Sixth Form Curriculum Handbook 2024-2026

TheSixthFormyearshavethepotentialtobethemostexcitingandrewardingofyourschoolcareer. YouwillhavechosensubjectsthatyouenjoyandwillbelookingforwardtoHigherEducationand makingdecisionsaboutyourfuture.

IamdelightedthatweareofferingyouachoiceofcurriculumintheSixthForm:ALevelsorthe InternationalBaccalaureate(IB).ThisCurriculumHandbookgivesessentialinformationaboutthe natureofthesetwopathways,aswellasthesubjectsavailable,theirstructureandmodesof assessment.IndividualswillmaketheirfinaldecisionsabouttheirSixthFormcurriculumindifferent ways.Somewillbeginbychoosingtheiracademicpathwayandthenconfirmingtheirsubjects.Others willmovefromafirmdecisionaboutcertainsubjectstothinkingaboutwhichroutewillsuitthem best.AllstudentsatGodolphinandLatymerhavetheacademicabilitytodowellineitherpathway.

Asyouconsiderthechoicesavailable,thereareplentyofopportunitiesinschooltoseekadviceand broadenyourknowledge.YouwillbeintroducedtoanumberofaspectsofSixthFormlifethrough differenttastersessions,andyouwillbeabletotalktoteachersabouttheindividualsubjectsonoffer, includingthosenewlyavailableintheSixthForm.Youwillalsobeabletomakeanindividual appointmenttodiscusssubjectchoiceswithamemberoftheHigherEducationandCareersTeam.

Fortimetablingandstaffingpurposes,weshallneedtoknoweachstudent’sfinalSixthFormchoices by Tuesday30January2024.Subjectchangesmaybepossibleafterthisdate,butourtimetablers willbeginworkonthetimetablefor2024/25duringFebruaryhalfterm,soanylatechangesmustbe madewithintheconstraintsoftheblockingthatisfixedduringthatweek.

PleasekeepanopenmindabouttheALevelandIBroutesuntilyouhavestudiedtheinformationin thisbookletverycarefullyandtakenadvicefromtheschool.The‘FrequentlyAskedQuestions’ sectionisalsohelpful.Asaschool,weareasfamiliarwithIBrequirementsforHigherEducationas wearewiththoseforALevel;candidatesfrombothpathwaysachieveexcellentoffers.Oflastyear's candidateswhoappliedforuniversity,thevastmajoritygainedaplaceintheirfirstchoiceuniversity. UniversityAdmissionsTutorsintheUKandabroadwelcomebothIBandAlevelcandidates.

Whateverpathwayyouembarkon,youwillshareacommonSixthFormexperiencewithallyour peers,whetherALevelofIBstudents,ofwhichyouracademicsubjectsareonlyonepart.The pastoralcurriculumattheheartoftheSixthFormeducationatGodolphinandLatymersupportsall studentstobecomeconfident,reflective,resilientandcompassionatelearnersandcitizenswhowill leaveschoolwitharobustplatformforalifeoflearningandengagementfarbeyondtheclassroom. Leadershipopportunities,clubsandsocieties,lecturesand,ofcourse,sharedformgroupsandthe SixthFormcommonroomarejustsomeoftheotherwaysinwhichSixthFormstudentswill continuetocollaborateacrossacademicsubjectsandpathways.

Ifyouareconcernedaboutwhichsubjectstochoose,pleasebearinmindthatasfarasyourfuture careerisconcerned,mostemployerswillplacemorevalueontheskillsyouhavedevelopedandthe experienceyouhavegainedatschoolanduniversitythanontheparticularsubjectsyouhavestudied. Doconsultthepagesinthisbookletwhichsummariseuniversityentryrequirementsforcertain subjects.Whenchoosingsubjectsthatarenotrequired,rememberthatyouaremorelikelyto achievethebestacademicresultsinsubjectsyoureallyenjoythaninthoseyoufeelyououghttodo.

IwishyouwellwithyourexcitingdecisionsandlookforwardtowelcomingyouintotheSixthForm.

MadelineRowandCaitlinWhitbyMichelleHolder ActingJointHeadsofSixthForm DirectorofSixthForm(fromJanuary2024)

ALEVELPATHWAY

Anoverview

ALevelisaBritishexaminationsystemthatisinternationallyrecognised,andmanyGodolphinand Latymerparentswillbefamiliarwiththesystemfromtheirowneducation.

TheschooloffersarangeofsubjectsatALevel: AncientHistory,FineArt,Biology, Chemistry,ClassicalCivilisation,ComputerScience,DramaandTheatreStudies,Economics,English Language,EnglishLiterature,French,Geography,German,Greek,History(ModernandEarly Modern),Politics,HistoryofArt,Italian,Latin,Mandarin,Mathematics,FurtherMathematics,Music, Physics,ReligiousStudies(PhilosophyandReligion),andSpanish.

TheALevelcoursesensurethatwemaximiseteachingandlearningoverthetwoyears;allthe subjectsaretaughtastwoyearcourses,withallexternalwrittenexaminationstobetakeninthe summeroftheUpperSixthyear.InternalschoolexaminationsforbothALevelandIBstudentstake placeatthestartofthesummertermintheLowerSixthtoprovideinformationabouttheirprogress sofar,andenablethemtoconsolidatetheirlearningastheymoveonintotheUpperSixth.

WeexpectallgirlswhooptfortheALevelpathwaytochoosefourALevelsubjectsinitially.This allowsforbreathandflexibilityasmanystudentswillchangetheirmindabouttheirsubjectsand possibleuniversitypathwaysduringthecourseoftheLowerSixth;ifagirldecidestodiscontinueone ofthesesubjectsattheendoftheLowerSixth,thatsubjectwillcountasacademicenrichmenton heruniversityapplicationandwillbeofficiallyreportedasaGodolphinandLatymerqualification. ThosewhochooseMathematicsandFurtherMathematics(equivalenttotwoALevels)maydosoas twoofatotalofeitherfourorfiveALevelchoices.

AllgirlswillundertaketheExtendedProjectQualification(EPQ)alongsidetheirALevels.Theproject iscompletedearlyintheAutumnTermoftheUpperSixth.Girlsdonotnecessarilyhavetosubmitthe finalprojectforexternalassessmentbutshouldbeawarethattheEPQishighlyvaluedbymany universities.Formoredetailseepage6.

*BearinmindthatifyoutakefiveALevelsyouwillbetimetabledfor25outof29 lessonsperweekbeforeanyPEorSixthFormenrichment.

TheALevelsystemallowsforadegreeofspecialisationthroughtheSixthForm,givingthe experienceofstudyingusuallythreeorfoursubjectsindepthfortwoyears.Whilespecialisationcan beattractive,girlsshouldbearinmindthattheyarepreparingforaworldofworkthatisrapidly changing.TheywillbenefitfromdevelopingskillsandexperiencesbeyondtheirALevelsubjectsand willhavetheopportunitytodothisthroughadditionalstudyfortheExtendedProjectQualification (explainedattheendofthissection)andextra-andsuper-curricularactivities.

Universitieshaveindicatedthattheyexpectthevastmajorityofcandidatestohavethreeorfour ALevels.ManyhavealsostatedthattheyvaluetheEPQhighlyasitteachesstudentstobe independentthinkersandequipsthemwithinvaluableresearchandextendedessaywritingskills.

THESTRUCTUREOFTHEALEVELCOURSES

AssessmentoftheALevelcoursesisasfollows:

AncientHistory

Biology

Chemistry

Exams100%

Exams100%.

Aseparateassessmentforpracticalskills

Exams100%. Aseparateassessmentforpracticalskills

ClassicalCivilisation Exams100%

ClassicalGreek Exams100%

ComputerScience Exams80%;non-examassessment20%

Drama&Theatre Studies

Exams40%;non-examassessment60%

Economics Exams100%

EnglishLanguage Exams80%;non-examassessment20%

EnglishLiterature Exams80%;non-examassessment20%

FineArt

Non-examassessment100%: 40%isallocatedtotaskssetbyexam boardsandcompletedinaspecifiedtime

French,German, Italian,Mandarin, Spanish Oralexam30%; Writtenexams70%

Geography

Exams80%;non-examassessment20%

Latin Exams100%

EarlyModernor ModernHistory

Exams80%;non-examassessment20%

HistoryofArt Exams100%

Mathematics Exams100%

FurtherMathematics Exams100%

Music Exams40%;non-examassessment60%

ReligiousStudies

Physics

Exams100%

Exams100%.

Aseparateassessmentforpracticalskills

Politics Exams100%

Examinations

Studentmustalsopassthe practicalskillsassessment

Studentsmustalsopassthe practicalskillsassessment

Studentsmustalsopassthe practicalskillsassessment

GirlsenteringtheSixthForminSeptember2024willtakeallwrittenexaminationsinMay/June2026.

THEEPQ(EXTENDEDPROJECTQUALIFICATION)

TheAQAExtendedProjectQualification(EPQ)isanintegralpartoftheLowerSixthcurriculumfor girlschoosingtheALevelroute.Itinvolvescompletingaprojectoveraoneyearperiodandishighly valuedbyHigherEducationinstitutions.

OneofthebenefitsoftheEPQisthatitencouragesstudentstoextendanddeveloptheirinterests beyondthematerialcoveredintheALevelsyllabusandtoexploretheirpassionforatopic.Some maychoosetoresearchintoasubjectdisciplinethattheyarenotstudyingatschool;formanythe projectinformsandconfirmstheiruniversitycoursechoice,becomingthebasisoftheirpersonal statement.

TheEPQtypicallyinvolvesa5000-wordessay,basedonthestudent’sownresearch.Alternatively, studentsmaychoosetoproduceanartefactoftheirchoice,eg.apieceofartwork,amusical compositionorapieceofcreativewriting,accompaniedbya2000-wordanalysisandexplanation.All students completealog,whichdocumentstheirresearchjourney,anddeliverapresentationinthe AutumnTermoftheUpperSixth.

Theprojectsarestudentled,buttheyareguidedandsupportedbyanon-specialistsupervisor. Throughouttheyearthegirlsattendaseriesoftaughtskillssessionswhichincludeguidanceon time-management,academicresearch,referencing,andplagiarism.Thesearedeliveredbyadedicated EPQteam.Theknowledgeandskillsgainedareinturnveryusefulinpreparingstudentsforthe transitiontouniversity,andtheprojectisagreatdeveloperofstudents’intellectualcuriosity.Many studentshavesaidtheEPQisanextremelyrewardingelementoftheirSixthFormstudy.

TheIBDiplomaProgramme(IBDP)is notacourse;itisacoherentprogramme designedbyeducationaliststoprepare studentsforeffectiveparticipationina rapidlyevolvingandincreasinglyglobal society.Itencouragesindividualstobe inspiredbytheworldthroughacademic studiesandthroughexperientiallearning withintheschoolcontextandbeyond. Bynurturingagrowthmindsetand encouragingreflectioninallaspectsof theirstudies,westrivetoensurethat studentsundertakingtheIBDPdevelop intolifelonglearners,motivatedtoeffect positivechangeintheirownlivesandthe globalcommunity(ofwhichweareapart).

TheIBMissionStatementencapsulateswhatiscompellingabouttheDiploma Programmeandfitsnaturallywithourschoolethosandourschoolaims:

TheInternationalBaccalaureateaimstodevelopinquiring,knowledgeableandcaringyoungpeople whohelptocreateabetterandmorepeacefulworldthroughinterculturalunderstandingand respect.

Tothisendtheorganizationworkswithschools,governmentsandinternationalorganizationsto developchallengingprogrammesofinternationaleducationandrigorousassessment.

Theseprogrammesencouragestudentsacrosstheworldtobecomeactive,compassionateand lifelonglearnerswhounderstandthatotherpeople,withtheirdifferences,canalsoberight.

TheDiplomaProgrammepreparesstudentsforeffectiveparticipationinarapidly evolvingandincreasinglyglobalsocietyasthey:

● developphysically,intellectually,emotionallyandethically

● acquirebreadthanddepthofknowledgeandunderstanding,studyingcoursesfromsix subjectgroups

● developtheskillsandapositiveattitudetowardlearningthatwillpreparethemforhigher educationandforlifelonglearning

● studyatleasttwolanguagesincludingEnglishandgainfurtherunderstandingofdifferent cultures,includingtheirown

● makeconnectionsacrosstraditionalacademicdisciplinesandexplorethenatureof knowledgethroughtheprogramme’suniqueTheoryofKnowledgecourse

● undertakein-depthresearchintoanareaofinterestthroughthelensofoneormore academicdisciplinesintheExtendedEssay

● enhancetheirpersonaldevelopmentandwidentheirexperiencesthroughcreativity,activity andservice(CAS)

THEIBCURRICULUM

IBDiplomaProgrammestudentsmustchooseonesubjectfromeachoffivegroups(1-5)ensuring breadthofknowledgeandunderstandinginEnglish,amodernforeignorclassicallanguage,thesocial sciences,theexperimentalsciencesandmathematics.Fortheirsixthsubject,studentsmaychoose eitheranartssubjectfromGroup6,orasecondsubjectfromGroups2to4.Atleastthreeandnot morethanfoursubjectsaretakenatHigherLevel(HL)whiletheothersubjectsaretakenatStandard Level(SL).WerecommendthatstudentstakethreeHLandthreeSLsubjectsasthereisno requirementtocompletefourHLcoursesandalluniversitiesbasetheiroffersonthreeHLsubjects andatotalnumberofpoints.SomestudentswhoareundecidedwillstartwithfourHLsubjectsand decidewhichonetodroptoSL,usuallybytheendofthefirstyear.Themaindifferencebetween HigherLevelandStandardLevelisthedepthinwhichyoucoverthesubject.Itwillvaryfromsubject tosubjectbutthedifferencescouldbeinthedepthofthecontentcoveredorinthelevelof questioningforthefinalexams.

Group1 LanguageA (MotherTongue)

Group2

LanguageB*andClassical Languages

Group3 IndividualsandSocieties

Group4 ExperimentalSciences

Group5 Mathematics

Group6 CreativeArtsandElectives

*LanguageBcoursesarelanguage acquisitioncoursesandmaynotbe studiedbybilingualstudentswith extensive(beyondGCSE)proficiency andexperienceofthelanguage.

**MandarinBandHistoryofArtare onlyofferedatStandardLevel.

English(Literature)

FrenchB,GermanB,ItalianB,SpanishB,Latin,Greek, MandarinB**,Italianabinitio,Mandarinabinitio

History,Economics,GlobalPolitics,Philosophy, Geography,HistoryofArt**

Biology,Chemistry,Physics

MathsAnalysisandApproaches(SLandHL)Maths ApplicationsandInterpretations(SLonly)

Theatre,VisualArts,Musicorasecondchoicefrom Groups2,3or4

THEDPCORE

The ExtendedEssay(EE) asksstudentstoengagein independentresearchthroughanin-depthstudyofa questionwhichstudentsdeviserelatingtooneoftheDP subjectstheyarestudying.TheWorldStudiesExtended Essayoptionallowsstudentstofocusonatopicofglobal significancewhichtheyexaminethroughthelensofat leasttwoDPsubjects.

TheoryofKnowledgecourse(ToK) isaholistic approachtothinking.Throughstimulatinggroup activitiesanddiscussions,itteachesstudentsHOW tothinkandallowsforacross-disciplinaryand pluri-dimensionalunderstandingofwhatknowledgeisand howweknowthingstobetrueornot.Thethinkingskills developedinToKareuniversalandcanbeappliedtoallsix subjectsstudiedaspartoftheIBcourseandbeyond.

Creativity,Activity,Service(CAS) involvesstudentsinarangeofactivitiesalongsidetheir academicstudiesthroughouttheDiplomaProgramme.Itencouragespupilstopursuenewinterests andchallenges,developtheirexistingskillsandpassionsandreflectonwhattheseexperienceshave taughtthemthroughvariedextra-curricularcommitments.Studentsareencouragedtoparticipatein activitieswheretheycan:exploretheirCreativity;remainactiveandhealthythroughphysicalActivity; and,volunteerforServiceexperienceswhichwillhelpothersandbeoflearningbenefitto themselves.CASisdesignedtohelpstudentslearnevenmoreaboutthemselvesandtheworld aroundthem,andprovidethemwithanevenmorevibrantandvariedSixthFormjourney.

ASSESSMENTINTHEIB

StudentstakewrittenexaminationsattheendoftheprogrammewhicharemarkedbyexternalIB examiners.Studentsalsocompleteassessmenttasksinschool,whichareeitherinitiallymarkedby teachersandthenmoderatedbyexternalmoderatorsorsentdirectlytoexternalexaminers. Dependingonthesubject,internalassessmentsareusuallyworthbetween20and50%oftheoverall markandarecompletedoverthecourseofthetwo-yearprogramme.

Themarksawardedforeachcourserangefrom1(lowest)to7(highest).Studentscanalsobe awardeduptothreeadditionalpointsfortheircombinedresultsonTheoryofKnowledgeandthe ExtendedEssay.Thediplomaisawardedtostudentswhogainatleast24points,subjecttocertain minimumlevelsofperformanceacrossthewholeprogrammeandtosatisfactoryparticipationinthe Creativity,Activity,Servicerequirement.ThehighesttotalthataDiplomaProgrammestudentcanbe awardedis45points.

Assessmentiscriterion-related,whichmeansstudentperformanceismeasuredagainstpre-specified assessmentcriteriabasedontheaimsandobjectivesofeachsubjectcurriculum,ratherthanthe performanceofotherstudentstakingthesameexaminations.Therangeofscoresthatstudentshave attainedremainsstatisticallystable,anduniversitiesvaluetherigourandconsistencyofDiploma Programmeassessmentpractice.

THEIBDIPLOMAANDUNIVERSITIES

TheDiplomaProgrammeisrecognisedandverywellrespectedandregardedbythe world’sleadinguniversities.Thefollowingarejustsomeofthecommentsthathavebeen made:

“DiplomaProgrammestudentsarewell-rounded,multifaceted,multiskilledandhavestudiedindepth. Theyhavegoodtime-managementskills.Theyscorehigherthanstudentsinothernationalsystems, andtheIBscoreisworldwidethesamemeasure.”

HrilinaLock,UndergraduateAdmissionsManager, LondonSchoolofEconomics,UK

“IBiswellknowntousasexcellentpreparation.SuccessinanIBprogrammecorrelateswellwith successatHarvard.WearepleasedtoseethecredentialoftheIBDiplomaProgrammeonthe transcript.”

MarlynMcGrathLewis,AssistantDeanofAdmissions, HarvardUniversity,USA

“King’swelcomesthegreatsenseofenergy,determinationanddiversitythatIBstudentsbringtothe College,andhowwelltheyadapttoanacademicallyrigorousstudyenvironmentanduniversitylife. WebelievethisisinpartthankstothebroadnatureoftheIB,whichcomplementsKing’srangeof singlehonoursandmultidisciplinarydegreeprogrammes.”

ProfessorSirRickTrainor, PrincipalofKing’sCollegeLondon

“Skillsinprojectwork,languageandessaywritingarearealbonus.Iwouldleanoverbackwardsto admitIBstudents”

DrFLoebinger, AdmissionsTutoratManchesterUniversity

SUBJECTCHOICES:ALevelorIB

Pleasenotethattheschoolimposesnoblockingrestrictionsonyourinitialchoiceofsubjectsbut reservestherightnottorunacourseiftake-upistoolow.Wewilldoourbesttoaccommodate requestsforsubjectchangeslaterintheyearbutthesecannotbeguaranteed.

StudentswhodecidetofollowtheALevelroutewillfinallycompletefourALevelsandtheEPQ (ExtendedProjectQualification)orthreeALevelsandtheEPQ;experiencehasshownusthata greaternumberofALevelsthanthiscompromiseshighgradesandsuper-curricularactivitiesdueto timepressure.TheexceptiontothisisifyourfifthsubjectisFurtherMathematics.

IfyoudecidetofollowtheIBDiplomaroute,youwillhaveawiderchoice,sinceyouwillbestudying sixsubjects.However,donotworryifyouarenotasstronginsomeofthesesubjectsasothers. GirlschoosetostudythreeoftheirsubjectsatStandardLevelandtherearethreedifferentoptions ofMathematicscourse.Thismeansthatthereisanappropriateopportunityforeveryonetobe successful.

