics combines well with a range of social science and humanities subjects which lead to university courses in areas such as law, business, accounting, politics and of course, economics.

English Literature

English Literature “Studying English Literature at school was my first and probably my biggest step towards mental freedom and independence.

It was like falling in love with life.” Ian McEwan Why study English at A Level?

Do you enjoy reading, writing and discussion? Do you have an interest in the theatre and cinema?

Are you an imaginative person who is interested in exploring ideas?

Do you want to develop your analytical skills and become an independent thinker?

What happens in lessons?

A seminar approach predominates, stimulating genuine discussion within a relaxed and supportive environment. There is a free and lively exchange of ideas, where every voice is heard and respected.

Text choices are high-quality, challenging and student-friendly.

Class papers, student presentations and viewings of relevant film adaptations or arts programmes supplement these general group discussions.

Most A Level lessons take place in L33, a beautiful and spacious room in Lanchester House.

Theatre trips, workshops and competitions Where possible, you will attend productions or lectures about set texts. In recent years we have seen live performances of Marlowe’s Dr Faustus (London), Othello (Norwich), and A Streetcar Named Desire (Bury St Edmunds).

We have attended a lecture

by Professor Sarah Churchwell on her book Careless People which explored the contexts of The Great Gatsby, and attended a series of lectures in Cambridge on Paradise Lost.

You will have the opportunity to participate in a range of competitions including The Annandale Reading Competition where you read two short texts in a lively and expressive style and The Pamela Homer Prize for Creative Writing.

English Literature complements most other A Levels and combines particularly well with arts subjects.

English Literature is held in very high regard by universities and enables students to gain transferable skills in written and spoken communication.

Course structure and assessment A Level Drama and Poetry Pre-1900 Section 1 – Shakespeare: • The Tempest Section 2 - Drama & Poetry Pre-1900: • Webster: The Duchess of Malfi • Milton – Paradise Lost Books 9 & 10 Comparative and Contextual Study American Literature 1880-1940: • F Scott Fitzgerald: The Great Gatsby • Willa Cather: My Antonia • Unseen Prose extracts Literature Post 1900 Either the writing of DH Lawrence and contemporary poetry or 20th century Irish Literature.

“ English is brilliant!

Immersing yourself in a huge variety of texts, de-coding language and debating character traits...

English Literature at A Level is simply fantastic!”

A current A Level student

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EPQ

Extended Project Qualification The Extended Project Qualification is an opportunity for you to research a topic of your choice and then write a 5,000 word dissertation that answers a specific question.

Students are required to analyse their own work and deliver a presentation on their ‘project journey’ and outcomes. This qualification is equivalent to half of an A Level and is very highly regarded by universities.

Project Information To succeed in the EPQ you will have to display the following qualities: • You are able to manage your time effectively to complete a project to a high standard.

• You are self-motivated, determined and committed.

• You enjoy working independently and with others demonstrating self-reliance and teamwork where necessary.

• You have a passion for learning and enjoy a challenge!

What will I learn?

•R esearch methods •D ealing with ethical issues •P resentation skills •A ction planning •P roject management skills •S elf and peer-evaluation skills Titles The following is a list of titles that pupils have successfully completed, showing the breadth and diversity that can be achieved with the EPQ: •A comparison between how national and local Norfolk companies promote environmental sustainability •H ow did the Meiji Restoration affect the culture, politics and international relations of Japan?

•H ow has the globalisation of Starbucks affected local communities?

•D oes nanotechnology have the potential to advance medicine?

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Supervision A personal supervisor will be allocated to support you and your project, helping to review and evaluate your personal learning and development. The rest of the project is to be completed independently.

Timeline • June: Decide on a topic area and complete initial planning.

• Summer Holidays: Research your chosen topic area and complete a project proposal if not done already.

• September: Planning reviews should be completed.

• October: Progress update interviews with your supervisor.

• November: Mid-review.

• January/February: Written product to be completed and seen by your supervisor and coordinator by this date. End of project review.

• March: Presentations to be completed by this date. Final submission date for project dissertation and production log.