Pleasenotethatthefinaldeadlineforreceiptofyoursubjectchoicesformwillbe Tuesday30January2024.

HowdouniversitiesregardALevelsandtheIB?

ALevelandtheIBrepresenttwodifferentphilosophiesofeducation,anduniversityadmissionstutors bothhereandabroadmakeofferstocandidatestakingeitherroute.TheIBisconsideredtobean excellentbaseforuniversitystudybecauseencouragementofanenquiring,independentapproachis embeddedintheprogrammesyllabuses.Universitiesalsovaluehighlytheadditionalcomponentsof theExtendedEssayandTheoryofKnowledge(TOK)whichcanbuildresearchandcriticalthinking skills.However,manyALevelstudentsarenowdevelopingtheirresearchskillsthroughtheExtended ProjectQualification(EPQ)andthereareplentyofopportunitiestodevelopyourdepthof knowledgethroughsuper-curricularandenrichmentactivities.

Studentssometimesaskaboutcomparativelevelsofdepthofstudy.TheIBDiplomaisbroaderthan ALevels,butHigherLevelsubjectsarealsostudiedindepth.Complementarysubjectscanbetaken inbothpathwaysandcompetitiveuniversitieswillexpectevidencethatstudentshavereadbeyond theconfinesoftheirsyllabuses.BothALevelandIBstudentshaveachievedconsiderablesuccessat UKuniversitieswhichplaceanemphasisondepthofstudy,andatUSuniversitieswhichprovidea broadLiberalArtsprogramme.

ALeveloffersfromUKuniversitiesarenormallybasedonthreesubjects,andtypicaloffersfromthe universitiestowhichourstudentsapplyareintherangeA*A*A-ABB.Inourexperience,IBoffers fromuniversitiesintheUK,USAandmainlandEuropehavecomparedfavourablywithALevel,with mostoffersrangingfrom32to39pointsoutof45,witha6or7inoneor,veryoccasionally,twoof theHLsubjects.

DoMedicalSchoolsshowanypreferenceforALevelorIBpathways?

ForMedicine,asforallsubjects,theuniversitiesarekeentotakestrongandcommittedapplicants fromeitherroute.VariedworkexperienceiscrucialandChemistryatALevel/HLisrequiredbyall. Seepage20forfurtherspecificdetails.Theorganisationalandcommunicationskillsdevelopedwithin theIBprogrammearehighlyvalued;ALevelstudentscandevelopthesethroughextra-curricular activitiesandtheEPQ.

Whataretheadvantagesanddisadvantagesofeachroute?

Thisisadifficultquestiontoanswerasitisverymuchaquestionofpersonalpreferenceandthe differencesmentionedthroughoutthisbookletwillbeseenasadvantagesordisadvantagesby differentstudents.TheholisticnatureoftheIBprogrammeensuresabalancededucation,offeringa widerangeofstudy,theopportunitytokeepcareerandhighereducationoptionsopenforlonger andgreaterawarenessofotherculturesandcommunities.However,theALevelrouteallowsfree choice,withintheconfinesofthetimetable.CarefulselectionoffourALevelsubjectscanalso providesomebreadth.

Howdothedifferentworkloadscompare?Isonepathwayharderthantheother?

Overthecourseofthetwoyears,thereislittledifferencebetweentheworkloadsofthosewho studyfourALevels(20periodsperweek+theEPQ),andthosewhotaketheIB(21lessons+ TOK).Thedifferenttimingofcourseworkdeadlinescreatesdifferentpressurepointswithinboth programmes;planningaheadandusingholidayseffectivelyisessentialforbothpathways.

Asfaraslevelsofdifficultyareconcerned,itisveryhardtogettopscoresineitherpathway, butitcanbedone,asthestrongperformancesatGodolphinandLatymerinrecentyearshaveshown (resultsinpublicexaminationsareavailableontheschoolwebsite).Theexcellentachievementsof individualstudentsarenotdirectlycomparablebetweenthepathways,butshowthatenthusiasm, hardworkandexcellentattendancewillhelpyoudofulljusticetoyourpotentialineitherALevels ortheIB.

TheheaviestSixthFormprogrammeinvolvesfiveAlevelsubjects(25periodsperweek).Eventhe strongeststudentstendnottodothemselvesjusticeatALevelwithfivesubjectsastheyhavehardly anyfreetime.ItmaybesensibletostartwithfiveALevelsubjectsifyouwishtostudyFurther MathematicsandthendroptofourintheUpperSixth.

WillmyfriendshipsbeaffectedbythepathwayIchoose?

Choosethepathwaythatseemsrightforyou.Goodfriendshipsdependonmuchmorethanyour academiccourses.IntheSixthForm,youmeetnewstudentsbecauseofyoursubjects,tutorgroups, thefreedomoftheSixthFormarea,fieldorpracticalwork,schooltrips,super-curricularand extra-curricularactivities,yourHigherEducationaims,UpperSixthpositionsofresponsibility,and muchmore.Oftenstudentsfollowingeitherpathwaymakenewfirmfriendsaswellasretainingclose longstandingrelationships.

Whichismoreimportant,subjectchoiceorpathwaychoice?

AllstudentsatGodolphinandLatymerhavetheabilitytotakeeitherpathwaybutyoursubject preferencesmayhelpyoutomakeafinaldecision.PleasebearinmindthatchoosingALevelorHL subjectsyouenjoyandaregoodatisthegreatestrecipeforsuccess.Youshouldalsolookcarefullyat thenextsectionentitled‘ExpectedALevelandIBrequirementsfordegreecourses’whichgives specificadvice.Ifyouareconsideringa‘new’subjectlikeEconomicsorHistoryofArt,makesureyou haveaclearunderstandingofwhatthisstudywillinvolve.SometimesgirlsselecttheIBbutarenotso keenon,orskilledin,oneortwooftherequiredsubjectareas,egMathematicsorLanguages.These wouldbebesttakenatStandardLevelandyouwillprobablyfindthatyouenjoythemmuchmore thanyouexpected.However,asyouwillbeawarefromreadingthisbooklet,noneofthesechoices shouldbemadeinisolation.Thereisplentyofadviceandguidanceavailableinschool.

UPPERSIXTHPERSPECTIVESONLIFEINTHESIXTHFORM

Edith-IB

IamstudyingEnglishLiterature,EconomicsandGlobalPoliticsatHigher LevelandSpanish,PhysicsandMathsApplicationsandInterpretationsat StandardLevel.Iamcurrentlyplanningondoingagapyearandthen applyingforeitherPolitics,PhilosophyandEconomicsorsomethingsimilar.

IalwaysthoughtIwoulddotheIB,butwhenitcamedowntomakingthe pathwaychoiceIfoundmyselfmoreunsurethanIexpectedto.WhilstA Levelsappealedtomeinthesenseofanarrowerfocusandmorein-depth study,Ireallywasn’tsurewhatmyuniversityplanswereandthismademe quitereluctanttostopcertainsubjectgroups;hencetheIBseemedlike thenaturalchoice.Additionally,notthatIknewthisforsurewhenIwasmakingmychoices,theIB cohortbecameincrediblycloseandIfoundmyselfinteractingandspendingtimewithdifferent people,somethingIhavereallyvaluedacrossthetwoyearsoftheprogram.

IwrotemyExtendedEssayonthetitle‘TowhatextenthastheuseofTwitterbetween2008and 2022affectedthePoliticalProcessintheUS?’.Whilstthiswas,andstillis,averyprevalenttopicand thusveryinteresting,Iwouldmaybeadvisecautionaboutthechoiceoftopic.Itseemscrazy,but 4000wordswasnotnearlyenoughtocovereverythingIwantedtosay!

FormyTheoryofKnowledgepresentationIpickedtheprompt‘Whatistherelationshipbetween personalexperienceandknowledge?’andmyTOKEssaywason‘Arevisualrepresentationsalways usefulinthecommunicationofknowledge?’.Whilstboththesequestionsseemdaunting,they ultimatelycanbecomequiteenjoyablewhenyougetintotheflowofit.

IundertookavarietyofactivitiesformyCASincludingdirectinghousedrama,bakingveganrecipes, andcampaigningpoliticallyamongstothers.IfoundtheseactivitiesallowedmetopursuethethingsI wantedtodo,whilstalsocontributingtomydiploma.MyCASprojectwassettingupsomepolitical workshopsforyoungeryearsintheschool.Ifoundthisactivitythemostfruitfulofthemallasthe combinationofgroupworkandactiveparticipationfromtheparticipantswasreallyrewardingand definitelyavaluableexperience.

ThereisundoubtedlyalargerworkloadinSixthFormbutitisn’tunmanageable.Thereis,however, aneedformoreorganisationandself-regulationtoensureyouareproductiveinyour‘freeperiods’. Thisisnottosayyoushould,orIdid,workrelentlesslythroughouttheschoolday,butensuringyou areontopoftasksensuresyoufeellessoverwhelmed.

Personally,IfeelthatSixthFormasawholeisverydifferenttoLowerandMiddleSchoolinallthe bestways.Throughoutthelasttwoyears,everyonehasreallycometogetherandthereisalarge communalfeel.Thisisdefinitelyenhancedbythecommonroomasitisidealtowork,chatterand justenjoytimearoundyourfriendsinalowpressureenvironment.Moreover,whilstinteryear friendshipswererarertofindlowerdowntheschool,IhavefoundthatintheSixthFormthereisa lotmorebondingbetweenyeargroups.ThefriendshipsIhavemadeandsolidifiedareonesIhopeto carrywithmefortherestofmylife.

FortheIBDP,IdecidedtostudyChemistry,BiologyandEconomicsat HigherLevelandSpanish,EnglishandMathsatStandardLevel.This allowedmetofocusonmanyfavouritesubjects,whilststillnarrowing downsoIcouldfocusmyacademicstowardsmyfutureplans.Ireceived anoffertostudymedicineatKing’sCollegeLondon.

IspentalongtimedecidingwhethertotaketheALevelorIBpathwayasI wasalreadycertainIwantedtoapplyformedicine,andthoughtthatthe fewerALevelsubjectsmaysuitthis.However,theIBprogrammewonme overasIrealisedtherareopportunitiesitprovidedsuchasawiderrange ofskillsfromvarioussubjectsandtheabilitytocarryoutcourseworkintheformofInternal Assessmentsinallsubjects.

ThefactthattheExtendedEssayoftheIBgivesyoutheoptiontofocusontwosubjectsintandem (throughWorldStudies)alsodrewmetothecourse.MinefocussedonBiologyandGeography, helpingmetosupportmymedicalapplicationwithareal-worldrelevance.Itwastitled‘Towhat extentisairpollutioninLondonacauseforAlzheimer’sdisease?’

FormyTheoryofKnowledgepresentation,Ifocussedonhowtoolsareusedtospreadknowledge, lookingatthevinylrecordoftheStevieWonderalbum‘SongsinTheKeyofLife’.Myessaytitlewas ‘Isreplicabilitynecessaryintheproductionofknowledge?’

MyCreativity,ActivityandServiceactivitiesincludedlearningtoplaytheelectricguitar,practising baking,participatinginandleadingvariousSTEMrelatedclubssuchasDissectionclub,Chemistry clubandSTEMlecturesociety.Ialsocontinuedweightliftingandrunning,whichwereactivitiesIdid anywaythatIgotachancetoreflectonthroughtheIBDP.Finally,Ivolunteeredatavaccineclinicto gainworkexperienceandcontributetotheServiceofCAS.

MyCASprojectinvolvedworkingwithafriendtostartapodcasttomakeBiomedicalnewsmore accessibletothoseinterested,andtomakecomplicatedscientificadvancementsmoresimpleto understand.

Overall,theSixthFormallowedmetodevelopandsolidifymyacademicinterests,whilststillallowing theopportunityforfuninmyrangeofsubjectsandinthetight-knitIBfamily.IfeltIcoulddevelop closerrelationshipswithmyteachers,anddiscovermuchmoreaboutmyselfasalearner.

WhileIhaveenjoyedmyentireexperienceofGodolphin,SixthFormhas arguablybeenthemostfulfillingandexcitingperiodofmytimehere;due tothebreadthofoptionsintheSixthFormforchoosingsubjects, extracurricularsandpositionsofresponsibility,Godolphincaterseach student’seducationalpathinthefinaltwoyearstotheirindividualpassions andinterests.

InselectingmyALevelsubjects,IchosetheclassesthatIfeltmost passionateabout:HistoryofArt,Art,EnglishLanguageandMandarin,later droppingMandarin.Theschoolwasextremelysupportiveinmychoices, andIchosetheALevelroutebecauseIhadastrongsenseofmyacademic interestsandwaseagertolearnabouttheminmoredepth.IfeltthatthesmallclasssizesofALevel subjectsfosteredanenvironmentofstudentswhoweresimilarlyinterestedinthetopicswewere learningabout.

Myexplorationofpersonalinterestsexpandedbeyondmyclassesandintootheracademic endeavourssuchastheEPQ(ExtendedProjectQualification).TheEPQ,forwhichIwroteanessay on‘EmotionalRealism’infilmandcreatedashortfilminresponsetothisresearch,isanother brilliantwaytoinvestigateindividualpassions.Thisextendedintomychoicesofextracurriculars-in drama,creativewriting-aswellaspositionsofresponsibilitysuchasbeingontheHeadGirlsTeam. Theseareincrediblewaystointeractwithotherstudents,evenotheryeargroups,andbecamea personalhighlightofmytimeinSixthForm!

Finally,HigherEducationisadefiningfactoroftheSixthFormexperiencethat,Ifound,Godolphin makesenjoyableandfulfilling.InapplyingtotheUS,theschoolprovidedmewithmanyresourcesto helpmyapplicationsandtoputmybestfootforwardintheprocess.Throughregularmeetingswith seniormembersofstaffandhighereducation,reachingouttotheschoolforquestionsandconcerns wasmadeeasy.

MytwoyearsintheSixthFormcertainlytestedandimprovedmytimemanagement!WhilemyA LevelsprovidedtransferableskillsthatIwillcarryintouniversityandbeyond,Ialsomadethetimeto maintainlong-lastingrelationshipswithmypeersthroughoutmytimeatGodolphin.Itisalotofwork butIpromiseitisallworthitintheend!

Cassie-ALevel

Iwasneveroneofthosepeoplewhojustknewexactlywhattheywantedto study.IreallyenjoyedscienceatGCSE,andIknewIwantedtokeepmy optionsopentoasmanypossibleuniversitychoicesasIcould.ThereforeI choseBiology,Chemistry,MathsandGeography.Ihadlittleideaofwhatto expectofthesesubjectscomingintotheSixthForm.

OnceIstartedtheLowerSixth,Biologyquicklybecamemyfavouritesubject, althoughIfoundthegreaterdepthandrangewehadtoexploreinallofour subjectsreallyexciting.Thequestionsthatneverquitemadesensebefore nowbecamethesubjectoffulldiscussionswithmyteacherswhereIwas giventhespacetovoicemyownopinions.Thesesubjectsfinallystartedtoclickintoplace,andit confirmedthatIwantedtostudyMedicineatuniversity.

MyteachershavebeenincrediblysupportivethroughoutmySixthFormjourney.Theywerealways there,fromthebeginningrightuntilliterallythedayofeachofmyALevelexams,readytolenda handandtalkmethroughanyareasofdifficultyorconceptsIdidn’tfullyunderstand.Thesmaller classsizesmadeitreallyeasytobondwithteachersandclasses.MorningtearunsandFridaycake rotasbecamepartofmyweeklyroutine,andIfoundtherelaxedvibeofmylessonshelpedmeto learnasitgenuinelymademewanttolistenandengage.

ThroughoutSixthForm,itisreallyeasytogetinvolvedwithmanyactivitiesoutsideoftheclassroom too.IwasinvolvedinGodolphin’sJewishSocietyandthispartiallyinspiredmyEPQwhereIlookedat howJewishmagicinlateantiquitywasusedtoexplainandtreatdiseases.Ireallyenjoyedresearching andwritingmyEPQ,particularlycomingfromasciencebackgroundwhereIdidn’toftenhavethe chancetogetinvolvedinextendedpiecesofwriting.IalsojoinedTheOctaves,theSixthForm acapellagroup,whichwasadefiningpartofnotonlymySixthFormexperience,butmyGodolphin experienceaswell.IwasalreadyinvolvedinmanymusicalactivitiesatschoolbutIlovedthefreedom andleadershipthatbeingintheSixthFormentailed,aswellasthefriendshipsthatcamefromit.It feelsscarywatchingyourselfbecomeoneoftheoldergirlswhooncetoweredoveryou(physically andmetaphorically),butthetransitionfeelsnatural!IntheUpperSixth,thereareevenmore opportunitiestogetinvolvedinschoollifeasyoufindyourselfbecomingtheoldestintheschool.I becameoneoftheMusiccaptains,andhadtheopportunitytoconducttheConcertBand.Iwould definitelyrecommendtryingsomethingnewinSixthFormasyoumightjustfindyournewfavourite hobby.

TheUpperSixthwasmyfavouriteyearatGodolphin-IhaveneverbeenbusierbutIhavealsonever laughedharderandIfoundmyselflookingforwardtoeachnewday.Battlingadmissionstests, universityapplicationforms,andinterviewsontopofALevelsisquitethewaytochallengeyour limits,butthesupportofmyfriends(botholdandnew),teachersandtutormadetheprocessfeela lotlessdaunting-suddenlyyou’relookingbackandyou’vedoneit.IwillreallymissGodolphinandI can’twaittoseewhatthenextchapterlookslike!

EXPECTEDALEVELANDIBREQUIREMENTSFORDEGREECOURSES

BothALevelandIBqualificationsareequallyacceptableforentrytouniversitiesintheUKand overseas.SubjectrequirementsforUKdegreecoursesforwhichpupilsinthisschoolregularlyapply arelistedbelow.

ForpopularcoursessuchasEconomics,EnglishLiterature,History,Medicine,orPsychology,allof thecompetitiveuniversitiesrequireatleastgradesAAAatALevelor,usually,ascoreof37-39IB points;themostcompetitiverequireA*AA(orevenoccasionallyA*A*A)or7pointsinoneormore HLsubject.UniversitiessuchasBath,Bristol,Durham,Imperial,Manchester,UCLandWarwickmay alsorequireA*AAor7pointsinaHLsubjectforcoursesinSciences,EngineeringorMathematics;a fewofthesecourseswillrequireIBstudentstohave7pointsinaspecificHLScienceorMathematics andALevelstudentstohaveA*inaspecificScienceorMathematics.

CambridgecurrentlyrequiresaminimumofALevelgradesofA*AAforallArtscoursesandfor PsychologicalandBehaviouralSciences,andA*A*AforallSciencecourses,ComputerScienceand Economics.Irrespectiveofcourse,thestandardIBrequirementis40-42points,including776inthe threeHigherLevelsubjects.Inpractice,however,higher(orlower)offersaresometimesmadeto bothALevelandIBstudents;thesearedecidedonanindividualbasis.

OxfordcurrentlyrequiresALevelgradesofAAAforallArtscoursesandforHumanSciences,A*AA formostSciencecourses,EconomicsandManagement,Geography,andPsychology,Philosophy& Linguistics,andA*A*AforChemistry,EngineeringandMathematicscourses.Irrespectiveofcourse, thestandardIBrequirementis38-40pointswith666-776inthethreeHigherLevelsubjects.Unlike atCambridge,theseentryrequirementsarestandardisedacrosstheuniversityandarerarelyraised orlowered.

StudentsapplyingforMedicine,DentistryorVeterinaryMedicine,forarangeofcoursesatOxford andCambridge,andafewcoursesatotheruniversities(egMathematicsatWarwickorImperial)are alsorequiredtositspecificAdmissionsTests,eitherinOctober/NovemberoftheUpperSixthyear oratinterview.UCATformedicineordentistryissatduringtheLowerSixthsummerholiday. ThoseapplyingforLawshouldnotethattheLNATadmissionstestistakenexternallyatvarious centresacrossthecity.

DegreeCourse ALevelrequirements

American Studies NormallyHistoryorEnglishLiterature wouldberequiredorrecommended.