Geography

Geography The OCR A Level in Geography has been designed to give learners the knowledge, understanding and skills necessary to become engaged global citizens. Through the study of dynamic and contemporary content, learners can understand and interact with issues which affect people and places at a range of scales from local to global.

Topics include ‘hazards’ and ‘urban environments’, as well as new subjects such as the ‘Carbon and water cycles’, ‘Glaciated environments’ and ‘Food supply’.

With three academic staff members in the department, we are able to offer focussed teaching and personal supervision, supported by state-of-the-art fieldwork equipment and interactive whiteboards in all geography rooms.

Fieldwork in A Level Geography The full A Level includes a personal geographical investigation based

on fieldwork carried out during a six-day field trip to Wales in March. The field trip will take you to Cardiff to look at contemporary urban change and inequality, to Aberystwyth to study glaciation and then to Snowdonia to examine drainage basin hydrology.

The investigation paper is approximately 3,000 words long and comprises 20% of the final A Level grade. You will leave the school with fun and happy memories of this week away.

New opportunity – International fieldwork to Iceland This year we are visiting Iceland to explore this country’s fascinating physical geography, an amazing opportunity to enrich your Geography studies further.

The five-day itinerary includes the Golden Circle tour which allows you to visit some of Iceland’s most stunning sights, such as the Geysir Geothermal Area, Gullfoss (also known as Golden Falls) and Thingvellir National Park, where the American and Eurasian

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tectonic plates are diverging.

The Reykjanes Peninsula is home to several high-temperature geothermal areas, the Blue Lagoon and many recreational activities. The South Shore Tour visits Seljalandsfoss waterfall, Solheimajokull Glacier, coastal cliffs and spectacular basalt column rock formations.

Exams and Assessment The A Level comprises of: • two 1 hour 30 mins examination papers – one on physical geography and one on human geography • one 2 hour 30 mins examination paper – focusing on geographical debates at the end of the two year course. These include a range of short and medium responses, essay style questions and geographical skills.

History

History Why choose History at A Level?

An understanding of the past is essential to understanding the world in which we live. As individuals, as communities and as nations. History is vital to our sense of identity and purpose.

But there is more to history than this. History is the study of the interactions between fascinating people and peoples.

What makes History great at A Level is the opportunity to discuss, question, challenge and create new arguments about historic events and decisions.

In the process we learn more about the past and often even more about ourselves.

A Level History (AQA) At A Level we follow a programme of breadth, looking at late nineteenth and twentieth century America, considering the formative political, social and economic forces which led to the making of a

Superpower. We combine this with a depth study on the politically turbulent excitement of The Wars of the Roses (1450-1499). In the second year this will be further developed by an Independent Investigation which will develop the research skills necessary for further independent study in a variety of disciplines at University.

In both topics you will develop your ability to assess evidence, develop creative arguments and think and reason logically. You will also be exposed to the views of other historians and encouraged to think critically about the views of others and develop informed and creative arguments of your own.

These topics will be assessed by two examinations at the end of second year, with the submission of an Independent Study.

History is a highly regarded academic subject with both universities and employers appreciating the skills of lucid

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communication, intelligent argument, purposeful research and independent thinking which the discipline cultivates.

We will also be taking trips to New York and Washington during the course and other short trips within the UK. We will also be engaging with relevant conferences and speakers.

“ Understanding history will make you a better citizen and more appreciative of the law and of freedom… but it is also an immense pleasure – the way art is, or music is, or poetry is. And it’s never boring!”

David McCullough (US Historian)

Latin

Latin If you are inspired by the language and culture of Ancient Rome and you have a strong GCSE in Latin, you will relish this A Level course.

Studying Latin at A Level will enable you to become a confident linguist as well as a critical analyst of Latin literature. During this course, you will enjoy reading prose and verse texts written by famous Roman authors such as Virgil, Ovid, Cicero, Horace, Catullus and Tacitus. You will translate and analyse these texts from a historical, social and literary perspective and become immersed in the myths and legends of the Roman world as well as its gritty political realities.

Latin lessons are taught by at least two members of the department, each of whom brings experience

as well as their own specialisms to the study of Latin. Your teachers will pass on their own expertise in Latin grammar as well as their enthusiasm for the stories and genres of the different literary texts.