Anthropology

Nospecificrequirements.Biology preferredforsomecourses.Asocial scienceorEnglishLanguagewouldbe helpfulpreparation.

IBrequirements

NormallyHistoryorEnglishatHL wouldberequiredorrecommended.

Nospecificrequirements.Biologyat HLpreferredforsomecourses.A socialscienceorEnglishLanguage wouldbehelpfulpreparation.

Archaeology

Normallynospecificrequirements,but forBSccoursesaScience(often includingGeography)mayberequired orpreferred.Historyrequiredfor HistoricalArchaeology.

Normallynospecificrequirements, butforBSccoursesaScience(often includingGeography)atHLmaybe requiredorpreferred.History requiredforHistoricalArchaeology.

Architecture

MostcoursespreferamixtureofArts andSciencesubjects.Forsomecourses (egBath)MathematicsorPhysicsis highlydesirable,andFineArtisrequired orpreferred.Aportfolioofartworkand aninterviewisusuallyrequired.

HLMathematicsorPhysicsis preferredbysomeuniversities(eg Bath).ForsomecoursesSL/HL VisualArtsisrequired.Aportfolio ofartworkandaninterviewisusually required.

ItisnormaltoprogresstoFineArt,FashionDesign,GraphicDesign, 3-DDesign,TheatreDesignandotherArt&Designdegreecoursesfroma one-yearArtFoundationcourse.

Art&Design

SelectionforentrytoArtFoundation coursesisbasedontheALevelArt portfolioandaninterview.

SelectionforentrytoArt FoundationcoursesisbasedonHL VisualArtsportfolioandinterview.

Biochemistry

Chemistryplusatleastoneother Science/Mathematics.Somecourses(eg Exeter,StAndrewsandKCL)specify Biology.Oxfordrecommends Mathematics.UCLrequiresChemistry, BiologyandMathematics.

HLChemistryplusatleastoneother HLScience/Mathematics.Some coursesspecifythesecondHLmust beBiology(egExeter,StAndrews andKCL).Oxfordrecommends Mathematics.UCLrequiresHL Chemistry,BiologyandMathematics.

Biology

Business/ Management

BiologyplusatleastanotherScience/ Mathematics.Someuniversities(eg Oxford,Imperial)requireMathematics andpreferathirdScience.

AmixofhumanitiesandScience/ Mathematicsisstronglyrecommended. Mathematicswillberequiredbysome courses(egLSE,UCL).

AtleasttwoHLsciences/ Mathematicsrequired,oneofwhich shouldbeBiology.Someuniversities (egImperial)requireMathematicsHL andprefertwoHLSciences.

AmixofhumanitiesandScience/ MathematicsHLsisstrongly recommended;HLMathematicsis requiredbysomecourses(egLSE).

Chemistry

Chemistryisrequired.Mathematicsis requiredbysome(egOxford)or stronglypreferred.IfMathematicsisnot studied,anotherScienceisrequired.

HLChemistryrequired.Some coursesalsorequireHL Mathematics.IfMathematicsisnot studiedatHL,anotherScienceHLis requiredplusahighscorein MathematicsSL.

Classical Subjects

Traditionallanguagecourses(usually called‘Classics’)mayrequireLatin and/orGreekbutthereareoptionsat manyuniversitiestostudywithout languages.Some,butnotall, non-linguisticClassicscourses(usually called‘ClassicalCivilisation’,‘Classical Studies’,‘AncientHistory’etc.)will requireorpreferoneofAncient History,ClassicalCivilisation,English Literature,History,LatinorGreek.

Traditionallanguagecourses(usually called‘Classics’)mayrequireLatin and/orGreekbutthereareoptions atseveraluniversitiestostudy withoutlanguages.Non-linguistic Classicscourses(usuallycalled ‘ClassicalCivilisation’,‘Classical Studies’,‘AncientHistory’etc.)have nospecificrequirements,butwill preferHLEnglish,History, Philosophy,LatinorGreek.

Computer Science

MathematicsandoftenFurther Mathematicsrequired.Computer Scienceisdesirablebutnotessential.

HLMathematicsisrequired.

Dentistry

Dentalschoolsgenerallyrequire ChemistryandBiology.Somewillaccept Chemistryandoneother Science/Mathematics.Manyuniversities requireexamstobetakeninonesitting. AstrongGCSEprofileisrequired; minimumofsixGCSEsatGrade7–9

HLChemistryandoneotherHL Science/Mathematics.

AstrongGCSEprofileisrequired; minimumofsixGCSEsatGrade7–9

Drama

Economics

DramaorEnglishLiteraturemaybe requiredorpreferred,althoughsome courseswillacceptanotheressay-based subjectasanalternative.

Mathematicsisrequiredformostdegree courses,andadvantageousforall.Some (egUCL)requireEconomics.Several leadinguniversitiesincludingCambridge andLSErequireFurtherMathematicsin addition.Alluniversitiesrequireatleast oneessay-basedsubject.

Asmallnumberofuniversities requireorpreferEnglish,Historyor TheatreatHL.

Requirementsdiffer:some,eg Cambridge,LSE,UCL,Warwick requireHLMathematics;allother universitieswillrequireSL Mathematics(mostwillexpecta scoreof7or6points).Some universitiesalsoconsiderHL Economicstobedesirableor essential(UCL).

Engineering

MathematicsandPhysicsrequiredforall variants.FurtherMathematicsmaybe anadvantage.

MostuniversitieswillrequireHL MathematicsandHLPhysics.Some Cambridgecollegesrequirea secondHLScience.

HistoryofArt

ALevelHistoryofArtisnotrequired, butwillbeanadvantage.Somecourses stateapreferenceforessay-based subjects,FineArt,History,Historyof ArtoraModernLanguage.

Anessay-basedsubjectatHLis requiredbysome,egOxford,and preferredbysome.

Law

LiberalArts andSciences

Nospecificsubjectrequirements,butat leastoneessay-basedsubjectis necessary.EdinburghrequiresEnglish LiteratureorEnglishLanguage.

Specificsubjectsarenotrequiredto applybutsomeareneededforcertain majors(egBirminghamandUCL)

Nospecificsubjectrequirements,but anessay-basedHLsubjectmaybean advantage.EdinburghrequiresHL English.

Nospecificrequirementsbutsome subjectsareneededatHLforcertain majors(egBirminghamandUCL)

Linguistics

Mathematics

MostcourseswillrequireALevel English.ALevelMathematics,Sciences orLanguagescanbehelpful. MathematicsoraSciencearerequired fortheBScatUCL.ALanguagewillbe requiredifstudyingLinguisticswitha Language.

Mathematics,usuallyatGradeAorA*. FormostcoursesFurtherMathematics isaconsiderableadvantageandFurther Mathematicsisrequiredbymany institutions(egImperialandCambridge). ChemistryorPhysicsmaybepreferred bysome(egImperial).

HLEnglishformostcourses.HL MathematicsorScienceforBScat UCL.HLLanguagerequiredif studyingLinguisticswithaLanguage.

HLMathematicsrequired.Oneof Physics,Chemistry,Biologyor EconomicsarealsopreferredatHL.

Forthemostcompetitivecourses,it maybesensibletodiscusswiththe Mathematicsdepartmentthe differencesbetweenHLMathematics andFurtherMathematicsALevel.

Medicine

Medicalschoolsgenerallyrequireboth ChemistryandBiology.MostCambridge collegesrequirethreeSciences /Mathematics.Increasingly,applicantsto medicalschoolwillchoosetostudy Chemistry,BiologyandMathematics;a non-sciencefourthsubject(oranEPQ) candemonstratebreadth.Many universitiesrequireexamstobetakenin onesitting.

AstrongGCSEprofileisrequired;most GCSEsatGrades8–9.

ForFrench,German,Spanish,Italianat degreelevel,anALevelinthechosen languageisnormallyrequired.

ManyrequireHLChemistryandHL inBiology(inafewcases Mathematics).SomeCambridge collegesrequirethree Sciences/MathematicsatHL.

AstrongGCSEprofileisrequired; mostGCSEsatGrades8–9.

Modern Languages

However,manylanguages,including ItalianandGerman,canbestudiedab initioasamaindegreecourse.Forentry tothesecourses,thestudyofany languageatALevelispreferablebutis notnecessaryatmanyuniversities.

ForMandarin,itisnotcurrently necessarytohaveanypriorexperience. AnALevelinanylanguageispreferable butoftennotrequired.

ForFrench,GermanorSpanishat degreelevel,HLinthechosen languageisnormallyrequiredfor degreecourses.ForItalian,SLis oftenacceptable.

Inaddition,manylanguages,including ItalianandGerman,canbestudied abinitioasamaindegreecourse. Forentrytothesecourses,thestudy ofanylanguageatHLispreferable butisnotnecessaryatmany universities.

ForMandarin,itisnotcurrently necessarytohaveanyprior experience.AStandardLevelinany languageispreferablebutoftennot required.

Music MusicandusuallyABRSMGradeVII/VIII willberequired.Somecoursesalso

HLMusicandusuallyABRSMGrade VII/VIIIinaninstrumentsometimes

Natural Sciences

Philosophy

specifyABRSMGradeVpiano.

MathematicsandaSciencerequired. BathrequiresMathematicsandBath stronglypreferstwoSciencesinaddition (ifonlyoneScience,thismustbe Chemistry).ForCambridge,some collegesrequirethreeSciences/ Mathematics,othersrequireonlytwo (butmostsuccessfulapplicantshave three).ForDurham,threeSciencesor Mathematicswillgivegreaterchoiceof modules,butstudyingtwoofthese shouldnotbeadisadvantage.

required.Somecoursesalsospecify ABRSMGradeVpiano.

HLMathematicsandascience required.BathrequiresHL Mathematicsandstronglyprefers twoHLsciencesinaddition(ifonly onescienceHL,thismustbe Chemistry).ForCambridge,some collegesrequirethreeSciences/ MathematicsatHL,othersrequire onlytwo(butmostsuccessful applicantshavethree).ForDurham, twoHLSciencesandHL Mathematicswillgivegreaterchoice ofmodules,butstudyingtwoof theseshouldnotbeadisadvantage.

Nospecificsubjectrequirements, althoughReligiousStudieswould provideagoodfoundation.

Physics MathematicsandPhysics.

Physiotherapy

SomecourseswillrequireBiology; thosethatdonotwillusuallyrequirea ScienceandmanypreferBiology.KCL alsorequiresasecondScience/ Mathematics.

Nospecificrequirements,although SLorHLPhilosophywouldprovidea goodfoundation.

HLMathematicsandHLPhysics.

HLBiologyusuallyrequired.KCL alsorequiresasecondHLScience/ Mathematics.

Politics

Politics, Philosophyand Economics (PPE)

SomerequireoneSocialScienceor Humanitiessubject(egDurham). History,PoliticsorEconomicswould provideagoodfoundation.

SomerequireMathematics(egDurham, LSE,UCL),forothersitmaybean advantage.AtleastoneofHistory, Politics,Philosophy,orEconomicswould provideagoodfoundation.

HLinaSocialScienceorHumanities subject(egHistory,GlobalPoliticsor EconomicsatHLorSLwouldalso provideagoodfoundation).

SomerequireHLMathematics(eg LSE)orahighSL(egrequiresa6in HLMathematicsor7inSL).Oneof History,Philosophy,GlobalPolitics orEconomicsatHLwouldprovidea goodfoundation.

Psychology

Universitiesareincreasinglyrequiring applicantstohaveoneortwoSciences (whichcanincludeGeographyatsome egBristolandEdinburgh)or Mathematics.Evidenceofessaywriting skillsisalsorequired(ALevelsubjector EPQ).

AScience(whichcaninclude Geographyatsome,egBristoland Edinburgh)orMathematicsatHLwill berequiredorpreferredbymost universities.

Sociology

Nospecificrequirements.Economics, EnglishLanguageorPoliticscouldbe helpfulsubjects.Somepreferatleast oneHumanityorSocialScience(eg Bath).

Nospecificrequirements,buta SocialSciencesuchasEconomics, GeographyorGlobalPoliticsatHL couldbehelpful.

Religious Studies/ Theology

Nospecificrequirements.Religious Studieswouldprovideagood foundation.

AllVeterinaryschoolswillexpect performanceofAAA/A*AA.Chemistry andatleastoneotherScienceare required;somespecifyBiology.

Nospecificrequirements.HLorSL Philosophywouldprovideagood foundation.

Veterinary Science

AstrongGCSEprofileisrequired; minimumoffiveGCSEsatGrade7–9.

IBoffersrangefrom34-42points. Cambridgerequires40-42pointsand 776or777atHL.HLChemistry andBiologyarerequiredbymost Veterinaryschools;some(including Cambridge)willrequireMathematics asthethirdHL.

AstrongGCSEprofileisrequired; minimumoffiveGCSEsatGrade 7–9.

AutumnTerm2023

ADVICE,GUIDANCEANDKEYDATES

Year11

● AllstudentsreceivetheSixthFormCurriculumHandbook detailingthesubjectsofferedwithinboththeALevelandIB pathways.

● NewsubjectsintheSixthFormwillbeintroducedbythe relevantHeadsofDepartment.Thisgivesstudentsan opportunitytofindoutallaboutthestudyofthesenew subjects.

● IndividualdiscussionswithamemberoftheHigherEducation andCareersTeamareavailablebyappointment.

● StrawPollofsubjectchoices.

● SchoolexaminationsinJanuaryforYear11.

SpringTerm2024

SummerTerm2024

● Parents’eveningprovidesanopportunityforindividual consultationsaboutALevelandIBcourses.

● ALevelandIBsubjectchoicesubmission Tuesday30January 2024.

● StudyleavecommencesinMay.

● GCSEexaminationsMay-June.

● WelcometoSixthFormmorninginJune.

● GCSEresultspublished inAugust (datetbc).

PROVISIONALTIME-LINEFORLOWERSIXTHANDUPPERSIXTH LOWERSIXTH

(Thistimelineisbasedontheassumptionthattherewillbenomajorchangestothetimings ofthesystemforuniversityapplications.)

● TalksfromUS,CanadianandEuropeancollegerepresentatives.

● USAdmissiontestpreparationclasses(extracost).

● InformationeveningforLowerSixthparents.

AutumnTerm2024

● Parents’evening.

● IntroductiontotheExtendedEssayandEPQ,andallocationof supervisor.

● EveningmeetingforgirlsandtheirparentsaboutHigher Educationchoices.

● HigherEducationForum-aneveningwhichoffersLowerSixth girlsandtheirparentsanopportunitytoattendtalksdescribing degreecoursesinarangeofacademicdisciplines.

SpringTerm2025

● IndividualmeetingsaboutHigherEducationoptionscommence inJanuary.

● GirlsreceiveInformationforHigherEducationApplicants1: Choices-anin-housebookletcontaininginformationand adviceontypesofdegreecourses,typesofuniversities,Oxford &Cambridge,studyoverseas,ArtFoundationcourses,UCAS, admissionstestsandaccesstomicrosites.

● SchoolexaminationsforgirlsontheIBandALevelpathways.

● Individualmeetingsandadvicecontinue.

● Planningandbookingattendanceatuniversityopendays.

● Parents'Evening.

SummerTerm2025

● UCASandHigherEducationpreparation(HEPP):completing theAPPLYelectronicapplicationform,draftingtheUCAS PersonalStatement,furtheradviceandguidanceoncourseand universitychoices.GirlsreceiveInformationforHigher EducationApplicants2:TheApplicationprocess.

● Advicesessions(groupandindividual)forapplicantstoOxford, Cambridge,US,CanadianandEuropeanuniversities,andArt Foundationcourses.

● Subjectspecificenrichmentsessionsinpreparationfor applications.

● Preparationsessionsforuniversityadmissionstests(UCAT, LNAT,TSA),weeklypracticesessionsavailable.

AutumnTerm2025

UPPERSIXTH (provisional)

● Parents'Evening.

● Adviceandassistancewithapplicationsgivenbyformtutors, DirectorofSixthForm,DeputyHeadsofSixthFormandHead ofHigherEducation&Careers.

● Weeklysubjectuniversitypreparationsessionstohelpprepare forinterviewsandadmissionstests.

● Earlyapplicationsshouldbesubmittedby 8September. PracticeintervieweveninginlateOctoberforapplicantsto OxfordandCambridgeandforcoursesthatinterviewaspart oftheselectionprocess.Furtherpracticeprovidedby departmentsinNovember.

● UniversityoffersbegintobereceivedinlateOctober.

● USearlyapplicationdeadlineis 1November.

● ApplicationstoCanadianuniversitiesandotheroverseas universitiesshouldbesubmittedduringtheautumnandspring term(deadlinesvary).

● Universityadmissionstestsaretakenbetweenmid-October andearlyNovember.

● UniversityinterviewscommenceinlateNovember/early December.

● USEarlyApplicationdecisionsreceivedaround 15December

● PreparationsessionsforBMATuniversityadmissionstests.

● SchoolexaminationsforIBandALevelinJanuary.

● USRegularDecisiondeadlineis 1January

● Parents'Evening.

● UniversityofferscontinuetobereceiveduntilApril/May.

SpringTerm2026

SummerTerm2026

● CandidatedecisionsaboutFirmandInsurancechoicesmadein earlyMay.

● USRegularDecisionsreceivedby 1April

● USCollegeDecisionDayis1May.

● IBexaminationsstartattheendofApril/beginningofMay.

● ALevelexaminationsMay-June.

● IBresults 6July.

● ALevelexaminationresultsmidAugust(datetbc).

● Adviceandguidancefromrelevantstaffinpost-resultsperiod.

September2026

Post-resultsapplicationsforHigherEducationarecompleted.These girlsreceiveasimilarprogrammeofadviceandguidancetogirlswho madeanapplicationintheirUpperSixthyear.

FINEART:ALevel

FineArtisanexcitingcoursewhichoffersextensiveopportunitiesforstudentstothink creativelyandtoexploretheirownideasthroughspecialistmaterialsandprocessesof making.

Thecourserequiresstudentstotestandreflectontheirthinkingwhilstexpressingthemselves visuallythroughnewmethodsofmaking,aswellasmoretraditionalapproaches.Studentshavethe opportunitytouseabroadandexcitingrangeofspecialistequipmentandprocesses,whichinclude largeprintingpressesforetchingandcollagraphs,ascreen-printingtransferbed,ceramicandcold glassfusingfacilities,largeformatdigitalcamerasandanAdanaletterpressprinter.Otherfacilities includealargedarkroomandpurposebuiltceramicsroom.

TheALevelsyllabusisdesignedtoencompassprincipalareasforcritical,practicalandtheoretical coverageofart,craftanddesign.Thesefocusonthequalitiesofacademicobservation,analytical understanding,practicalexperimentation,researchingandindividualexpression.Theseare incorporatedwithinassessmentobjectiveswhichinclude:recordingexperiencesandobservations, exploringandanalysingsources,documentingindependentjudgments,usingknowledgeand understandingoftheworkofotherstoextendthinkingandinformworkandexploreideasusinga broadrangeofmediaandtechniques.

TheALevelSyllabus

TheALevelsyllabusismadeupoftwoseparatemodules:

● APersonalCreativeEnquiry(60%ofqualification).

● ExternallySetAssignment(40%ofqualification).

ThePersonalStudyismadeupoftwointegratedconstituentparts:

● Acritical,practicalandtheoreticalproject/portfoliowithoutcomesbasedonthemesand subjectmatterthathavepersonalsignificance.

● Awrittenelementof1000wordsminimumextendedwriting,whichwillcontainimagesand textsandclearlyrelatetothepracticalandtheoreticalwork.

TheExternallySetAssignmentalsoconsistsoftwoparts:

● Supportingstudies/preparatorywork.

● A15hourperiodofsustainedfocuswork;theresolutionofthelearner’sideasfrom thepreparatorywork.

Usingtheassessmentobjectives,thepreparatorystudiesandsustainedfocusworkwillbeassessed together,inthefirstinstancebyyourteacher,andthenalsobyanexternalmoderator.