Having studied for your GCSE in Latin, you will be well-equipped with the skills which you need to tackle A Level Latin.

How is Latin examined at A Level?

Our examination board is OCR. At the end of the two years, you will complete: • t wo language papers: • Unseen Translation (1 hour 45 min – 33%) • Prose Comprehension (1 hour 15 min – 17%) • two literature papers • Prose (2 hours – 25%) • Verse (2 hours – 25%)

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Why should I choose Latin in the Sixth Form?

• Because you already enjoy it from studying Latin GCSE. • You are considering reading Classics or a related subject at university.

• It is a subject that is highly-regarded by universities and employers as providing an intellectually demanding training that values attention to detail.

• You will develop transferable skills and improve your powers of analysis and evaluation.

• You are looking for a rewarding subject to complement your other choices.

Mathematics

Mathematics Why Study A Level Mathematics and Further Mathematics?

Mathematics and Further Mathematics are versatile qualifications that are well respected by universities and employers alike. Careers for women with good mathematical skills and qualifications are frequently well paid, interesting and rewarding. Whilst the number of young people studying A Level Mathematics is increasing there is still a huge demand from science, engineering and manufacturing employers.

Many employers value A Level Mathematics qualifications as they demonstrate an ability to think logically and analytically. Through solving problems you develop resilience and are able to think creatively and strategically.

The writing of structured solutions, proof and justification of results help you to formulate reasoned arguments. You will have demonstrated excellent numeracy skills and the ability to process and interpret data.

For progression to many courses at university it is important to have strong mathematical skills and it is an essential requirement for many courses in science, technology, engineering and, of course,

mathematics. The skills you learn in A Level Mathematics are of great benefit in other A Level subjects such as Physics, Chemistry, Biology, Computing, Geography, Psychology, Economics and Business Studies.

A Level Mathematics is an interesting and challenging course which extends the methods you have learnt at GCSE and is made up of ‘Applied Mathematics’ and ‘Core Mathematics’.

Applied Mathematics This is the mathematics which is used to describe or to solve ‘real-world’ situations and problems. Within this section there are three main areas: Statistics, Mechanics and Decision Mathematics.

Statistics – Collecting and analysing data and using this to make predictions about future events. Many subjects make use of statistical information and techniques. An understanding of probability and risk is important in careers including insurance, medicine, engineering and sciences.

Mechanics – Modelling and analysing the physical world around us, including the study of

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forces and motion. Mechanics is particularly useful to students studying physics and engineering.

Decision – Using algorithms and other methods to find efficient solutions to real life problems, such as finding the shortest route around a network. The techniques are important in business, logistics and computer science.

Core Mathematics The easiest way to think of Core Mathematics is that it is mathematics done for its own sake. In fact, it is not that simple, because even the most abstract mathematics will usually have applications.

For example, ‘Number Theory’ is now considered vital in computer encryption systems despite originally being studied for its own sake initially.

Further Mathematics A Level Further Mathematics is both fun and rewarding.

It broadens your mathematical skills and promotes deeper mathematical thinking. You will be introduced to interesting new areas of pure mathematics such as complex numbers and be able to apply mathematics in a wider range of contexts.

MFL – French

Modern Foreign Languages French, German and Spanish Choosing to study a Modern Foreign Language at A Level will enable you to develop and build on your skills and knowledge acquired at GCSE. It will also enhance your employment prospects and facilitate foreign travel. Finally, it will provide an insight into another culture and society as well as providing you with a sound basis for further study.

The A Level in Modern Foreign Languages (MFL) covers Social issues and trends, Artistic culture, Grammar, and one film and literary text for each language.

For further information about the assessments in MFL, please speak to one of our MFL teachers.

French Year 1 1. Social issues and trends: • The changing nature of the family (La famille en voie de changement) • The ‘cyber-society’ (La cyber-société) • The place of voluntary work (Le rôle du bénévolat) 2. Artistic culture: • A culture proud of its heritage (Une culture fière de son patrimoine) • Contemporary francophone music (La musique francophone contemporaine) • Cinema: the 7th art form (Cinéma: le septième art) 3. Grammar 4. Works: • Literary text: Camus - ‘L’étranger’ • Film: La Haine

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Year 2 1. S ocial issues and trends: Aspects of French-speaking society: current issues • Positive features of a diverse society (Les aspects positifs d’une société diverse) • Life for the marginalised (Quelle vie pour les marginalisés?)