CurriculumEnrichment

Weprovideawiderangeofextra-curricularactivitiessuchasspecialistworkshopsontopicssuchas bookbinding,animation,encausticpainting,liquidlightphotographyandmanymore.IntheAutumn Termthedepartmentorganisesavisitsometimestoagalleryand/ormajorexhibitionortoa locationforarecordingworkshop.Youwillbeexpectedtosupplementyourresearchandidea developmentthroughindependentvisitstomuseumsandgalleries.Lifedrawingisanintegralpartof theALevelcourse;itisinstrumentalinthedevelopmentofcorepracticalskillsandyouwillbe expectedtoattendtheseextra-curricularclassesaswellasarangeofinnovativeworkshopsprovided bystafftosupportandextendskillsoutsideoftheclassroom.

CLASSICALSUBJECTS:AncientHistoryALevel

AncientHistoryallowsstudentstoengagewiththekey historicalandculturalquestionsoftheGreekand Romanworldswithouthavingtostudyeitherofthe ancientlanguages.Thecoursedoesnotrequireany previousknowledge;itdevelopsthesameskillsof sourceanalysisasEarlyModernorModernHistory. Thedifferenceliesintherelativescarcityofprimary sourcematerial.Youwillalsoinvestigatehowthe ancientpasthasbeeninterpretedbymodernhistorians. Eachunitisexaminedthroughsource-basedquestions andessays.

Thecoursecomprisesfourunits:

GreekPeriodStudy:RelationsbetweenGreekandnon-Greekstates, 492-404BC

TurbulenttimesofconflictandpeaceplaguedtheMediterraneanintheancientworld.Thispaper focusesonthechallengeposedbythePersianEmpire,whichcausedoncewarringGreeknations suchasAthensandSpartatobandtogetherandresultedinsomeofthemostfamousmomentsin historysuchasthe‘300’atthebattleofThermopylae.Youwillalsolookatthebreakdownof relationsbetweenAthensandSparta,andtheresultingwars.

Thisdepthstudyfocusesontheinterplayofpolitical,socialandreligiousfactorsthatledtothis periodbeingrememberedastheGoldenAgeofAthens.Thereisafocusontheinfluenceofnew thinkingandideaswhichledtoconceptssuchasdemocracyandtheconsequentialfreedomof speechanddebatewhichwereprizedinAthens.Youwillalsoexamineartandarchitecture,drama anddramaticfestivals,andreligion,inordertoevaluatetheirsignificanceinthecultureofAthens.

ThispaperexaminestheinventionofimperialRomethroughtheunfoldingnarrativeofthefirst fiveemperorsofRome.Youwilllookatpolitical,military,socialandreligiouslifeinthetimeafter theassassinationofJuliusCaesarandthedefeatofAntonyandCleopatra.Howdoesthefirst emperor,Augustus,restoretherepublicwhilstbeingsoleruler?Whatonearthdidemperorssuch asCaligulaandNerodotogainsuchbadreputationsamongstancientandmodernhistorians? Examinationofprimaryevidencewillenableyoutodiscovertheanswers.

ThispaperfocusesonthecomplexinteractionsbetweentheRomanempireandtheBritish. BeginninginAD43withClaudius’invasionofBritain,youwillexplorethereasonsforthe conquest;theimportanceofestablishingafrontierandtheactionsofsuccessiveRomangovernors fromAD85-128inregardstothismilitarypolicy.QuestionssuchashowfardidtheBritish collaboratewiththeRomansandwhatimpactdidtheRomaninvasionbringtoeverydaylifeare essentialtoourunderstandingofthisfascinatingperiod.

ThispaperbuildsonthePeriodStudybylookingatthechaoswhichfollowedthedeathofNero.It focusesontheinterplayofpolitical,military,social,economicandreligiousfactorswhichaffected thereignsoftheFlaviandynasty,resultinginaverydifferenttypeofPrincipatethanthatofthe precedingJulio-Claudiandynasty.

Weofferawiderangeofextra-curricularactivities.Eventsmayincludemuseumandsitevisitsin Britain,visitstotheatricalproductions,lectures,conferences,summerschools,ClassicsSociety events,theproductionoftheClassicsMagazine(TheMuse),andparticipationintheAncientWorld BreakfastClub.

CLASSICALSUBJECTS:ClassicalCivilisationALevel

ClassicalCivilisationoffersavariedanddetailedstudy ofsignificantaspectsofGreekandRomanliterature andcultureandtheirinfluenceonmodernthought. Youwillstudyprimaryclassicalsources,includingtexts intranslationandmaterialevidencefromtheancient world.Eachunitisexaminedthroughsource-based questionsandessays.IfyouhaveaGCSEinLatin, GreekorClassicalCivilisation,thiswillenhanceyour experience,but nopreviousexperience ofthese subjectsisrequired,and noknowledgeofancient languagesisexpected.

Thecoursecomprisesthreeunits:

ThepoemsofHomerwereconsideredbytheGreeksthemselvestobethefoundationofGreek culture.YouwillreadselectbooksoftheOdyssey,thestoryoftheTrojanWarhero’shomecoming whereheencountersmonstersliketheCyclopsandjourneystotheunderworldinordertoface thesuitorswhoaretryingtoseducehisloyalwifePenelope,andsoreclaimhiskingdom.Drawing inspirationfromHomer,aswellasfromhisownculturalandpoliticalcontext,VirgilintheAeneid exploredwhatitwastobeaherointheRomanworld.YouwillfollowabandofTrojansescaping thefallofTroy,ledbythe‘pious’Aeneas,andseehowthisconnectstoRome’simperialdestiny. Bothepics,withtheirheroes,godsandtheirmythicalandmysticaltales,havebeenincontinuous studysincetheirconceptionandhaveprovedenduringlypopular.

ThedramaproducedintheancientGreektheatreformssomeofthemostpowerfulliteratureof theancientworld,andhashadaprofoundandwide-reachinginfluenceonmodernculture.Tofully understandthisculturalphenomenonrequiresstudynotonlyoftheplaysbutthecontextinwhich theydevelop,suchasphysicaltheatrespace.ThestudyoftheproductionofGreekdramaiscoupled withanin-depthstudyoftwotragedies,Sophocles’OedipustheKingandEuripides’Bacchae, tragedieswhosethemesofjustice,vengeance,heroismandreligionareofsignificantrelevanceas muchtothemodernaudienceastheyweretothatoftheoriginalperformance.Alsostudiedis Aristophanes’comedyFrogs,withitsfamedsatireoftragedy.

BeliefsandIdeas:LoveandRelationships

30%

Ideassurroundingloveandrelationshipsarekeyaspectsoftheliterature,thoughtsandethicsofany society.Inthisunityouwillbeabletorecogniseandrelatetothepassions,frustrationsanddelights ofloveintheancientworld.Ancientideasaboutmen,womenandmarriagewillenableyouto discusstherealityofloveandrelationshipsineverydaylife.Youwillalsostudyloveandrelationships inpoetry.Sapphoisoneofveryfewfemalevoicesintheancientworld;thecontextofherlifeis fascinatingandherverseispowerfulandevocative.Ovidoffersalighterpresentationof relationshipsandconcentratesonthefunandflirtationofbuddingromances.

Weofferawiderangeofextra-curricularactivities.Eventsmayincludemuseumandsitevisitsin Britain,visitstotheatricalproductions,lectures,conferences,summerschools,ClassicsSociety events,theproductionoftheClassicsMagazine(TheMuse),andparticipationintheAncientWorld BreakfastClub.

CLASSICALSUBJECTS:GreekALevel

InthiscourseyouwillstudyGreeklanguageandliterature,withafocus ontheliterary,cultural,philosophicalandhistoricalissueswhicharise fromtheprescribedtexts.Youwillbeexpectedtotranslateanddiscuss theliteratureandissuesarisingfromit,writeessays,makepresentations andcarryoutindependentresearch.Youwillreviseandextendyour knowledgeofGreekgrammarandvocabularyandwillregularlypractise translationskillsviaunseentranslationandin-depthpreparationofyour settexts.Thereisalsotheopportunitytolearnthetechniqueof translatingfromEnglishintoGreek.

Thecoursecomprisesfourunits: Papers1and2-Language 50%

YouwilldevelopyourknowledgeofGreeklanguageandvocabularyinordertoreadandtranslate previouslyunpreparedpassagesofproseandverse.Thefirstexaminationconsistsoftwo translations,oneproseandoneverse.TheversepassagewillbetakenfromaEuripideantragedy andtheprosefromXenophon.Thesecondpaperofferstheopportunitytotranslateashort passagefromEnglishintoGreekortotackleacomprehension. Paper3-ProseLiterature 25%

Youwillconductanin-depthliterarystudyonmajorworksofGreekProseinbothGreekand English. Consideredthefoundingworkofhistoryinwesternliterature,youwillreadsectionsof Herodotus’Historiesbook1.YouwillexaminetheaccountoftheoriginsofthePersianWarand therulersofLydiaincludingCroesus.ThereisthenanoptiontoextendtheHerodoteanstudyor readPlutarch’saccountofMarkAntony’srelationshipwithCleopatraandfatalrivalrywith Octavian. Literatureisexaminedbytranslation,structuredquestionsandshortessaysonthe passagesyouhaveprepared.

ForyourversesettextsyouwillstudytheIliad(extractsfromBook16)whichfocusonPatroclus’ aristeiaanddeathonthebattlefieldatthehandsofHector.Thusyouwilldevelopyour appreciationofHomer’sstyleandnarrativeskill.YouwillalsostudyEuripides’powerfuldrama, Hippolytus,inwhichayoungmanrefusestoworshipthegoddessAphrodite,forwhichheandhis familypayaterribleprice. Again,youwillbeexaminedbytranslation,structuredquestionsand shortessaysonpassagesyouhaveprepared.

Weofferawiderangeofextra-curricularactivities.Eventsmayincludemuseumandsitevisitsin Britain,visitstotheatricalproductions,lectures,conferences,summerschools,ClassicsSociety events,theproductionoftheClassicsMagazine(TheMuse),andparticipationintheAncientWorld BreakfastClub.

CLASSICALSUBJECTS:LatinALevel

ThiscourseinvolvesthestudyofLatinlanguageandliterature, comprisingcultural,philosophical,andhistoricaltopicswhicharisefrom theprescribedtexts;furtherreadinginbothLatinandEnglishis stronglyencouraged.Translation,discussion,essays,presentationsand independentresearchareallimportantandenrichingpartsofthe course.Youwillprepareyoursettextsindepth,andbyregularpractice intranslationatsight(unseens)youwillextendyourknowledgeof Latingrammarandvocabulary.Thereisalsotheopportunitytolearn thetechniqueoftranslatingfromEnglishintoLatin.

Thecoursecomprisesfourunits:

YouwilldevelopyourknowledgeofLatinlanguageandvocabularyinordertoreadandtranslate previouslyunpreparedpassagesofproseandverse.Thefirstexaminationconsistsoftwo translations,oneproseandoneverse.TheversepassagewillbetakenfromoneofOvid’sworks andtheprosefromLivy’s.Thesecondpaperofferstheopportunitytotranslateashortpassage fromEnglishintoLatinortotackleacomprehension.

Youwillconductanin-depthliterarystudyonmajorworksofLatinProseinbothLatinand English.YouwillstudythespeechProCaelio,inwhichCicerodefendsayoungmanbymakinga sensationalattackonhisformerlover,Clodia.YouwillalsoreadsectionsfromTacitus’sAnnalson theEmperorNero’sreign,culminatinginhismurderofhismotherAgrippina.Literatureis examinedbytranslation,structuredquestionsandshortessaysonthepassagesyouhaveprepared.

Paper4-VerseLiterature 25%

Foryourversesettexts,youwillstudysectionsofJuvenal’ssixthsatirewhichpresentsablistering attackonthebehaviourofwomeninimperialRome.YouwillalsostudyVirgil’sAeneidBook2thisfoundationalpoemoftheRomanstatetracesAeneas’journeyfromthewartorncityofTroy toItaly.Again,youwillbeexaminedbytranslation,structuredquestionsandshortessayson passagesyouhaveprepared.

Weofferawiderangeofextra-curricularactivities.Eventsmayincludemuseumandsitevisitsin Britain,visitstotheatricalproductions,lectures,conferences,summerschools,ClassicsSociety events,theproductionoftheClassicsMagazine(TheMuse),andparticipationintheAncientWorld BreakfastClub.

COMPUTERSCIENCE:ALevel

Computersareall-pervasiveinmodernlifeandComputerScienceisthedisciplinethathasmadethis possible.

ComputerScienceAlevelbuildsonthecore programmingskillsdevelopedatGCSE.It includesadvanceddatastructuresandobject orientedprogrammingtechniques.Studentsare alsoexposedtoAssemblyLanguage.Inthe secondyearofthecoursestudentscompletea substantialcodingprojectoftheirchoice. Obviouschoicesincludewebapplicationsand games,butthespecificationisbroadand students'projectshaveincludedelementsof machinelearningandcomputervision.

Thetheorycomponentofthecourseprovides theopportunitytolearnabouttopicsincluding computerarchitecture,theinternetand databasesaswellassomemoretheoreticalareas suchasoptimisationalgorithmsand'BigO' notation.

UndertakingthisAlevelwillenable studentstodevelop:

● Anunderstandingandabilitytoapplythefundamentalprinciplesandconceptsofcomputer science,includingabstraction,decomposition,logic,algorithms,anddatarepresentation

● Theabilitytoanalyseproblemsincomputationaltermsthroughpracticalexperienceof solvingsuchproblems,includingwritingprogramstodoso

● Thecapacitytothinkcreatively,innovatively,analytically,logically,andcritically

● Thecapacitytoseerelationshipsbetweendifferentaspectsofcomputerscience

● Mathematicalskills

● Theabilitytoarticulatetheindividual(moral),social(ethical),legalandculturalopportunities andrisksofdigitaltechnology

Component1-ComputerSystems

WrittenExam,40%oftotal

Thisexploresthecharacteristicsofcontemporarysystemsarchitectureincludingdevelopmentsin computerhardware.Studentswilllearnaboutapplicationsandapplicationsdevelopmentand methodsofexchangingdataincludingnetworksandwebtechnologies.Datatypesanddata structuresunderpinningtoday’scomputerarchitecturewillbeconsidered,aswellasthelegal, moral,ethicalandculturalissuesarisingintoday’sDigitalAge.

Component2-AlgorithmsandProblemSolving

WrittenExam,40%oftotal

Thiscoverscomputationalthinkingincludingproblemsolvingandprogramming.Akeypartis algorithms,includingtheirdesignandefficiencyaswellasstandardalgorithms.Therewillbea scenario/taskcontainedinthepaperwhichwillrequiremorein-depthproblemsolving.

Component3-ProgrammingProject

ExternalModeration,20%oftotal

Studentsselecttheirownproblemofanappropriatesizeandcomplexitytosolve,whichcanbe tailoredtosuittheirindividualneeds,choicesandaspirations.Studentswillneedtoanalysethe problem,designasolution,codeasolutionandgiveathoroughevaluation.

DRAMAANDTHEATRESTUDIES:ALevel

Themainpurposeofthisqualificationistoallowlearnerstostudydramaandtheatreinanacademic setting,interrogatingthisartformandapplyingtheirknowledgeandunderstandingtotheprocessof creatinganddevelopingdramaandtheatre.AnALevelinDramaandTheatrewillpreparelearners forthefurtherstudyofDramacoursesinHigherEducation,aswellasdevelopingtransferableskills desiredbyallsectorsofindustryineitherperformingordesigning.Theentirecourseisstructured throughgroupworkwithin-depthworkshopsonplaytexts,devisedtheatre,andtheatre practitioners.

Learnerswillresearchandpracticallyexploretwopractitionersandanextractfroma performancetext.Learnerswillthencreateadevisedperformanceinfluencedbytheirpractitioner research.Aportfolioofevidenceiscompletedalongsidethefinaldevisedperformance.

Learnerswillstudyoneperformancetextinitsentiretyandworkcollaborativelytoperformpart ofthetext.Theperformancetakesplaceinfrontofavisitingexaminer.

Learnerswillexplorepracticallytwoperformancetextsonachosentheme,andwillanalyseand evaluatealivetheatreperformance.Learnerswillevaluateboththeperformancetextandthelive theatreina2hour15minutewrittenpaper.

LearnerswillinterpretandexplorepracticallyaperformancetextfromaDirector’sperspective.In a1hour45minutewrittenpaper,learnerswilldetailhowtheywilldevelopanddirectthetextin production.

Economicsisasocialscienceconcernedwiththe challengesofsearchingforacceptablelevelsof economicwell-being.Thequestisofparticular relevancenotonlybecauseofthevastgulfseparating thepoorestandtherichestinhabitantsoftheplanet, butalsobecauseofthelimitsofresources,timeand humaneffort.Studentswillacquireanunderstanding ofasetofprinciplesthatwillenablethemtoexplain anddiscussmanyrealworldeconomicevents,with specificreferencetoindividualmarkets,business,UK governmenteconomicpolicyandglobalconcerns aboutclimatechange,migration,internationaltrade andpoverty.Thecoursesetsouttodevelop students’problemsolvingandevaluationskills.Studentswillalsobedevelopingdatahandlingand applicationofnumberskills–e.g.ratios,percentages,indexnumbers,ratesofchange,graphs. StudentsshouldnotethatahighcapabilityinMathematicsisessentialwhenapplyingtostudy Economicsatuniversity.Forsomeofthemostcompetitivecourses,IBHigherLevelorFurther MathematicsALevelisarequirement.

SpecificationContent

Theme1

IntroductiontoMarketsandMarketFailure.Thisthemeintroducesstudentstothe microeconomicnatureofeconomics,lookingateconomicproblemsandtheway economiststhinkandwork.

Theme2

TheUKEconomy–PerformanceandPolicies.Thisthemeintroducesthekey measuresofeconomicperformanceandthemaininstrumentsofeconomicpolicy primarilyintheUK.Policieswillbeconsideredinahistoricalcontext,withparticular referenceto2007/8,theCovid19shock,andthe1930s.

Theme3

BusinessBehaviourandtheLabourMarket.Thisthemebuildsontheme1andit examinesthebehaviouroffirmsindifferentmarketcontextsandconsiderstheroleof governmentregulationofmarkets.Thelabourmarketwillbeevaluated,includinga considerationofmigrationandtheroleofgovernment.

Theme4

AGlobalPerspective.Thisthemebuildsontheme2.Studentswillstudyglobalization, internationaltrade,thebalanceofpaymentsandexchangerates.Theywillalsostudy theeconomicsofdevelopingandemergingeconomiesaswelltheroleoffinancial markets.

Assessment

Assessmentwillbebywrittenexaminationsattheendofthetwoyearcourse.Thiswillconsistof threeexternallymarkedpapers,eachoftwohourslength. Papers1and2willhave35% weighting eachand paper3willhavea30%weighting.

Paper1

MarketsandBusinessBehaviour

Paper2

TheNationalandGlobalEconomy

Paper3

MicroeconomicsandMacroeconomics

Thispaperwillassessmicroeconomicsandquestions willbedrawnfromThemes1and3.

Thispaperwillassessmacroeconomicsandquestions willbedrawnfromthemes2and4.

Paper3willassesscontentacrossallfourthemes.

Itisessentialthatstudentsareawareofimportanteconomicchangesandeventsintherealworld. Theyareencouragedtoreadwidelyinthequalitypressasanecessarysupplementtotheirwork withthesetanalyticaltexts.

Muchofthesubjectreliesonacompetenceinbasicmathematics,especiallytheabilitytoconstruct graphicalmodelsandanalysenumericaldata.Manyofourkeeneststudentsparticipateinexternal essaycompetitionsorganisedbytheRES,NCH,IEA,theFinancialTimes,anduniversities.

Itisinfactverycommontobefascinatedbylanguage. Maybeyoulistenwithparticularinterestwhenyou comeacrossanaccentthatisdifferentfromyour own;oryoumighthaveayoungchildinyourfamily learningtotalkbeforeyourveryeyes(andears);or perhapsyouareintriguedbythewaynewwords seemtoappearonaweeklybasis–orevenbythe uniquehistoriesofolderwords.

Youwillbefamiliarwiththeskillsoftextualanalysis fromyourGCSEwork,andthisremainsa fundamentalpartoftheALevelLanguageexperience.However,youwillfindthisanalysisbecomes muchmoresophisticated,andyouwillextendyouranalysisacrossthespectrumofwordclasses.