• How criminals are treated (Comment on traite les criminels) 2. P olitical and artistic culture: Aspects of political life in the French-speaking world • Teenagers, the right to vote and political commitment (Les ados, le droit de vote et l’engagement politique) • Demonstrations, strikes – who holds the power?

(Manifestations, grèves – à qui le pouvoir ?)

• Politics and immigration (La politique et l’immigration) 3. I ndividual Research Project (SEE PAGE 32)

MFL – Spanish

Spanish

German

Year 1 1. Social issues and trends: • Modern and traditional values (Los valores tradicionales y modernos) • Cyberspace (El ciberespacio) • Equal rights (La igualdad de los sexos)

Year 1 1. Social issues and trends: •T he changing state of the family (Familie im Wandel) •T he digital world (Die digitale Welt) •Y outh culture: fashion and trends, music, television (Jugendkultur: Mode, Musik und Fernsehen)

2. Artistic culture: • Modern day idols (La influencia de los ídolos) • Spanish regional identity (La identidad regional en España) • Cultural heritage or cultural landscape (El patrimonio cultural) 3. Grammar 4. Works: • Literary text: Gabriel García – ‘Márquez El coronel no tiene a quien le escribe’ • Film: María, llena eres de gracia Year 2 1. Social issues and trends: Multiculturalism in Hispanic society • Immigration (La Inmigración) • Racism (El Racismo) • Integration (La Convivencia) 2. Political and artistic culture: Aspects of political life in the Hispanic world • Today’s youth, tomorrow’s citizens (Jóvenes de hoy, ciudadanos de mañana) • Monarchies, republics and dictatorships (Monarquías, repúblicas y dictaduras) • Popular movements (Movimientos populares) 3. Individual Research Project (SEE RIGHT COLUMN)

2. Artistic culture: •F estivals and traditions (Feste und Traditionen) •A rt and architecture (Kunst und Architektur) •C ultural life in Berlin, past and present (Das Berliner Kulturleben damals und heute) 3. Grammar 4. Works: •L iterary text: Schlink – ‘Der Vorleser’ •F ilm: Good bye, Lenin!

Year 2 1. Social issues and trends: •M ulticulturalism in German-speaking society • I mmigration (Einwanderung) • I ntegration (Integration) •R acism (Rassismus) 2. Political and artistic culture: •A spects of political life in the German-speaking world •G ermany and the European Union (Deutschland und die Europaïsche Union) •P olitics and youth (Die Politikund die Jugend) • German re-unification and its consequences (Die Wiedervereinigung und ihre Folgen) 3. Individual Research Project (SEE RIGHT COLUMN)

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Individual Research Project • Students must identify a subject or a key question which is of interest to them and which relates to a country or countries where the target language is spoken. They must select relevant information in the target language from a range of sources including the internet. The aim of the research project is to develop research skills.

Students will demonstrate their ability to initiate and conduct individual research by analysing and summarising their findings, in order to present and discuss them in a speaking assessment.

• Students may choose a subject linked to one of the themes or sub-themes or to one of the works. However, students must not base their research on the same literary text or film that they refer to in their written assessment.

• Students should each choose a different subject for their research. However, if more than one student selects the same general subject area, the title of their research and their approach must be different.

Music

Music Our A Level in Music is ideal for any budding performer, fully supported by a plethora of additional opportunities only available from the Norwich High School Music department.

An A Level in Music is weighted towards performance, with 35% of the course being assessed on performance. You will have the opportunity to perform as: • a soloist • an ensemble • a vocalist • part of a music production 25% of the qualification is allocated to composition, which is split into two halves: • techniques or harmony • free composition.

For the final 40% you will study a range of outstanding music.

Historical and Analytical Studies involve appreciating set works in jazz and classical, romantic, baroque and 20th century styles.

If you wish to sit an additional performance examination, you can take Associated Board of the Royal Schools of Music assessments while taking A Level Music.