OneofthenewestexperiencesonofferinstudyingEnglishatALevelisthewaythatlanguagecanbe treatedasascience.Youwilldebatetheresearchoflinguiststryingtofindthetruthsattheheartof themanyconundrumsthattheEnglishlanguage,anditsmanyvariations,poses.

Examination(80%)

Youwillsittwoexaminationsattheendofthecourse.Theexaminationunitswillfocuson individualandimmediatesocialcontextsforlanguage and theoriesaboutlanguage changeandvariety, drawingonregional,ethnic,nationalandglobalEnglishes.Anotherexamination unitisthestudyof languageacquisition whichwillhelpyoutograspsomeofthefundamentalsof howchildrenrapidlydevelopfrompre-verbalbabblingtofluent,subtleandcreativecommunicationin thespaceofafewshortyears.Afterunderstandingsomeofthemainapproachesadoptedby researchers,youwillalsotacklethewiderissuesofliteracyandthewayinwhichreadingandwriting aremasteredbychildren.

NonExaminedAssessment(20%)

TheimportanceoforiginalwritinghasbeenretainedatALevel.Yourfirstpieceofwritingwillbea pieceoforiginalwritingwithacommentary.Thecommentaryistheopportunityforyoutoreflect, exploringyourownstyleandanalysingyourownwriting.Inadditiontothis,youwillalsocompletea languageinvestigation.Takinganyareaoflanguagethatyouareinterestedinasastartingpoint,you’ll beabletoaskyourownquestions,formulateyourownmethodologyandcollectyourowndata.You willthenanalysethis,lookingforpatterns.BothofthesepieceswillmakeupyourNEAfolder.

Youwillbeexpectedtoparticipatefullyinlessons,discussingobservationsandideaswithyour classmates.Youwillneedtohaveananalyticalmind,thinkingcarefullyaboutthedetailsoflanguage use.

Co-curricularactivities

Weofferaverywiderangeofextra-curricularactivities.LitSocmeetsweeklyfortalksand discussionsonarangeoflinguisticandliterarytopics,ledbygirlsandteachers.SixthFormReading Groupmeetsonceeveryhalftermtodiscussarangeofcontemporarynovelsinaninformalsetting, withcoffeeandcake.DebatingClubisoneofthemostpopularactivitiesintheschool,runninga Housecompetitionwithintheschool,andalsotraininggirlsforanumberofexternalcompetitions.

TheEnglishLiteraturecourseatGodolphinandLatymerprimarily aimstonourishaloveofliteraturethroughwidereadingand academicallyengagedtextualdiscussions.Acrossthecourseofyour studieswithus,wewillaimtoexposeyoutoawidevarietyof someofthegreatestliteratureeverwritten,fromacrossthescope oftheliterarylandscape.

Youwillstudyanumberofcoretextsindepth;exactlywhichtexts variesfromclasstoclassandfromteachertoteacher,butyouwill havetheopportunitytograpplewithpoetry,proseanddrama. Alongsideclosereadingofyourtextsthemselves,youwillalsobe exposedtothecontextsthatimpactedonthem,andtothecritical discussionsthathavedevelopedaroundthem.

Aswellasdiscussingtextsinclass,youwillalsospendtime developingthearticulacyandstrengthofyourwrittenexpressionthestudyofEnglishLiteratureisanexcellentpreparationforanyuniversitycoursewithawritten component,andanexcellentcomplementaryALevelforanyotherhumanitiessubject.

Thiscoursewillsuityouifyoulovereadingandtalkingaboutbooks.

Thesyllabus

Youwilltaketwoexamsattheendofthecourse. Onewillbeonthreetexts:aShakespeareplay,a dramatext(notShakespeare)andapoetrytext.The otherwillbecentredaroundatopic,forexample ‘WomeninLiterature’,‘AmericanLiterature 1880–1940’or‘GothicLiterature’.Forthisexamyou willstudytwosettextsindetail,andwillalsobe encouragedtoreadwidelyinthechosentopic.Each oftheseexamswillbeworth40%ofyourfinalmark.

YouwillalsocompileafolderofworkforyourNon ExaminedAssessmentwhichwillconsistoftwo piecesofwriting,oneonasingletext,theother comparingtwotexts,allofwhichmusthavebeen publishedafter1900,andoneofwhichmusthave beenpublishedafter2000.Thefolderwilltotal3,000wordsandwillbeworth20%ofyourfinal mark.

Co-curricularactivities

Ourco-curricularactivitiesinEnglisharerunmainlybyourteamofexcellentLaureates,alongside enthusiasticstudentsfromacrosstheschool.Wearealwayseagertodevelopactivitiesaroundthe interestsofourSixthFormcohorts,andourEnglishLiteraturestudentsoftenmeetoutsideofthe coursetodiscusswiderreadingandattendperformancessocially.LitSocmeetsweeklyfortalksand discussionsledbygirlsandteachers.TheDebatingClubisoneofthemostpopularactivitiesinthe school.

GEOGRAPHY:ALevel

Geographyhelpsstudentstounderstandbothhumansocietiesandthenaturalenvironment.Thekey questionsingeographyare:whydosocietiesandenvironmentsvaryfromplacetoplace,andhow havetheycometobeastheyare?

TheALevelcoursebuildsontheIGCSEfoundationsanddrawstogetherthedifferenttopicsin geographyunderacommonthemeofcontemporaryglobalchange.Throughthestudyofdynamic andcontemporarycontent,girlswillunderstandandinteractwithissueswhichaffectpeopleand placesatarangeofscalesfromlocaltoglobal.Thetablebelowgivesanoverviewoftheteaching.

PhysicalGeography

LandscapeSystems:glacial environments

HumanGeography

ChangingSpaces;MakingPlaces

Lower Sixth

Earth’sLifeSupportSystems:water andcarboncycling

IndependentInvestigation

GlobalConnections:globalmigrationand humanrights

IndependentInvestigation

Upper Sixth

GeographicalDebates:exploring ocean

Severaltripshavebeenarrangedas partoftheALevelcourse.Duringthe LowerSixthyear,aspartofthePlaces unit,studentswillundertakeaplace studyofSpitalfields,EastLondon. Theywillalsohavetheopportunityto gotoIcelandtostudyglaciers, volcanoesandwaterfallsandto examinethehumangeographyofone ofthemostsustainableplacesonthe planet.InthesummeroftheLower SixthyearafieldcoursetoBlencathra intheLakeDistrictwillbethefocus oftheindependentinvestigation, worth20%oftheoverallmark.

GeographicalDebates:thegeographyof disease

StudentsareencouragedtotakeadvantageoflinkswiththeRoyalGeographicalSocietyandattend lecturesoutsideschool.ThereisavibrantGeographySocietyrunbytheSixthForm,inwhich contemporaryissuesarediscussedanddebated,andathrivingGeographyBookClub.Thegeography magazine,Aspect,iswrittenandeditedentirelybytheLowerSixthandpresentsanopportunityto gatherexperienceinjournalismandediting.

HISTORY:ALevel

Paper1:TheTudors1485-1603

Breadthpaper:Thiswillinvolveastudyof100years ofsignificantdevelopments.Itwillbeexaminedina2h 30minexamination,worth40%oftheALeveland focusedonhistoricalinterpretations.

ThecoursebeginsduringtheWarsoftheRoses;a conflictinwhichtheLancastriansandYorkistsarevying fortheultimateprize–thecrownofEngland.We examinehowthiscivilconflictcametoanendatthe BattleofBosworthin1485.ForHenryVIIthisisjust thebeginningofthechallengeofestablishingroyal authorityandsecuringtheTudordynasty.Inthiswiderangingcourse,youwillstudyhoweffectively theTudorsrestoredanddevelopedthepowerofthemonarchybylookingatkeyeventssuchasthe BreakwithRome.AdditionallywewillbeabletofocusonhowEngland’srelationswithforeign powerschangedandwhatimpactthishadonthesuccession.Wewilllookathowfarintellectualand religiousideasdeveloped,andwithwhateffect,aswellasstudyingkeyindividualssuchasThomas Cromwell,AnneBoleynandMaryQueenofScots.

TherearemanyTudorhistoriansinUKuniversities,soweareluckyenoughtobeabletoattend academiclectures.

Paper2:LouisXIVFranceandEurope1643-1715

Depthpaper:Thiswillinvolveastudyofmajorhistoricalchangeandwillrequireaconsiderationof someprimaryevidence.Theexaminationwillbe2h30min,worth40%oftheALevel.

ThisperiodofFrenchhistoryanalysesLouisXIVandFranceinitsgreatageofculturalachievement. Louisworkedhardtocreateanimageofhimselfasanabsolutemonarch,throughstatuesandcoins, butmostimportantlythroughbuildinghismagnificentpalaceatVersailles.Hewas,inallrespects,the ‘SunKing’.Bythe1680sheruledoveracountryattheheightofitspowers:Frenchbecamethe internationallanguageofdiplomacyandFrenchfashionwascopiedthroughoutthecourtsofEurope. ButthelonganddestructiveWaroftheSpanishSuccessionattheendofhisreignbroughtmilitary defeatsandhugefinancialdebtstothisoncegreatcountry.Youwillbeabletostudythereignofthis controversialmonarchthroughbothprimaryandsecondarysourcematerial.

Historicalinvestigation:Spain1490-1598

Thiselementisanexerciseinassessingandevaluatinginterpretationsofthepastinapieceofwriting of4500words.

Thisperiodhasbeenwidelyjudgedtobea‘GoldenAge'inSpain.NotonlydidSpaindominate Europepolitically,butitwasalsohometoanartisticfloweringthatwouldmakeittheculturalcentre ofthecontinent.FerdinandandIsabellawerethefirstmonarchstobringstabilityandunitytothe peninsula.TheywerealsoresponsibleforsponsoringChristopherColumbusonhisvoyagesof discoveryandforintroducingtheInquisition.UnderCharlesV,theempirespreadtoincludeAustria andtheHolyRomanEmpireamongstothers,butitwasunderPhilipIIthatSpain’sGoldenAge reacheditsheightandheruledoverhishugeempirefromhismagnificentpalaceofEscorial,just outsideMadrid.

ModernHistory

HISTORY:ALevel

Paper1:IndustrialisationandthePeople 1783-1885

Breadthpaper:Thiswillinvolveastudyof100 yearsofsignificantdevelopments.Itwillbe examinedina2h30minexamination,worth40% oftheALevelandfocusedonhistorical interpretations.

HugechangesineverydaylifeinBritainhad considerableimpactonthedevelopmentof Britishpolitics.Thiswide-rangingcourseincludes manydifferentapproachestohistoricalstudy–theroleoftheindividual,howeconomieschange,the developmentofpoliticalideologiesandtheexperienceofdifferentsocialclasses.Thegovernment facedmanynewchallengesinthiseraasaresultofindustrializationandyouwillhavetheopportunity tostudythesecrucialmomentsinBritishhistory.

Paper2:TheFrenchRevolution

Depthpaper:Thiswillinvolveastudyofmajorhistoricalchangesandwillrequireconsiderationof primaryevidence.Theexaminationwillbe2h30min,worth40%oftheALevel.

Thisoptionprovidesforthestudyin-depthofakeyperiodofhistorywhichwastochangethe relationshipbetweentherulerandthegoverned,notonlyinFrancebutthroughoutEuropeand,in time,thewiderworld.AstudyofFranceinrevolutionembracesconceptssuchasabsolutism, enlightenment,constitutionalism,democracy,republicanddictatorship.Italsoencourages considerationofissuessuchastherelationshipbetweenrulersandtheruled,theplaceoftheChurch intheState,thepowerofthepeopleandpromotesreflectiononwhatmakesandperpetuates revolution.

Historicalinvestigation:Germany

Thiselementisanexerciseinassessingandevaluatinginterpretationsofthepastinapieceofwriting of4500words.

NietzscheoncewroteoftheGermans "theyareofthedaybeforeyesterdayandthedayafter tomorrow-theyhaveasyetnotoday". WhatdoesitmeantobeGerman?HowisGermannational identityconstructed?ThesearejustsomeofthequestionsexploredintheALevelmodernhistory courseworkwhichconsidersthepolitical,social,economicandculturaldebatesurroundingthe so-called'GermanQuestion'.Germanandnon-Germanhistorianshavelongdebatedthecomplex natureofGermany'shistoryandinthemidandlatenineteenthcenturythisreacheditspeakaswhat hadbeenacomplexcollectionofindependentstateswasunifiedasthenationstatewenowcall Germanyin1871.DidpoliticalunificationcreateaclearGermannationalidentity?ArguablyGerman leadersfromBismarckandKaiserWilhelmtothoseoftheWeimardemocracyandfinallytoAdolf HitlerandtheleadersofthedividedColdWarEastandWestGermanyhaveallsoughttocreatea 'nationalcommunity',tounifytheGermanpeopleinacommonidentity.Wewillexplorethemotives, natureandconsequencesofthiscontinuingsearchfor'Self'forthecountrythatisnowoneofthe strongestforcesinEurope.

OvertheALevelPoliticscourse,studentswilldevelopadeep understandingofpoliticalideologies,beliefsandinstitutions,as wellastherangeofcomplexpowerrelationshipsthatcreate thepoliticalsystemsoftheUKandUSA.Aswellasoffering modulesondifferentelementsofmodernpolitics(for instance,onvotingbehaviour,theroleandregulationofthe media,andconstitutionallaw),thecoursewillalsoset contemporarypoliticsintheUKandUSAinitshistorical context,andwillexploreindepththephilosophical foundationsofmodernpoliticalthought.

UKPolitics(Papers1and2,LowerSixth)

Thosemodulesestablishafoundationalunderstandingofhow theUK’spoliticalsystemfunctions,aswellasconsidering debatesofcontemporarysignificance,forexamplewhether theHouseofLordsshouldbeabolished,orwhetheranewvotingsystemisneededatWestminster. WewillconsiderhowParliamentfunctions,analysingthelawsandconventionswhichlimit Parliament’spower.WorkonElections,ElectoralSystems,andReferendumswilladdafurther technicaldimensiontothisstudy.Onamorephilosophicallevel,theideologiesofthedifferent partieswillbediscussedandsetintheirhistoricalcontexts.PoliticsintheUKisafast-movingtarget: asnewpartiesrise,andtheoldorderfacesnewandpotentiallytransformativechallengesfromforces suchassocialmedia,populism,andglobalisation,sotheacademicstudyofUKpoliticsneedsto evolverapidlytokeeppace.UKpoliticshasitsrootsinancientconventionsandcenturies-old traditionswhich,atfirstsight,canseemstaidandponderous;eventhemostcursoryexamination, however,revealsadramatic,vivid,andintertwiningtapestryofbitterrivalries,competingideas,and spectacularcontroversieswhichdefysimpleresolution.

Ideologies(Papers1and2,LowerSixthandUpperSixth)

Tostudypoliticsistostudytheenduringtensionbetweenidealandreality.Everypoliticalideologyis utopiantosomedegree:everyphilosophyorsetofbeliefsadvocatestheconstructionofa‘perfect’ society,governedbyrulesandlogicwhich,despiteappearingeminentlysensibleonpaper,oftenstart todisintegratewhenconfrontedbytheunpredictabilityofhumannature.Thestudyofthethree ideologiesthataremostdominantinmodernpolitics–Socialism,Conservatism,andLiberalism–are crucialtoanyunderstandingofpolitics.Theseideologieswillbecomplementedbyamoduleona ‘non-mainstream’ideology(suchasfeminism,anarchismornationalism).Studentswillregularly engagewithrelevanttextsinclass,andareencouragedtopersonallyengagewithworksofpolitical philosophy.Suchfirst-handengagementwithsophisticatedandinfluentialpoliticalideaswillserveas excellentpreparationforthefuturestudyofPolitics,PPE(Politics,PhilosophyandEconomics),or InternationalRelationsatuniversity.

USPolitics(Paper3,UpperSixth)

ThenatureofgovernmentintheUSisoftenrecognisablefromfilmsandTVshows,andcanseem veryfamiliar;deeperinvestigation,however,bringstotheforeavibrantandunpredictablepolitical landscape,drivenbypowerfulcurrentsofregional,racial,andculturaltensionsthat,toaEuropean observer,canseemquitealienattimes.TheConstitutionandtheideaswhichdrovetheFounding FathersremaincentraltothestudyofUSpolitics:insomeways,thepoliticalinstitutionstheycreated aresurprisinglyadaptive,andhaveevolvedrapidlytokeeppacewithmodernvalues;yet,thereare otheraspectsofUSpolitics(suchastheRighttoBearArms,whichhasacquiredanalmostreligious significanceinsomeplaces)whichmightseemanachronisticatthestartofthetwenty-firstcentury.

TheUSsegmentsofthePoliticscoursewillforensicallydissectthesephenomena:thelegaland constitutionalmechanismsoftheUSgovernmentwillbeastartingpoint;butstudentswillalso investigateareassuchaspartyideology,racialpolitics,theTwoPartySystem,andthequirksof America’sunique,indirectvotingsystem.

BeyondtheClassroom

WeencouragePoliticsstudentstotakefulladvantageofourpositionattheheartofpoliticalactivity inLondon,providingsuggestionsofeventsandlecturestheymightliketoattend.Overthecourseof thetwoyears,avisittoParliamentwillbeaugmented,wheneverpossible,withtripstopolitical meetings,conferences,andexhibitions.Aprogrammeofexternalspeakersatthestudent-ledPolitics Societyhelpsstudentstodeveloptheirunderstandingofthesubjectbeyondthecurriculum,for examplegivinginsightintothehistoryoftheLiberalParty,NationalPopulismortheMexicanDrug Wars.Eachyear,agoodnumberofstudentsgoontostudyPolitics,InternationalRelationsor associatedsubjectsatuniversityandthedepartmentprovidesregularuniversitypreparationsessions forthoseinterested,seekingtostretchthestudentsanddeveloptheirskillsofdebate,analysisand independentthinking.Furthermore,aswellasthePoliticsSociety,studentsalsorunaPoliticsBook ClubandproduceanannualPoliticsmagazinegivingplentyofopportunitiesforsuper-curricular development.

HISTORYOFART:ALevel

HistoryofArtisintellectuallychallenging,rewarding,enjoyableandavailableonlyintheSixthForm. VisualmediadominatecontemporarycultureandHistoryofArtgivesstudentsthemeanstomake senseofourworldbystudyingthehistoryofglobalvisualculture.

Thekeyfocusistheinvestigationofthemeaningandsignificanceofworksofartwithinagiven historicalcontext,andtheirsignificancetoustoday.Thisinvolvesthestudyofhistorical,political, social,economic,philosophicalandliterarymaterialthroughprimaryandsecondarysourcesand promotescross-curricularlinks.HistoryofArtdevelopsawiderangeofskillsandusesarangeof methodologies.Throughobservation,descriptionandcriticalanalysisofimages,youwilllearnto discussthematerials,techniquesandformalqualitiesofpainting,sculpture,architectureandmixed mediaworkusingspecialistvocabulary,aswellasrecognisethefeaturesofindividualandhistorical styles.TherearenospecificGCSErequirementsforthecourse.Studentswillberequiredtoresearch independently,contributetoclassdiscussionsanddebates,givepresentationsandsubmitregular essays.

Edexcelspecification

SectionA: VisualAnalysisofartfromc.500BCtopresent –askills-basedcoursefocusingon theformalqualitiesofpainting,sculptureandarchitecture,suchascolour,light,composition,space, pattern.Youwillacquireanin-depthunderstandingofmaterialsandtechniquesandanewspecialist vocabularythatwillallowyoutodescribeandinterpretartandbuildingswithfluencyandauthority.

SectionB: ThematicStudyofWorldArtandArchitecture:‘ArtandNature’and‘Art andWar’.Throughtheseunits,you’lllearnhowthethemesofnatureandwar,bothuniversal concernsofhumanexperience,havebeenrepresentedandinterpreteddifferentlybyartistsand architectsfromacrosstheglobe,datedfromantiquitytothepresentday.

SectionC: PeriodStudiesofArtandArchitecture:‘InventionandIllusion’:The RenaissanceinItaly1420-1520’,and‘BraveNewWorld:ModernisminEurope 1900-1939’. Theseunitslookattwoofthemostrevolutionaryperiodsinthehistoryofwestern culture,inwhichtheappearanceandwiderroleofartchangedforever.Throughin-depthvisualand contextualanalysisyouwilllearnthenature,causesandsignificanceoftheserevolutions.

EachyearthereistypicallyanannualoverseasvisittoeitherItalyorParis,alongsideregularvisitsto Londonmuseumsandgalleriesandopportunitiestoattendlecturesandconferences.

HistoryofArthasmanyapplicationsintermsofcareersincludinganyprofessionrequiringskillsof research,analysisandcommunicationsuchasmediaandcommunications,publishing,museumand galleries,conservationandrestoration,education,publicrelationsandarchitecture.Mostimportantly, HistoryofArtwillteachstudentstounderstandourcontemporaryhighlyvisualcultureandprompt enthusiasmsthatlastalifetime.

MATHEMATICS:ALevel

MathematicsALevelisfascinating,challengingand popular.Itwilldevelopanddeepenyour knowledgeoftopicsthatyouhavealready encountered,whilstintroducingyoutosomenew applicationsofMathematics.Youwilldevelop importanttransferableskillssuchaslogicaland rigorousthinking,creativity,aswellasproblem solving.Youwillhavetheopportunitytobuildon yourexistingknowledgeofMathematicsby furtherexploringtopicssuchasAlgebra,Calculus,andGeometry,whilstlearningtoidentifylinks betweentopicsinMathematics,suchassurdsandtrigonometryorcalculusandarea.Anarrayofnew mathematicalapplicationswillbeintroducedthroughthestudyofMechanicsandStatistics.

AlevelMathematicsrequiresanabilitytothinklogicallyandcreativelyandapplymathematicalskillsin avarietyofcontexts.Thereisnocourseworkinvolved,howeverstudentsarerequiredtoanalysea largedatasetindepth,makeconclusionsandanswerquestionsaboutitintheirexaminations.

AQAALevelMathematicsconsistsofthreetwo-hourexaminationswhichtakeplaceinthesummer termofUpperSixthstudies.TheseconsistoftopicsinPure,StatisticsandMechanicsasshowninthe diagrambelow:

ALevelMathematicsstudentsalsohavetheoptiontoentertheUKMT SeniorMathsChallengeintheAutumntermsoftheirSixthFormstudy. TheymayalsowishtojointheMathematicsSociety,mentoryounger pupils,attendalecturedayorentercompetitions.

AllstudentsstudyingALevelMathematicsorFurtherMathematicswillbe requiredtopurchasethroughtheschoolaCASIOfx-991EXCalculator. It isarequirementoftheALevelMathematicssyllabustohavea sophisticatedcalculatorwhichcan solvesystemsofequations,numerically evaluatederivativesandintegrals,andfindprobabilitiesforstatistical distributions.

FURTHERMATHEMATICS:ALevel

ForthosewitharealpassionandtalentforMathematicsthiscoursecanbeimmenselyrewardingand satisfying.Itwillreallyextendanddeepenyourmathematicalknowledgeandalsoallowyoutofurther buildontheproblemsolvingskillsdevelopedinALevelMathematics.Aswellasfurthering understandingofthetopicscoveredinALevelMathematics,newtopicssuchaspolarcoordinates, complexnumbersandmatricesareintroduced.InordertotakeFurtherMathematicsALevelyou mustalsobestudyingMathematicsALevel.

InadditiontotheALevelMathematicspapers,therearethreefurtherexaminationpaperstakenat theendoftheUpperSixthwhichcovermorePureMathematics,MechanicsandStatisticscontent.

ThefollowingtableshowswhichtopicswillbestudiedineachofthethreeareasofFurther Mathematics:Pure,Mechanics,andStatistics.

PureMathematics Mechanics Statistics

Dimensionalanalysis

Complexnumbers Matrices

FurtherAlgebra&Functions

FurtherCalculus

FurtherVectors

Polarcoordinates

Hyperbolicfunctions

Differentialequations

Trigonometry

CoordinateGeometry

Momentum&Collisions

Work,Energy&Power

Circularmotion

Centresofmass Moments

Discreterandom variables

Poissondistribution

TypeIandTypeIIerrors

Continuousrandom variables

Chi-squaredtests

Exponentialdistribution

OnesampleT-tests

AllstudentswillentertheSeniorMathematicsChallengeandthosewhoscoreparticularlywellwill beinvitedtoparticipateinadditionalOlympiadrounds(BMO).FurtherMathematicsstudentsalso entertheUKMathematicalOlympiadforGirls(MOG)andwillhavetheopportunitytoattend seminarsgivenbyleadingmathematiciansoncutting-edgemathematicsresearchandstimulating applicationsofmathematicaltopics.Theymayalsohavetheopportunitytorepresenttheschoolin theHansWoydaMathematicsCompetition.

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MODERNFOREIGNLANGUAGES

WhystudyoneormoreforeignlanguagesintheSixthForm?

Culturalunderstanding

Thestudyoflanguagesenhancesourabilityto communicateandthereforepromotesour understandingofothercultures,bothofwhich arevitalskillsintoday’sworld.Speakinganother languagewillhelpyoutofullyunderstandthe culture(forexample,throughart,cuisine,dance andfashion)anditspeople,aslanguageand culturegohandinhand.Learninganother languageopensone’smindtonewideasandnew waysoflookingattheworld.Inaddition,when youspeakanotherlanguage,youcanenjoy literature,film,andmusicintheoriginallanguage. Itisextremelydifficultforatranslationtobea perfectreplicaoftheoriginal;thebestwaytounderstandwhattheauthorreallymeantistoread whattheauthoractuallywrote.

Businessandcareers

Speakinganotherlanguageisaskillthatwillincreaseyourmarketability.Theskillsyouacquirewhen learningalanguagearetransferabletomanyworkplacecontexts.Employerstendtoprefercandidates whospeakoneormoreforeignlanguages.EventhoughEnglishiswidelyspokeninmuchofthe world,thefactremainsthattheglobaleconomydependsoncommunication.Whendealingwith anothercountry,someonewhospeaksthenativelanguagewillhaveanobviousadvantageover someonewhodoesnot.

Communication

Anobviousreasontolearnanotherlanguageistobeabletocommunicatewiththepeoplewho speakit.Thisincludesboththepeopleyoumeetwhentravellingaswellaspeopleinyourown community.Yourtripsabroadwillbegreatlyenhancedinbotheaseofcommunicationand friendlinessasspeakingthetargetlanguageshowsrespectforthatculture.Inaddition,learning anotherlanguagecanfosterbetterrelationswithlocalimmigrantpopulationsathome.Londonis knownforhavingthemostnumerousforeigncommunitiesintheworld.

Languageenhancement

Learninghowanotherlanguagediffersfromyourownwillincreaseyourunderstandingofyourown language.Formanypeople,languageappearstobeinnate-weknowhowtosaysomething,butwe donotnecessarilyknowwhywesayitthatway.Learninganotherlanguagecanchangethat.Ithas beenscientificallyproventhatstudyingoneormoreforeignlanguageswillincreaseone’s problem-solvingskills,memoryandself-discipline.

MFLatGodolphinandLatymer

TheMFLdepartmentatGodolphinencouragesallgirlstotakeupalanguageintheSixthForm. Stronglinguistsareencouragedtotakemorethanonelanguageespeciallyiftheyareconsidering studyinglanguagesatUniversity.Itisalsoworthcheckingonlinehowmanylanguagesarerequiredfor careersinthediplomaticservice,EuropeanUnion,UnitedNations,ifthisisofinteresttoyou.

WecurrentlyofferFrench,Spanish,German,ItalianandMandarinatALevel.Intheclassroom,great emphasisisplacedondevelopingyouroralandwrittenconfidenceaswellasexpandingyour knowledgeofthetargetlanguagecountry(ies)throughthestudyofavarietyofauthenticsourcesand materials,includingliterarytexts.Youwilllearntotranslate,analyse,researchanddebate.Outside theclassroom,theschoollibraryandRoom26arewellresourcedwithawealthofonline newspapers,magazines,DVDsandotherlisteningmaterial.Thereareopportunitiestotakepartin workexperienceschemesandthereisatravelgrantavailable,theSpongaward.Inaddition,thereare regulartripstofilms,plays,exhibitions,debatingeventsandlectures.Developingindividualareasof interestisalwaysencouraged:youcouldgivetalks,runsocietiesorbepartoftheeditorialteamfor TheLinkmagazine.

Whatnext?

Pleaserefertothepagesfortheindividuallanguagesonofferanddonothesitatetogetintouchif youhaveanyqueries.

WhyFrench?

Franceisaprominentpoliticalandbusinesspartnerworldwide andisoneofthepillarsoftheEuropeanUnion.Franceis,of course,Britain’snearestneighbourand,withtheEurostar,Parisis morereadilyaccessiblefromLondonthanmanyBritishcities. Franceisatoptouristdestination,withitsfineheritage,climate, beaches,greatmountainsandvastexpansesofunspoiled countryside.Frenchisthesecondmostcommonlytaughtsecond languageintheworld(afterEnglish).Spokenbynativespeakersin allfivecontinentsoftheworld,Frenchisoneoftheofficial languagesin33countriesincludingSwitzerland,Belgiumandmany Africancountries,whichhaveadistinctiveFrancophoneculture. Frenchisalsooneoftheofficialworkinglanguagesinmany internationalorganisations(EU,NATO,Interpol,UNetc.)

Syllabus

TheAQAcoursecoversarangeofinterestingtopicsthatareof particularrelevancetoyoungpeopleandtoFrance,inordertopromoteadeeper,richerlearningof theFrenchlanguageanditsculture.Thetopicsareveryvariedandinclude:

● Socialissuesandtrends:thechangingnatureoffamily,'cyber-society',theimportanceof voluntarywork,thepositivefeaturesofadiversesociety,thelifeofmarginalisedgroupsand howcriminalsaretreated.

● Artisticculture:acultureproudofitsheritage,contemporarymusicandthecinema,the7th artform.

● Aspectsofpoliticallife:teenagers,therighttovoteandpoliticalcommitment, demonstrations,strikes–whoholdsthepower?Andpoliticsandimmigration.

Followingdiscussionsonthesetopics,yourfluencyandconfidenceinFrenchwillincreasehugely,as wellasyourinsightintoFrenchcultureandsociety.Newspapers,magazinearticles,literaryextracts andTVclipswillcomplementthecoursebook.Moreover,youwillalsohavetheopportunitytostudy aliterarytext,afilmanddosomeresearchonaparticulartopicofyourchoice.Allofwhichwillno doubtfurtherenrichbothyourlanguageandculturalknowledge.TheALevelcourseputssuchan emphasisonlinguisticskills(reading,listening,speakingandtranslating)throughthestudyof authenticmaterialthatyouwillbecomeawell-roundedlinguist.

Curriculumenrichment

TheFrenchDepartmentencouragesLowerSixthstudentstowatchFrenchplaysand/orfilms.There arealsomanyexhibitionsthatarerelevanttotheirFrenchstudies.ThereisoftenaSixthForm FrenchCinemaclubandaDebatingclubwheregirlsstudyingFrenchhavethechancetodiscuss variouscurrentissuesinFrench;thisisagreatwaytoimproveyouroralfluencyandsharpenyour analyticalandcriticalskills.WealsostronglyencourageyoutoarrangetospendsometimeinFrance and/orinaFrenchspeakingcountryduringyourtimeintheSixthForm.Wecanprovideyouwith namesofcompaniesthatOldDolphinshaveusedsuccessfully.Itiscrucialforanyonestudyinga languagetofindawaytoimmerseoneselfinthelanguagebutalsointheculture.Thereissomuchto gainacademicallyandpersonallyfromsuchexperiences.

AfterALevelFrench?

YoucanofcoursepursueyourstudyofFrenchatuniversityonasingleorcombinedhonourscourse. Thepossiblecombinationsarenumerous.

GERMAN:ALevel

WhyGerman?

Fromanemploymentpointofview,learningGermanmakesperfectsense.NotonlyisGermanthe secondmostspokenlanguageinEuropeandthemostspokenlanguageoftheEuropeanUnion,but GermanyisalsoBritain'smostimportanttradingpartner.Withitsstrongfinancialservicesand businesstieswithintheUK,GermanisthelanguageinhighestdemandacrossUKjobpostings (source:TheIndependent).StudyingGermanwillsetyouapartfromyourpeers,andyouwill discoverfirst-handwhatamusicalandpoeticlanguageGermanis:checkoutMozart’s‘Die Zauberflöte’ifyouneedmoreconvincing.

Syllabus

ByIGCSEyouwillhavemasteredmostofthegrammar neededandthedifferenceatALevelisthatyoucover moreinterestingtopics,suchaspersonalrelationships, themedia,festivals,artandarchitecture,immigration, reunification,politicsandthenews.TheAQAcourse givesyoudirectcontactwiththestimulatingworldof Germanphilosophy,historyandartandprovidesyou withtheopportunitytoreadliteratureandstudya selectionoffilms.Youwilldevelopspeakingandwriting skills,learnhowtotranslateeffectivelyfromone languagetotheotherandengageinoralactivitiesso youcanconfidentlydiscussissuesrelatingtoGerman society,cultureandheritage.

Curriculumenrichment

TomakethemostofyourstudiesyouareencouragedtovisitGermanyandtoengageincultural activities.Thiswillenableyoutopractiseallthatyouhavelearnedintheclassroomandwillreally boostbothyourconfidenceandfluency.Wewillsupportyouwiththisendeavourandhelpyouto findthemostappropriateopportunityforyou,forexample,astudyvisittoalanguageschoolora workplacement.Inaddition,theatretrips,cinemashowingsandexhibitionvisitsareorganisedor signpostedbythedepartment.

AfterALevelGerman?

TheGermanDepartmenthelpspupilstoprepareforlanguagecoursesatuniversity,includingOxford orCambridgeapplications,withtargetedextraenrichmentsessionsandavarietyofextracurricular opportunitiesforyoutoaddtoyourpersonalstatement.Germanisstudiedeitheronitsownorin combinationwithanothermodernlanguage,aMiddleEasternlanguageorwithothersubjectssuchas Classics,English,HistoryorPhilosophy.

WhyItalian?

ItalyisacornerstoneinCulture,ArtandHistoryacrossEurope,youcannothelpbutbeinspiredto learnthelanguage!FromtheRomanEmpiretothemediaevalcommunes,fromtheRenaissanceto Fascism,ItalyhasshapedthecultureandpoliticsofEuropeandthewiderworldforovertwo thousandyears!StudyingItalianoffersyouawonderfulopportunitytoengagewiththosetraditions, aswellaswithoneofthemostvibrantandcontroversialEuropeanNationsoftoday.

Courseoutlineandassessment

DuringthefirstyearofALevel,youwillstudyarangeof interestingtopicsthatareofparticularrelevancetoyoung peopleandtoItaly,e.g.Relationships,Marriage,Family, Education,LeisureandtheArtsandtheworldofWork. Becauseofdiscussionsonthesetopics,yourfluencyand confidenceinItalianwillincrease.Newspapers,magazine articles,literaryextracts,TVclipsandfilmstudieswill complementthecoursebooks.

Inyoursecondyearofstudies,inordertopromotea deeperandricherlearningofItalian,youwillhavethe opportunitytostudypoliticalissues,Fascismand Democracy,Feminism,Immigration,theNorth/Southdivide. LiterarytextsandfilminItalianwillbeanimportantpartof thecourseandwillfurtherenhancebothyourlanguageand culturalknowledge.

Enrichment

Whenevernumbersallowit,theDepartmentorganisesa StudyTriptoBolognaorFlorenceduringOctoberHalf Term.YouwillbeencouragedtowatchItalianfilmsandvisitItalianexhibitionsandeventswhenever theytakeplaceinLondon.Unipreplessonswhicharealsoofferedtothegirlswhowouldliketo studyItalianatUniversity.TheDepartmentstronglyencouragestheSixthFormerstoorganise themselvesindependentlyandfindwaystospendsometimeinItalyduringtheholidays(work experience,languagecourses).Supportandsuggestionsfrompaststudents'experiencescanbe offered.

BeyondALevelItalian, Italiancanbestudiedinmanyprestigiousuniversitiesasasinglehonourdegreeoralongsideanother languageorevenothersubjectssuchasEconomics,Law,ChemistryorMathematics.

WhyMandarin?

Chinahasmovedbeyondbeingperceivedasamarketofa billionpeopletobeingamajorglobalpowerwith economicandpoliticalinfluence.Thus,anabilityto operatewithfluencyinMandarinChineseopensdoors intomanyvariedcareers,fromfinancetodiplomacyto environmentalconsulting.This,combinedwiththerichly fascinatinghistoryandcultureofthecountry,makesita veryattractiveALevelchoice.

Syllabus

TheEdexcelALevelcoursetestsallfourlanguageskillsin avarietyofwayswhichwillenablelearnerstoreachaveryhighlevelofproficiencyinMandarin. Alongsidelanguagelearning,studentsstudyliterarytextandfilmandlearntowritecriticallyonthese inMandarin.Speakingistestedviaanoral,basedbothonallthemesandusinganIndividualResearch Projectwhichisonasubjectofthestudent’schoice.

Theaforementionedthemesare:ChangesinModernChineseSociety;China’sCulture;The DevelopmentofChineseSociety;Influencesofpost1978reformsonChina.Thesebroadthemes notonlybuildontopicscoveredatGCSE-suchastheroleoftheinternet,theenvironmentand festivals-butalsodelveintocurrentissuesfacingChinesesocietysuchasthewealthgap,therapid developmentofChina’scitiesandinternalmigration.

Enrichment

WeareluckytobebasedinLondonasChinesefilm,artandtheatrearerelativelycommonandgirls willbeencouragedtogotoanyeventsrelatedtoChina.Therearealsomanyblogs,newssources andappsinChinese(andaboutChina)thatgirlscanaccessindependently.Girlsarealsoencouraged tosetuptheirownChina-focusedclubswhichwillbesupportedbythedepartment.

BeyondALevelMandarin?

Mandarinisofferedatagoodnumberofuniversitieswithmostofferingabinitiocoursesalongside moreadvancedentrypoints.Manyalsoofferbrilliantjointhonourscourses,alongsidesinglehonours, combiningMandarinwithaEuropeanlanguage,Japaneseoranotherdiscipline(suchasBusinessor History).AllcoursesofferayearinChina,whichisnotonlysuperbforlanguageacquisitionbutis alsohighlyvaluedbypotentialemployersandhugelyenjoyable.Afteruniversity,thepossessionofa degreeinMandarindifferentiatesyoufromthecrowdandsoopensdoorsintoanycareer.

WhySpanish?

TakingALevelSpanishgivesstudentstheopportunity toreachahighleveloffluencyinoneofthemajor internationallanguages.Fromcinemaandliteratureto historyandpolitics,ALevelSpanishwillchallengeyou tothink,andinspireyoutodelveeverdeeperintothe incrediblediversityofculturesnotonlyinSpainbut alsoinLatinAmerica.

Syllabus

TheAQASpanishALevelwillintroduceyoutoa widerangeoftopicsofcontemporaryinterest, includingSocialIssuesandTrends,andPoliticaland ArtisticCultureintheHispanicWorld.Thismeansyouwilllearnaboutarangeofsubtopics, includingpopularculture,regionalcustomsandtraditions,cyberspace,immigrationandintegration, theSpanishCivilWar,LatinAmericandictatorshipsandcontemporarysocialprotestmovements.

YoucanexpecttomakerapidlinguisticprogressinyourLanguagelessons,developingyourskillsin listening,reading,translation(fromandintoSpanish)andsummary(frombothaudioandprinted material).InyourliteraturelessonsyouwilllearntowriteessaysofcriticalanalysisonSpanish literatureandfilm.SettextsarethefilmVolver,byPedroAlmodóvar,andtheplayLaCasade BernardaAlba,byFedericoGarcíaLorca.Yourorallessonswillprepareyoufortheoralexamination, forwhichyouwillchooseatopictoinvestigateforyourindividualresearchproject.