It is our aim to provide additional performance opportunities for everyone in our choirs, orchestra, wind band and a whole host of ensembles.

We attend tours, concerts, musicals, festivals and take part in opportunities such as the Army Minden Band and Glyndebourne workshops.

We perform in school, in and around Norwich and Norfolk, and all across Europe.

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This year we went to Venice and Lake Garda, and we are currently planning our 2017 tour to the Costa Brava, Spain. Our Carol Service each year takes place in the wonderful surroundings of Norwich Cathedral. Our annual Choral Concert also takes place there and is accompanied by our own orchestra supported by some adult professionals. Last year we performed Mendelssohn’s ‘Elijah’ and next year we are performing the Duruflé Requiem and compositions by Poulenc with an international soprano coming to sing the solo.

There are numerous performance opportunities with Assemblies, soirées, Scholars’ Concerts at major venues around Norfolk, and concerts in Eaton Grove Hall.

PE

PE We are now following a new specification implemented in September 2016, with the following weighting: • Theory – 70% • Practical/Coursework – 30% Why study PE at A Level?

• PE is a broad subject which covers lots of different topics.

• This subject relates well with other subjects such as Biology, History, Psychology and Chemistry.

• You will get the opportunity to study your chosen sport in greater depth.

• You will develop your coaching and umpiring skills in a sport of your choice.

Prior knowledge and relevant subject combinations: Studying GCSE PE is an advantage, but not a necessity.

It is important that you participate in at least one sport regularly outside of school. This should be at least at club level.

Most subjects complement A Level Physical Education well. This is particularly the case with the sciences and Psychology as some of the basic content overlaps. Subjects which require essay style answers also go well, such as English.

Higher Education and career choices suitable with an A Level in PE include: •S ports Science •P hysiotherapy •R ecreational Management • I njury Rehabilitation •A rmed Forces •C ivil Service •C oaching/Teaching How is PE examined at A Level Theory Component Topics (70%) •A pplied Anatomy and Physiology •S kill Acquisition •S port in Society Exercise •P hysiology and Biomechanics •S ports Psychology •S ports Society & Technology in Sport 34

Practical Coursework Topics (15%) • Practical performance in one sport as a player/performer or a coach Written exam paper(s) • Paper 1: Scientific principles of PE – 2 hours and 30 minutes 40% • Paper 2: Psychological and social principles of PE – 2 hours – 30% Written/Verbal • Coursework: Performance Analysis + • Personal Development Programme (PDP) 15%

Physics

Physics Why study Physics at A Level?

• It trains you to think logically and to work from first principles to develop an argument.

• You will be able to reduce difficult problems to manageable proportions.

• It teaches you that the ‘obvious’ explanation is not always true.

Sometimes the ‘truth’ is what we might first consider to be nonsense.

• You can use models to understand abstract concepts, and to make predictions.

• It gives you an insight into the way the natural world works and provides a background that lets you follow future developments in science.

Physics is essential in a wide variety of occupations including agriculture, medicine, design, broadcasting and all types of engineering. The thinking skills you learn make you desirable to all types of employer including banking, retail management, data processing and law; in fact any career involving lateral thinking.

For more information visit: www.iop.org/careers

Who can study Physics at A Level?

You do not have to be considering a career in Physics to study it at A Level; it is a useful course for any career. Girls who do Physics A Level can go on to do degrees in a wide variety of subjects like Medicine, Veterinary Science, Geography, Biology, Mathematics, Optical and Clinical Engineering as well as in Physics and other traditional engineering subjects.

The Course There will be two members of staff who teach each class. The course is based on practical work.

In Year 12 there are four topic areas: 1. Development of Practical Skills 2. Foundations of Physics 3. Forces and Motion 4. Electrons, Waves and Photons.

In Year 13 there are two more topic areas to complete the A Level course.

5. The Newtonian World and Astrophysics 6. Particles and Medical Physics The full examination at the end of Upper 6 assesses all of the

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topics in three examination papers – ‘Modelling Physics’, ‘Exploring Physics’ and ‘Unified Physics’. There is also a practical element throughout the course that is assessed by teachers and moderated by the examination board. This ‘Practical Endorsement’ is not part of the overall grade.