CurriculumEnrichment

YouarestronglyencouragedtoorganiseanindependentvisittoSpainoranotherSpanish-speaking countryduringtheLowerSixthyearandwecanadviseoncompanieswhoofferworkexperienceor languagecourses.Closertohome,therewillbeopportunitiestovisitexhibitions,lectures,filmsand plays,someofwhichmaybeorganisedbythedepartment.Atalltimes,youwillbeencouragedto listentopodcasts,watchfilmsandkeepuptodatewithSpanishandLatinAmericancurrentaffairs.In school,thereisalivelydebatingclubwhichpreparesfortheSpanishDebatingCompetitioninthe SpringTerm.Youmayalsorunclubsforyoungeryears,suchasaCinemacluborSpanishChats.

BeyondALevelSpanish?

RecentG&LstudentsofSpanishhavegoneontoreadSpanishatavarietyoftopuniversities includingOxfordandCambridge,eithercombiningwithanotherlanguage(egFrenchorabinitio PortugueseorArabic)oranotherdiscipline(egLaw,English,Maths,History,HistoryofArt),aswell asintheUSA.TheskillsandexperiencesyougainonyourYearAbroadarehighlyprizedby employers.

IfyouhaveenjoyedGCSEMusicyoushouldconsider continuingthesubjectintheSixthForm.Classsizesare small,lessonsareamixofpracticalandwrittentasks, andwith35%ofthecoursebasedonperformance,you cangetcreditfortheinstrumentalorvocalskillsyou havedevelopedoutsideoftheclassroom.

WefollowtheAQA(7272)specification.Thisisa two-yearlinearALevelthatwasfirsttaughtin2016and Godolphinstudentshaveconsistentlyachievedexcellent results.

Thequalificationiscomprisedofthree externally-assessedunits:

ListeningExam(40%ofthetotalmarks)

Awrittenpaperbasedonaplaylistofrecordingswhich youcontrolyourselfandlistentowithheadphones, lasting2h30m,takeninJuneofUpperSixth.Questions varyfrom1-markmultiplechoicetoa30-markessay.

Thecontentofthisexamis:

AoS1–WesternClassicalTradition1650-1910: BaroqueConcertos(Purcell,Vivaldi,Bach),TheOperas ofMozart(focusingon TheMarriageofFigaro)andThePianoMusicofChopin,BrahmsandGrieg.

AoS3–MusicforMedia (HansZimmer,ThomasNewman,BernardHerrmann,MichaelGiacchino, NobuoUematsu)Thisisfilmandcomputergamemusic.

AoS4–MusicforTheatre (KurtWeill,RichardRogers,StephenSondheim,Claude-Michel Schönberg,JasonRobertBrown)Thisis20thand21stcenturymusicaltheatrerepertoire.

Performing(35%ofthetotalmarks)

Youworktowardsa10minute,Grade8distinctionstandardsoloorensembleperformanceonan instrumentorvoice(recordedinMarchofUpperSixth).Youhaveafreechoiceofrepertoireand preparethisindependentlywiththesupportofyourinstrumental/vocalteacher.Regularlessonsand dailypracticeareessentialtoachieveahighmark.Performanceopportunitiesthroughoutthecourse (suchaslunchtimerecitalsandclassconcerts)willenableyoutodevelopyourskills.

Composing(25%ofthetotalmarks)

Onefreecomposition(inanystyle)andtwochoraleharmonisationexercises(inthestyleofBach) bothcompletedbetweenSeptemberandEasterofUpperSixth.Scores(createdusingSibelius)of thesemustbesubmittedalongwithaprogrammenoteexplainingyourprocessandintentions.The totallengthofthesecompositiontasksmustbeatleast4minutesand30seconds.LowerSixth compositionlessonsarespentdevelopingtheskillsrequiredforthesetasks,withmorefocused compositionbriefsandstructuredharmonisationactivities.

TheImportanceofExtra-CurricularMusic

AsanALevelmusicstudentyouwillbeexpectedtoplayafullpartintheextra-curricular opportunitiesavailableasthesedeveloptheskillsassessedinallpartsofthecourse.Typicallythiswill amounttoaroundthreerehearsalsaweekduringtermtime,ontopofyouracademichomework.You mayalsowishtoleadanensembleofyourownandfullsupportisprovidedforthis.

DestinationsofSixthFormMusicians

WeareproudofthemanyOldDolphinswhohavegoneontostudyMusicatuniversityandmusic college,ortakeupachoralscholarshipalongsideanothercourse.MusicDepartmentstaffarehighly qualifiedtoadviseonhighereducationoptionsinthisfield.Nonetheless,everyyearwehavestudents whohavecareerplansinnon-musicalfieldswhofindtheirMusicstudieshighlyrewarding.

TheOCRALevelH573ReligiousStudiescoursewillsuitthosewith enquiringmindswhowouldrelishthechancetodiscusscomplex issuesbyquestioningtheworldaroundthem.Indeed,thesubjectoften raisesmorequestionsthananswers,andwestrivetoinspirestudents toengagewithtopicalissueswhichoftenare‘unanswerable’.By choosingthiscourse,youwilllearnhowtothinklogically,toanalyse criticallyandreflectonyourownattitudes.

ThisALevelprovidesstudentswiththeopportunityto engageinan in-depthstudyofthreekeyareaswithinourdiscipline.Itconsistsof threepapers,eachofwhichwillbeassessedbyatwohour examination.

Theyareasfollows:

PhilosophyofReligion(33.3%)

Anexaminationofkeyphilosophicalissuesandquestions,suchas:

● Isthebodymorethanjustaphysicalsubstance?

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● Howdidtheuniversecomeintoexistence?

● Whyistheresomuchevilandsufferingintheworld?

● Istherelifeafterdeath?Ifso,inwhatform?

● IsitmeaningfultospeakaboutGod?

● Istheuniversedesigned?Ifso,whodesignedit?

ReligionandEthics(33.3%)

Anexplorationofkeyethicalissuesandquestions,suchas:

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● Whatdowemeanwhenwesay‘good’,‘bad’,‘right’,and‘wrong’?

● Dotheendseverjustifythemeans?

● Shouldbusinessesfocusmoreontheiremployees,orpurelyonprofits?

● Doesitmatterwhowelove?

● Wheredoestheconsciencecomefrom?

● Isassisteddyingevermorallyacceptable?

DevelopmentsinChristianThought(33.3%)

ThestudentsstudyChristianbeliefs,valuesandteachingsincludinghowtheyhave developedhistoricallyandhowtheyarepresentlydiscussed.

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Questionsdiscussedwillinclude:

● Ishellaplace,anidea,orasymbol?

● AreChristianityandfeminismcompatible?

● WouldalovingGoddenyanyhumanbeingsalvation?

● WasJesusnothingmorethanapoliticalliberator?

● DoesOriginalSinmeanthathumanscanneverbemorallygood?

● IsfaithsufficientreasontobelieveinGod?

Lessonswillbevariedandinformativewithanemphasisonthoughtfuldiscussionandcriticalthinking. Ourwell-resourceddepartmentlibrary,togetherwiththefantasticschoollibrary,providesample opportunitytocementyourunderstandingofthecourseaswellasexplorethesubjectbeyondthe specification.Thedepartmentregularlyattractshighprofilespeakerswhohelpstudentsdeveloptheir loveforthesubject,aswellasprovidinganearlyinsightintowhatstudyingatuniversitycouldentail. AnumberofstudentschoosetoapplyforPhilosophyand/orTheology(orrelatedsubjects)at universitiesallovertheworld,andregularuniprepsessionsdeliveredbysubjectexpertsgivethese applicantsthebestopportunityforsuccess.StudentsareencouragedtoparticipateinthePhilosophy ReadingGroup,helpproduce‘TheThinker’magazine,runtheJuniorPhilosophySocietyandattend lecturesoutsideschool.Wealsoattendannualconferencesledbyleadingexpertsacrossarangeof subjects.

SCIENCES:BiologyALevel

Haveyouevermarvelledathowthechemicalsoflife cometogethertoformorganismsthatcangrow,move andreproduce?Haveyoueverwonderedhowcells recogniseeachotherandcommunicatetoformtissues,or howsuchavastanddiverseworldoflivingthingscanhave evolvedfromsimplesinglecelledorganisms?Ifso,Biology isthesubjectforyou!

Duringthecourseyouwillbeexploringsomeof thesebigquestions:

● Whatmakesusalldifferent?

● Howdomuscleswork?

● Howdoyoumakeageneticfingerprint?

● Whatdoesabee’swaggledancemean?

Ifyouhaveafascinationforthenaturalworldanditslifeprocesses,thestudyofBiologycanbe immenselyrewarding.Itofferstheopportunitytoexplorearangeofbiologicaltopicsingreater depthanditbuildsontheskillsacquiredlowerdowntheschool.

TheOCRALevelSpecification

SomeofthetopicsyouwillstudyintheOCRBiologyAcourseinclude:cellstructureandfunction, biologicalmolecules,exchangeandtransport,biodiversity,evolution,diseasecommunication, homeostasis,energy,genetics,evolutionandecosystems.ThesetopicswillbuilduponyourGCSE knowledgeandyouwilldevelopadeepappreciationoftheskills,knowledgeandunderstandingof scientificmethods.Youwillalsodevelopcompetenceandconfidenceinavarietyofpractical techniques.Mathematicalskillsareasignificantfeatureofthecourseandthefinalexaminations includeatleast10%;studyingmathematicsalongsideBiologyisadvisable.

Muchofthetheoryyoulearnwillbesupportedbyrelevantpracticalwork.Thereisnocoursework, however,therearetwelvecompulsorypracticalactivitiestocompleteoverthetwo-yearperiod (althoughyouwillcompletemanymore).Eachpracticalisteacher-assessedaseitherpassorfailand youwillbeexpectedtorecordallyourpracticalactivities.Ifyousuccessfullypassallpractical activitiesyouwillachieveaPracticalEndorsementcertificate,reportedseparately;thiswillnotcount towardsyourfinalgrade.Universitiesexpectallstudentstohavepassedthepracticalendorsement andwillspecifythiswhenmakingadmissionoffers.

Thecoursealsoplacesastrongemphasisonscientificliteracyandtheapplicationofbiological knowledgetoreal-worldissues.Studentswillexploretheethicalimplicationsofbiologicalresearch, aswellasthesocialandenvironmentalimpactsofscientificdiscoveries.Youwillbeexpectedto completeindependentstudyinandoutofclass,andalllessonsaredesignedtobeinteractive. Everyoneisencouragedtocontributetheirideas.

Youwillhavetheopportunitytoparticipateinarangeofenrichmentopportunities,includinga compulsoryecologyfieldvisit,alecturedayandTheBiologyOlympiadcompetition.Inadditionthere areclubssuchas DissectionClub, BioMedSociety and SciZmic, oryoucouldgetinvolvedwith producing AbsoluteZeroand DrDolphinmagazines.

SCIENCES:ChemistryALevel

Fromthemomentyouareborn,andthroughoutyourlife,you aresurroundedbychemistry–theairyoubreathe,thefoodyou eatandtheclothesyouwear–they’reallchemistry.Chemistry isthestudyofsubstances:whattheyaremadeof,howthey interactwitheachotherandtheroletheyplayinlivingthings. WhetheryouwanttocareforpenguincoloniesinAntarcticaor workinadynamicbusinessenvironment,Chemistrycanhelp youachieveyourgoals.

Chemistryisanexperimentalsciencethatcombinesacademic studywiththeacquisitionofpracticalandinvestigationalskills.It isoftencalledthecentralscience,aschemicalprinciples underpinboththephysicalenvironmentinwhichweliveandallbiologicalsystems.

Adiverserangeofactivitieswillbecarriedoutinlessons:practicalprocedurestolearnnew laboratoryskills,thediscussionoftheoreticalconceptsandcalculationstoquantifyourobservations.

Youwillhavetheopportunitytoparticipateinarangeofenrichmentopportunities,includingthe CambridgeChemistryChallengeandChemistryOlympiad,enablingyoutodevelopyour understandingbeyondtheexaminedmaterial.Inschool,therearealsoclubstogetinvolvedin,such as Scienceclub.

TheEdexcelALevelSpecification

TheALevelcoursestartswitharevisionofthekeyskillsdevelopedatGCSE.Calculationsare developedtoincludemorechallengingexamplesandtheoreticalmodelsareextendedtoinclude moredetailedideasaboutatomicstructureandbonding.Thefoundationsoforganicchemistrylaidat GCSEwillbeextendedbyexaminingfunctionalgroups,andourunderstandingoftheirchemical behaviour,throughtheexaminationofreactionmechanisms.Analyticaltechniquesareusedto identifyunknownorganiccompounds.ThereactivityofmetalsisexaminedinInorganicChemistry andthestudyofRedoxwillenablestudentstoexplainwhythesereactionshappen.Physical chemistrywillcoverkeyideasaboutratesofreactionandequilibrium,metbrieflyatGCSE,and furthercalculationsinvestigatingtheenergychangesduringreactions.

ThereisnocourseworkintheALevel.Whilstpracticalworkisusedtosupporttheteachingof theoreticalideas,therearecompulsory'corepracticals'ofwhicheverystudentmustcompletea minimumof12overthetwoyears.Thesepracticalsareusedtodemonstratedifferentskillsandyou willbeassessedbyyourteacher.Ifyousuccessfullydemonstratecompetencyineachskill,youwill achieveaSciencePracticalEndorsementcertificate;thiswillnotcounttowardsyourfinalgrade. Universitiesexpectallstudentstohavepassedthepracticalendorsementandwillspecifythiswhen makingadmissionoffers.

Therearethreeexaminationpapers:

Paper1 willassessphysicalandinorganicchemistryandrelevantpracticalskills; Paper2 willassess physicalandorganicchemistryandrelevantpracticalskills; Paper3 containssynopticquestionsthat maydrawonmaterialfromanytopic.Inadditionthispaperwillincludequestionsthatassess conceptualandtheoreticalunderstandingofexperimentalmethodsthatwilldrawonstudents’ experiencesofthecorepracticals.

SCIENCES:PhysicsALevel

Thiscourseisanexcitingandup-to-datelookat modernphysicsanditsapplications.Physicallaws governeverythingthathappensintheuniverseand thereforethecourseisfilledwithwondersand excitementthatthestudentscandiscover.

Beingapracticalsubjectthisvoyageofdiscoveryis oftenachievedthroughanexperimentalapproachto theconceptsandprinciplesinvolved.Thereareplenty ofopportunitiestodeveloppracticalideasintoreality bydesigningandcarryingoutinvestigations.Students arepushedtoquestioneverythingandthinkcritically.

TheAQAALevelSpecification

ThecoursefollowedinPhysicsisnotonlysuitablefor studentswhoarethinkingoffollowingascientific career,butalsostudentswhomaywishtoincludean intellectuallystimulating,andindeedscientific,aspectto theirstudies,particularlynowthatmoreemphasisis beingplacedonbreadthofstudy.Thetwoyearlinear coursecontainsavarietyoftopicsandisidealto preparethestudentsfortheirnextstageofeducation. DuringtheLowerSixthstudentswillstudythe principlesandapplicationsofparticlesandradiation, electricity,mechanics,materialsandwaves.Inthe UpperSixthyearstudentswillmoveontofurther studyofmechanicsandthermalphysics,fields,andnuclearphysics.Theywillalsostudyonetopic fromtheoptionslist.

Laboratoryworkiscontinuallyassessedandalthoughthereisnocourseworkinthecourse15%of yourexaminationwillbebasedonpracticalskillsquestions.YouwillalsoreceiveaSciencePractical Endorsementcertificate,reportedseparately.Thisdoesnotcontributetoyourgradebut demonstratesthecompetencyyouhavedeveloped.Universitiesexpectallstudentstohavepassed thepracticalendorsementandwillspecifythiswhenmakingadmissionoffers.

Beyondtheclassroom

Studentsareencouragedtoreadaroundthesubjectandtoattendphysicslecturesthatareoften takingplaceatmanyoftheuniversitiesinandaroundLondon.Ourstudentsattendsummercourses inphysicsandengineering,writearticlesformagazinesandentercompetitionsonaregularbasis. TheyalsomayattendvariousschooltripssuchastheeverpopularvisittoCERN.

AfterGodolphinandLatymer

AftercompletingthecoursewithusstudentshavegoneontostudyPhysicsatOxfordandother universitiesaroundtheworldorNaturalSciencesatCambridge.Engineeringisbecomingmore popularandmanyoldDolphinshavegoneontoreadvarioustypesofengineeringatUCL,King’s, ImperialandCambridgetonamebutafew.

IBSubjectGroup1

EnglishwithintheIBconsistsofthestudyof literarytexts,i.e.poetry,prose,dramaand non-fiction.Itistaughtbythediscussionof thesetextsinclass,andbywritingessaysand givingoralpresentationsonthem.

HigherLevel

Youwillstudyarangeoftextsindifferent genres,someofthemintranslation.Youwill writeacourseworkessayononeofthese texts.IntheUpperSixth,youwillgiveanoralpresentationonshortextractsfromtwoofthese texts,oneoriginallywritteninEnglish,andoneintranslation,connectingthemwithaglobalissue suchas,forexample,gender,poweroridentity.Youwillalsotakeanexamattheendofthecourse inwhichyouhavetorespondtotwounseenpassagesofpoetry,dramaorprose;youwillpractise theskillsforthisexamthroughoutthecourse.

StandardLevel

StandardLevelisessentiallythesameasHigherLevelbutwithfewertexts,nowrittencoursework, andtherequirementtorespondtoonepassageonlyinthefinalexam.

Youwillbeexpectedtoparticipateactivelyinlessons,whichwillconsistlargelyofdiscussionoftexts. Homeworkwillvarybetweenthewritingofessaysabouttexts,preparationfordiscussionandoral presentationsandwiderreading.

Extra-curricularactivities

Weofferaverywiderangeofextra-curricularactivities.LitSocmeetsweeklyfortalksand discussionsledbygirlsandteachers,whiletheSixthFormReadingGroupmeetseveryhalftermto discussarangeofcontemporarynovelsinaninformalsettingwithcoffeeandcake.DebatingClubis oneofthemostpopularactivitiesintheschool,runningaHousecompetitionwithintheschool,and alsotraininggirlsforanumberofexternalcompetitions.

IBSubjectGroup2

MODERNFOREIGNLANGUAGES

WhystudyoneormoreforeignlanguagesintheSixthForm?

Culturalunderstanding: Thestudyoflanguages enhancesourabilitytocommunicateandtherefore promotesourunderstandingofothercultures,bothof whicharevitalintoday’sworld.Speakinganotherlanguage willhelpyoutofullyunderstandtheculture(egart, cuisine,dance,fashion)anditspeople,aslanguageand culturegohandinhand.Becauselanguagesimultaneously definesandisdefinedbytheworldaroundus,learning anotherlanguageopensone’smindtonewideasandnew waysoflookingattheworld.Inaddition,whenyouspeak anotherlanguage,youcanenjoyliterature,film,andmusic intheoriginallanguage.Itisextremelydifficultforatranslationtobeaperfectreplicaoftheoriginal; thebestwaytounderstandwhattheauthorreallymeantistoreadwhattheauthoractuallywrote.

Businessandcareers: Speakinganotherlanguageisaskillthatwillincreaseyourmarketability.The skillsyouacquirewhenlearningalanguagearetransferabletomanyskillsneededintheworkplace. Employerstendtoprefercandidateswhospeakoneormoreforeignlanguages.EventhoughEnglish iswidelyspokeninmuchoftheworld,thefactisthattheglobaleconomydependson communication.Whendealingwithanothercountry,someonewhospeaksthenativelanguagewill haveanobviousadvantageoversomeonewhodoesnot.

Communication: Anobviousreasontolearnanotherlanguageistobeabletocommunicatewith thepeoplewhospeakit.Thisincludesboththepeopleyoumeetwhentravellingaswellaspeoplein yourowncommunity.Yourtripsabroadwillbegreatlyenhancedinbotheaseofcommunicationand friendlinessifyouspeakthelanguage.Speakingthetargetlanguagewillshowrespectforthatculture. Inaddition,learningthetargetlanguagecanalsohelpyoutocommunicatewithlocalimmigrant populationsathome.Londonisknownforhavingthemostnumerousforeigncommunitiesinthe world.