Our Sixth Form will take part in a Masterclass by the National Space Centre, either in Leicester or at school. You will study many of the topics in the context of an ‘Away day to Mars’. Students are encouraged to read widely for this essential part of the course.

We are delighted that three of our previous Physics A Level students are now studying Engineering at Bath University

Politics

Politics Politics is a social science.

It is all about people and how they interact and organise their society. It is very useful for a range of university courses and professions including law, the civil service, a career in Europe or even for being a politician.

Politics complements subjects such as Geography, History, Economics and Modern Foreign Languages. You may wish to choose it as a subject that demonstrates your broad-minded interest in life and the shape of the world around you.

What will you experience when studying Politics?

Political awareness Open minded discussions Listening to others Informed opinions Tackling difficult questions Interesting ideas Consideration and confidence Success and study skills

We expect no prior knowledge before embarking on this A Level but would hope that students considering it as an option are already interested in current affairs and the political world. As much of what we study, in terms of examples, has not happened yet, we have to work from newspapers, watching TV, listening to the radio or using the internet.

For A Level we follow the Edexcel specification which is made up of the following: Component 1: UK Politics and Core Political Ideas UK Politics • Democracy and Participation • Political Parties • Electoral systems • Voting behaviour and the media Core Political Ideas • Conservatism • Liberalism • Socialism • Thinkers and their ideas

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Component 2: UK Politics and Optional Political Ideas UK Government • The Constitution • Parliament • The Prime Minister and Executive • Relations between institutions Component 3: Global Politics • Theories of global politics • Sovereignty and globalisation • Global governance: political and economic • Global governance: human rights and environmental • Power and developments • Regionalism and the European Union

Psychology

Psychology Our A Level Psychology course follows the AQA Specification.

If you have an open and inquiring mind, you will enjoy the subject for its relevance to everyday matters and your own experience.

High GCSE grades in English, Maths and Science will prepare you well and allow you to succeed.

Psychology complements, and is chosen by students studying arts, humanities and sciences.

Year 1 This provides a range of topics, chosen by AQA for their accessibility and popularity.

The emphasis is on applying knowledge and understanding, thereby developing the skills of analysis and critical thinking.

Questions considered will include: •W hy do we remember and forget?

•A re eyewitnesses reliable?

•H ow do children become attached to their parents?

•W hat happens to children in orphanages?

• I s it ethical to carry out experiments? Would it be better to observe people?

•W hat are the main approaches in Psychology?

•H ow do we decide if someone’s behaviour is abnormal?

•H ow do other people influence our behaviour?

•H ow do neurotransmitters and hormones affect our behaviour?

•W hat is the fight-or-flight response and how does adrenaline affect us?

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Year 2 You will study a range of topic-based subjects which bring together explanations from different psychological approaches and will engage you in relevant issues and debates. Schizophrenia, aggression and gender are studied in detail. You will also extend your knowledge and skills of research design, data analysis, interpretation and reporting. By carrying out small scale investigations, you will be able to practise these skills and increase your understanding of natural science. An understanding of brain areas and ways of studying the brain are developed in the Biopsychology topic. A Level modules are assessed by multiple choice, short answer and extended answer questions in three separate papers at the end of the second year of study.

Religious Studies

Religious Studies: Philosophy & Ethics Philosophy literally means ‘I love wisdom’!

You will have heard people wondering: ‘What is the edge of the universe?’ or ‘What is the responsible thing to do?’.

This type of thinking is philosophical and moral reasoning.

It is the art or science of critical reasoning. The philosopher puts into question what is assumed to be the case and seeks truth and understanding. This makes the subject one of the most essential of all disciplines. Clarity of thinking is a key skill in any future profession. Key questions pursued in this course includes: ‘What can we know?’ (Philosophy) and ‘What should we do?’ (Ethics).

In Philosophy we will study the Greek philosophers Plato and Aristotle in comparison to Judeo-Christian scholars; arguments in relation to ultimate reality (God); the importance of the mind and responses from modern science, psychology and sociology; religious language and experience and the developments of current schools of thought such as secularism and pluralism.

Ethics is an extremely relevant subject. It underpins decisions in Law, Business, Finance and Medicine and is fundamental in Retailing, the Media and Education. The questions on ethical issues include: •W hat do we mean by ‘good’?

•A re we born with natural rights?

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• How free are we?

• What is a conscience?

• Can war be justified?

We will study Ethical Language and Theories, Religious and Practical Ethics focusing on issues such as Medicine, Business, the Environment, Human Relationships, War & Peace and Gender Issues.

The course It is a stand-alone qualification and does not require GCSE RS. All examinations are at the end of the two year course. Homework consists of reading, research and independent study.

You should enjoy reading and take an interest in current affairs.

Religious Studies

Is Philosophy and Ethics useful?

Philosophy and moral reasoning are classic traditional academic disciplines. Together with Theology, Philosophy has been considered to be the Queen of all subjects since antiquity.

Essential skills that are developed include logical and critical thinking, critical evaluation, structuring and negotiating arguments, communication skills, research and problem solving; all essential to any career.

In fact it is due to Aristotle that standard studies have been divided into different categories.

Isaac Newton published his most acclaimed work under the title ‘Philosophiae Naturalis Principia Mathematica’ (Mathematical Principles of Natural Philosophy).

Many university courses require a paper on either Philosophy or Ethics or both.

Philosophy graduates frequently find employment in Business and Research, Retail, Finance, Health & Social Work, Education and Teaching.

“ It has been one of my most enjoyable subjects, mainly because it is entirely different from any subject I have studied before.

Due to taking RS I have become interested in other areas outside the syllabus and hope to study it at University.”

One of our previous RS students

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Scholarships & Bursaries

Scholarships and Bursaries

Sixth Form Art Scholarship Criteria and details of the award Qualities We are looking for a student who will show: • Excellent skills and talent in one or more forms of Art and Design.

• Very good leadership skills and the ability to motivate others.

• Passion and a commitment to the subject.

For girls entering the Sixth Form at Norwich High School there are possibilities of financial assistance with Sixth Form fees.

Scholarships and bursaries held by existing students in the Senior School can be carried over to the Sixth Form.

Sixth Form Scholarships The Trust offers scholarships representing a percentage remission of fees to girls for their two years in the Sixth Form.

The Sixth Form Scholarships are competitive and are awarded on the basis of academic ability regardless of income and are open to our own girls as well as candidates from other schools wishing to enter the Sixth Form here.

Bursaries For girls entering the Sixth Form, there is the possibility of financial help from a Trust Bursary. These bursaries are designed to help families on a low income with all or some of their daughter’s fees.

Further details and a form for application will be provided if you indicate that you would like to apply for assistance on the school registration form.

Subject Scholarships A small number of scholarships may be awarded to girls with a particular aptitude in the following areas: • Art and Design (Art, Textiles and Design Technology) • Drama • Music • Sport Award holders would be expected to make a significant contribution to these activities within the school and to lead or inspire others.

Sixth Form Academic Scholarship Criteria and details of the award The scholarship examination is set by the school. Papers assess three subjects which applicants intend to study at A Level. Candidates are not required to have studied material outside of the relevant GCSE specifications. However, some examination questions may test candidates’ ability to apply their understanding in a more challenging way than for GCSE. The examination is competitive and seeks to identify outstanding students.

A GDST Sixth Form Scholarship is awarded on academic merit and is regardless of parental income.

The award is highly prestigious and can be combined with a bursary where eligible.

Sixth Form Head’s Scholarship These internal Scholarships will be awarded at the discretion of the Head. The selection will take place at the start of the Upper Fifth year for the two years in the Sixth Form and will be awarded at Prize Giving in November.

A girl who receives a Head’s Scholarship will not be required to enter for the Academic Scholarship as the reward will be commensurate with that of the Academic Scholarship.

Students will know in good time before the Academic Scholarship examinations if they have been awarded a Head’s Scholarship.

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Assessment Candidates must include a short letter of approximately 250 words explaining why they think they would make an excellent Art and Design Scholar and how they would promote Art, Textiles and Design Technology within the school.

For Art, candidates will be required to bring a portfolio of their artwork containing: • 5 A1 or smaller drawings / paintings, or • 5 photographs of sculptural work, or • A sketchbook For Textiles, candidates will be required to bring a detailed sketchbook of work containing: • Observation studies • Contextual research • Experimentation (a series of fabric samples) For Design Technology, candidates will be required to choose a commercially available, mass-produced, ‘home-based’ product and to produce a portfolio consisting of at least four sheets of A3 including: • Photographs with detailed analysis and drawings of an exemplary product of their choice.

• Research and analysis of a range of similar existing products.

• A written commentary including sustainable, environmental, moral and social issues.

There will also be a formal art or design examination of two hours (subject set

by Norwich High School). Candidates will also be given a short interview to discuss their achievements and potential in Art and Design.

Expectations • It is expected that candidates will be studying or have studied GCSE Art, Textiles or Design Technology, although this is not essential.

• Students will be expected to study one of these Art and Design subjects at A Level if awarded an Art and Design Scholarship.

Scholarships & Bursaries

Sixth Form Drama Scholarship

Sixth Form Music Scholarship

Sixth Form Sports Scholarship

Criteria and details of the award

Criteria and details of the award

Criteria and details of the award

Qualities We are looking for a student who will show: • Excellent skills and talent as a performer and / or a theatre practitioner.

• Very good leadership skills and the ability to motivate others.

• Passion and a commitment to the subject.

Qualities We are looking for a student who will show: • Advanced ability on at least one instrument / voice.

• Very good leadership skills and the ability to motivate others.

• Passion and a commitment to the subject.

Qualities We are looking for talented students who show: • Excellent skills in a range of sporting activities.

• Very good leadership skills and the ability to motivate others.

• The ability to work in a team.

• Passion and commitment to the subject.

Assessment This will take the form of: • A performance of a speech from a play by Shakespeare up to a maximum of 20 lines. Candidates will be required to have chosen and prepared their own passage beforehand.

• A short interview to discuss the applicant’s level of experience, interest and commitment to different areas of Drama, both in school and out of school. Applicants should bring a concise Curriculum Vitae of their drama experience with them to the interview.

Assessment Sixth Form applicants should be of grade VII or equivalent and above.

Students are required to play a piece on their instrument or voice, and a second instrument, if they have one.

There will also be a short piece of sight reading and a viva voce.

Expectations The successful candidate: • Need not necessarily take A Level Music, but; • Would make a major contribution to extra-curricular music in the school.

Criteria Candidates should demonstrate: • A wide range of sporting interest and involvement.

• The ability to reach county standard or equivalent in at least one of the sports offered in school.

• Commitment to school teams through regular attendance at practises and matches.

• A good level of personal fitness.

• Willingness to develop ability through membership of external clubs, training schemes etc.

Selection Process Before the assessment day: A written application is required, providing details of the candidate’s sporting achievement, both in and outside of school. This should be submitted to the Physical Education staff at the start of the assessment day. Please bring certificates of any significant sporting achievements.

Expectations The successful candidate: • May or may not have taken GCSE Drama, or be intending to take A Level Drama and Theatre Studies.

• Would make a major contribution to extra-curricular drama in the school.

On the assessment day: There will be two elements: • An interview with Physical Education department staff. A particular emphasis will be on teamwork, leadership and the candidate’s potential for development.

• A fitness test. Please bring a PE kit.

Expectations • Give generously of their time with school matches.

• Participation in at least one school sport each season. (Winter/Summer) • A willingness to strive to improve their sports skills and level of performance whilst in the Sixth Form.

• A willingness to help with team practises and matches.

• A willingness to coach younger pupils.

Further enquiries and applications for a scholarship or bursary should be made to Miss Ali Ready, our Registrar.

Please call 01603 453 265 or email admissions@nor.gdst.net 41

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Norwich High School for Girls aged 3 to 18 Part of the

Norwich High School for Girls 95 Newmarket Road Norwich, Norfolk NR2 2HU United Kingdom t: +44 (0)1603 453 265 e: admin@nor.gdst.net www.norwichhigh.gdst.net Follow us on:

Sixth Form Prospectus