Languageenhancement: Learninghowanotherlanguagediffersfromyourownwillincreaseyour understandingofyourownlanguage.Formanypeople,languageappearstobeinnate-weknowhow tosaysomething,butwedonotnecessarilyknowwhywesayitthatway.Learninganotherlanguage canchangethat.Ithasbeenscientificallyproventhatstudyingoneormoreforeignlanguageswill increaseone’sproblem-solvingskills,memoryandself-discipline.

PleasenotethattheIBLanguageBcoursesareacquisitioncoursesandthereforemaynot bestudiedbybilingualstudentsorstudentswithextensive(beyondGCSE)proficiencyand experienceofthelanguage.

studentsareexpectedtobebothinternationallyand openminded,tobeabletocommunicateinmorethan onelanguage,andtobeopentotheperspectives, valuesandtraditionsofothercommunities.Forthese reasonsatleastonemodernorclassicallanguageis compulsoryforallIBstudents,anditisnot uncommontostudytwolanguages.

WecurrentlyofferFrench,German,Italianand SpanishatSLandHLandMandarinatSL(notHL). ItalianandMandarinarealsoofferedatabinitiolevel forstudentswhoarebeginnerstothelanguage.Inthe classroom,greatemphasisisplacedondeveloping youroralandwrittenconfidenceaswellasexpanding yourknowledgeofthetargetlanguagecountry(ies) throughthestudyofavarietyofauthenticsourcesand materials,includingliterarytexts(HL).Outsidethe classroom,theschoollibraryandroom26arewell resourcedwithawealthofonlinenewspapers, magazines,DVDsandotherlisteningmaterial.There areopportunitiestotakepartinworkexperience schemesandthereisatravelgrantavailable,theSpongaward.Inaddition,thereareregulartripsto films,plays,exhibitions,debatingeventsandlectures.Individualareasofinterestarealways encouraged:youcouldgivetalks,runsocietiesorbepartoftheeditorialteamforTheLink magazine.

Whatnext?

Refertothepagesfortheindividuallanguagesonofferandpleasegetintouchifyouhaveany queries.

FRENCHB

IBSubjectGroup2

WhyFrench?

Franceisaprominentpoliticalandbusinesspartner worldwide,aswellasoneofthepillarsoftheEuropean Union.FranceisofcourseBritain’snearestneighbourand, withtheEurostar,Parisismorereadilyaccessiblefrom LondonthanmanyBritishcities.Franceisatoptourist destination,withitsfineheritage,climate,beaches,great mountainsandvastexpansesofunspoiledcountryside. Frenchisthesecondmostcommonlytaughtsecondlanguage intheworld(afterEnglish).Spokenbynativespeakersinall fivecontinentsoftheworld,itisoneoftheofficiallanguages in33countriesincludingSwitzerland,Belgiumandmany Africancountries,whichhaveadistinctiveFrancophone culture.Frenchisalsooneoftheofficialworkinglanguagesin manyinternationalorganizations(EU,NATO,Interpol,UN).

Syllabus

TheHigherandStandardlevelcoursesforFrenchBgiveyou theopportunitytoincreasehugelyyourcompetenceinthewrittenandspokenlanguagebutalsoaim todevelopyourknowledgeofthecultureandcivilisationofFranceandFrenchspeakingcountries. Theygiveyoutheopportunitytoreachahighlevelofproficiencythroughexposuretoavarietyof multimedia.Emphasisisplacedonlistening,reading,writingandspeakingtasksandtheacquisitionof registers.Thefocusisonlearningaboutthelanguageofstudyinageographical,historical,political, socialandculturalcontext.HigherLevelstudentswillhavetheopportunitytostudyliterature(two settexts)duringbothyearsofthecourse,andallstudentswilllearnhowtomanipulatetextsandto dealwithabroadrangeoflinguistictasksandexercises.

HLandSLcorethemes

● Identities: lifestyles,healthandwellbeing,beliefsandvalues,subcultures,languageand identity.

● Experiences: leisureactivities,holidaysandtravel,lifestories,ritesofpassage,customsand traditions,migration.

● Humaningenuity: entertainment,artisticexpressions,communicationandmedia, technology,scientificinnovation.

● Socialorganization: socialrelationships,community,socialengagement,education,the workingworld,lawandorder.

● Sharingtheplanet: theenvironment,humanrights,peaceandconflict,equality, globalization,ethics,urbanandruralenvironment.

Curriculumenrichment

TheFrenchDepartmentencouragestheLowerSixthgirlstowatchFrenchplaysand/orfilms.There arealsomanyexhibitionsthatarerelevanttotheirFrenchstudiesThereisoftenaSixthFormFrench CinemaclubandaDebatingclubwheregirlsstudyingFrenchhavethechancetodiscussvarious currentissuesinFrench;thisisagreatwaytoimproveyouroralfluencyandsharpenyouranalytical andcriticalskills.WealsostronglyencourageyoutoarrangetospendsometimeinFranceand/orin aFrenchspeakingcountryduringyourtimeinthe6thform.Wecanprovideyouwithnamesof companiesthatOldDolphinshaveusedsuccessfully.Itiscrucialforanyonestudyingalanguageto findawaytoimmerseoneselfinthelanguagebutalsointheculture.Thereissomuchtogain academicallyandpersonallyfromsuchexperiences.

AfterIBHLorSLFrench?

YoucanofcoursepursueyourstudyofFrenchatuniversityonasingleorcombinedhonourscourse.

IBSubjectGroup2

WhyGerman?

With120millionnativespeakers,Germanis thelanguagemostindemandbyUK employersand,accordingtoThe Independentnewspaper,canleadtothe highestpaidjobs.Thecultureofthe German-speakingcountriesisexceptionally richandvibrant;18%ofthebookspublished worldwideeachyearareinGerman,asis6%oftheinternet.German-speakingwriterssuchas GoetheandthinkerssuchasLuther,KantandNietzschehavelongbeen,andcontinuetobe,atthe forefrontofintellectuallife.

Syllabus

IBGermanbuildsonthefourskillsacquiredatIGCSE:listening,reading,speakingandwriting.Itisan interestingandwide-rangingcoursecoveringtopicssuchas identities,experiences,human ingenuity,socialorganisationandsharingtheplanet. Studentslearnaboutnewtechnologies, musicandculinarydelights;IBcatersforalltastes!Throughavarietyofmediasuchasnewspapers, magazines,arangeofauthenticGermanliteraturetexts,filmsandconventionaltextbooks,students buildtheirunderstandingofGermanlanguageandculture.

Curriculumenrichment

StudentsshouldvisitaGermanspeakingcountryduringtheirSixthFormstudies.Therearemany excitingopportunitiessuchasworkexperience,coursesatlanguageschoolsorevensomevoluntary work,whichwouldreallyboostyourconfidenceandfluency.TheGermandepartmentwillsupport youwiththisendeavourand,inaddition,theatretrips,cinemashowingsandexhibitionvisitsare organisedorsignpostedbythedepartment.

AfterIBHLorSLGerman?

Wepreparepupilsforlanguagecoursesatuniversity,includingOxfordandCambridgeapplications, withtargetedextraenrichmentsessionsandextracurricularopportunities.Germanisstudiedeither onitsown,withanotherlanguageorwithothersubjectssuchasClassics,English,Historyor Philosophy.

IBSubjectGroup2

WhyItalian?

ItalyisacornerstoneinCulture,ArtandHistoryacross Europe,youcannothelpbutbeinspiredtolearnthelanguage! FromtheRomanEmpiretothemediaevalcommunes,fromthe RenaissancetoFascism,Italyhasshapedthecultureandpolitics ofEuropeandthewiderworldforovertwothousandyears! StudyingItalianoffersyouawonderfulopportunitytoengage withthosetraditions,aswellaswithoneofthemostvibrant andcontroversialEuropeanNationsoftoday.

Courseoutlineandassessment

TheIBItalianBcoursewillbuildupontheknowledgeyou acquiredduringtheIGCSEandallowsyoutolearnhowthe languageworksindifferentsituations.Thecourseisdivided intofivemainthemes: Identities,Experiences,Human Ingenuity,SocialOrganisation,SharingthePlanet.You willbeexposedtoavarietyofdifferenttypesoftextsandlearn howtousethelanguageindifferentcontexts.

TheItalianDepartmentoffersIBAbInitiotostudentswithnopreviousexperienceofItalianwhoare willingtocommitthemselvestothechallengesofanewlanguage.ThenatureoftheAbInitiocourse requiresasignificantdegreeofindependentlearning,particularlywithregardstobuildingvocabulary.

Enrichment

Whenevernumbersallowit,theDepartmentorganisesaStudyTriptoBolognaorFlorenceduring OctoberHalfTerm.YouwillbeencouragedtowatchItalianfilmsandvisitItalianexhibitionsand eventswhenevertheytakeplaceinLondon.Unipreplessonsarealsoofferedtothosewhowouldlike tostudyItalianatUniversity.TheDepartmentstronglyencouragestheSixthFormerstoorganise themselvesindependentlyandfindwaystospendsometimeinItalyduringtheholidays(work experience,languagecourses).Supportandsuggestionsfrompaststudents'experiencesisoffered.

BeyondIBItalian

ItaliancanbestudiedinmanyprestigiousUniversitiesasasinglehonourdegreeoralongsideanother languageorevenothersubjectssuchasEconomics,Law,ChemistryandMathematics.

IBSubjectGroup2

WhyMandarin?

Chinahasmovedbeyondbeingperceivedasamarketofabillion peopletobeingamajorglobalpowerwitheconomicandpolitical influence.Thus,anabilitytooperateinMandarinChineseopensdoors intomanyvariedcareers,fromfinancetodiplomacytoenvironmental consulting.This,combinedwiththerichlyfascinatinghistoryand cultureofthecountry,makesitaveryattractivechoice.

CourseOutline

MandarinisofferedatStandardLevelforthosecontinuingfromGCSEandatabinitioforthosewho didnotcontinueafterYear7.

StandardLevelbuildsonthebasisprovidedthroughGCSEbutstretchesstudentsastheylearnto manipulatethelanguageinamorenaturalmanner.Tenacityanddiligenceisneededtoacquireand retainthecharactersrequiredforthisleveloflanguagebut,havingstudiedGCSE,girlswillbeaware ofthelevelsofcommitmentrequiredtosucceedinthisregard.

ThethemesofstudyatStandardLevel,asforalllanguagesatIB,are:Identities,Experiences,Human Ingenuity,SocialOrganizationandSharingtheplanet.Topicsarebothbroadrangingandfascinating.In linewiththespiritoftheIB,alltopicsarediscussedwithChinaattheircoreasstudentsarelearning notonlythelanguagebutalsotheissuesaffectingChinaandthecultureofthecountry.Comparisons ofissuesandhowtheyaffectChinaandtheWestareexpected.Examplesoftopicstackledare immigration;urban/ruraldivides;localcultureandart;familyrelationships.AswithotherIB languages,thecourseusesavarietyofdifferentsourcesandtexttypeswhichgivesstudentsgreat confidenceintheirabilityinthelanguageandtheflexibilitytouseitinmanysituations.Thecourse testsallfourskills.

TheabInitiocoursecoversthesamethemesofstudyastheStandardLevelcourseandittakes studentsfrombeginnertohighGCSElevel.Itisassessedinallskills.Studentswillrequirediligence andcommitmenttoacquirevocabulary-specificallyChinesecharacters-atarelativelyquickspeed.

Enrichment

WeareluckytobebasedinLondonasChinesefilm,artandtheatrearerelativelycommonandgirls willbeencouragedtogotoanyeventsrelatedtoChina.Inaddition,therearenowmanyblogs,news sourcesandappsinChinese(andaboutChina)thatgirlscanaccessindependently.Girlsarealso encouragedtosetuptheirownChina-focusedclubswhichwillbesupportedbythedepartment.

BeyondIBMandarin?

Mandarinisofferedatagoodnumberofuniversities,withmanyofferingabinitiocoursesalongside moreadvancedentrypoints.Manyalsoofferbrilliantjointhonourscourses,alongsidesinglehonours, combiningMandarinwithaEuropeanlanguage,Japaneseoranotherdiscipline(egBusinessor History).AllcoursesofferayearinChinawhichisnotonlysuperbforlanguageacquisitionbutisalso highlyvaluedbypotentialemployersandhugelyenjoyable.ThepossessionofadegreeinMandarin certainlydifferentiatesyoufromthecrowd.

IBSubjectGroup2

WhySpanish?

TakingIBSpanishgivesstudentstheopportunitytoreacha highleveloffluencyinoneofthemajorinternational languages.Fromcinemaandliteraturetohistoryand politics,IBSpanishwillchallengeyoutothinkandinspire youtodelveeverdeeperintotheincrediblediversityof culturesnotonlyinSpainbutalsoinLatinAmerica.

Courseoutlineandassessment

TheIBSpanishBcoursewillintroduceyoutoawiderange oftopicsofcontemporaryinterest,withintheoverarching themesofIdentities,Experiences,HumanIngenuity,SocialOrganizationandSharingtheplanet.You willlearnaboutpopularculture,regionalcustomsandtraditions,cyberspace,immigrationandracism, theSpanishCivilWar,LatinAmericandictatorshipsandindigenouscultures.Group2Language coursesareunderpinnedbythevaluesofinternationalmindednessandinterculturalcompetence.In thespiritofTheoryofKnowledge,youwillbeencouragedtothinkaboutyourlanguageacquisition throughthefourwaysofknowing.

YoucanexpecttomakerapidlinguisticprogressinyourLanguagelessons,developingyourskillsin listening,readingandwriting.TheIBcoursefocusesondevelopingyourconceptualunderstandingof whyandhowpeoplecommunicate,soyouwilllearntowritefordifferentpurposesandaudiences, forexample,blogs,articles,speeches,lettersandemails.AtSL,youroralwillbebasedona photograph,whileatHL,itwillbebasedonanextractfromoneofyoursettexts,suchasthe Spanishplay LacasadeBernardaAlba byFedericoGarcíaLorcal.Youwilllearntotalkconfidently aboutthethemes,charactersandsocio-historicalcontextoftheworks.Youmaywishtowriteyour ExtendedEssayinSpanishandrecenttitleshaveincludedSpanishorLatinAmericanauthors,film directorsandartists.

Enrichment

YouarestronglyencouragedtoorganiseanindependentvisittoSpainoranotherSpanish-speaking countryduringtheLowerSixthyearandwecanadviseoncompanieswhoofferworkexperienceor languagecourses.Closertohome,therewillbeopportunitiestovisitexhibitions,lectures,filmsand plays,someofwhichmaybeorganisedbythedepartment.Atalltimes,youwillbeencouragedto listentopodcasts,watchfilmsandkeepuptodatewithSpanishandLatinAmericancurrentaffairs.In school,thereisalivelydebatingclubwhichpreparesfortheSpanishDebatingCompetitioninthe SpringTerm.Youmayalsorunclubsforyoungeryears,suchasaCinemacluborSpanishChats.

BeyondIBSpanish?

RecentstudentsofSpanishatGodolphinandLatymerhavegoneontoreadSpanishatavarietyof topuniversitiesincludingOxfordandCambridge,eithercombiningwithanotherlanguage(egFrench orabinitioPortugueseorArabic)oranotherdiscipline(egLaw,English,Maths,History,Historyof Art),aswellasintheUSA.TheskillsandexperiencesyougainonyourYearAbroadarehighlyprized byemployers.

IBSubjectGroup2

TheIBLatincourseinvolvesthestudyofLatinlanguageand literaturewithinitsculturalcontext.Languageskillsare developedthroughreadingofarangeoftexts,concentrating ontheauthorsprescribedforthelanguagepaper.Thereisvery littlenewgrammartolearn,butyourknowledgeand understandingofthegrammaticalstructuresencounteredat GCSEwillbestrengthenedandrevised.Thesetliterarytexts arestudiedindepthforcontentandstylisticfeatures,andyou will'readaround'theprescribedpassagestogainadeeper appreciation.TheResearchDossierwillallowyoutoconduct personalresearchintoanaspectofRomanlife,literatureor history. HLstudentswillalsocompleteacompositiontask.

YouwillcompletecomprehensionquestionsandtranslationofanunseenpassagefromLatininto English.Youwillprepareforthispaperbycompletingat-sightandregularwrittentranslationsfrom arangeofproseandverseauthors,togainclosefamiliaritywiththeirlanguageandstyleandtogain fluencyandaccuracyintranslation.Intheexamination,HigherLevelstudentswillalsocommenton thestylisticandthematicfeaturesofthepassage.YoumaytakeadictionaryintotheLanguage examination.

Youwillundertakeadetailedstudyofancienttexts.CoretextsincludeCicero,VirgilandOvid, whilecompaniontextsrangefromCatullustoHoraceandPliny.Youwillgaininsightintotheir stylisticandrhetoricalnuancesandyouwillexaminethewritingfromabroaderperspective, consideringwhytheauthorcontinuestobeimportanttothemodernworld.Theexaminationwill involveacombinationofdetailedquestionsonspecificsectionsofthetextandawider-rangingessay question.StandardLevelstudentsstudyonecoretextandtwocompaniontexts,whileHigherLevel studentsstudytwocoretextsandtwocompaniontexts.

Youwillresearchandcompileacollectionofsourcematerialsrelatingtoatopicinclassicalhistory, literature,language,religion,mythology,art,archaeologyorsomeaspectofclassicalinfluence–the choiceisyours(althoughyourteacherwillhelpyoutoguideyourresearcheffectively).Yourfinal dossierwillexploreaspecificresearchquestionbypresentinganumberofprimarysources,which youwillexplainandevaluate.

HigherLevelstudentswillcomposeapieceofLatin,takinginspirationfromancientormodern texts,andanalyseyourcreation.

TheClassicsDepartmentoffersavariedprogrammeofextra-curricularevents,includinglectures, theatrevisits,conferences,summerschools,andvisitstomuseumsandsitesofClassicalinterestin Britain,ItalyandGreece.YoumaychoosetohelpwiththeClassicsSociety,theAncientWorld BreakfastClubandtheClassicsmagazine,ortohelpteachLatintoyoungerstudents.

GREEK

IBSubjectGroup2

IBGreekconsistsofamixtureoflanguageand literature.Languageskillsaredevelopedthrough extensivereadingofstoriesintheiroriginal Greek.Thesetliterarytextsarestudiedindepth forcontentandstyle,andadditionalreadingin Englishfromyourchosengenreswillallowyouto buildacomprehensivepictureofthegreatest literarytextsfromthemostcreativeandexcitingperiodofworldliterature.

YouwillcompletecomprehensionquestionsandtranslationofanunseenpassagefromGreekinto English.Youwillprepareforthispaperbyattemptingat-sightandregularwrittentranslationsof extractsfromauthorssuchasthetragediansandhistoriansHerodotusandXenophontogain closefamiliaritywiththeirlanguageandstyleandtogainfluencyandaccuracyintranslation.Inthe examination,HIgherLevelstudentswillalsocommentonthestylisticandthematicfeaturesofthe passage.AdictionaryisallowedintheLanguageexamination.

Youwillundertakeadetailedstudyofancienttextsfromvariousliterarygenres.Coretexts includeHomer’sIliad,Euripides’Alcestis,AntiphonandThucydides’history,whilecompaniontexts rangefromAeschylus,toAristophanesandApollonius.Fromreadingthesettextsintheiroriginal language,youwillgaininsightintothestylisticandliterarynuancesofthegenres.Youwillcritically analyseeachauthor’sstyle,choiceofvocabularyandfiguresofspeech.Youwillalsoexaminethe writingfromabroaderperspective,consideringwhatfactorscontributedtotheauthor’spointof view,andwhytheauthorcontinuestobeimportanttothemodernworld.Theexaminationwill involvedetailedquestionsonspecificsectionsofthetext,andawider-rangingessayquestion.SL studentsstudyonecoreandtwocompaniontexts,whileHLstudentsstudytwocoreandtwo companiontexts.

IndividualStudy:ResearchDossier SL:30% HL:20%

Youwillresearch,selectandpresentanannotatedcollectionofsourcematerialsrelatingtoatopic inclassicalhistory,literature,language,religion,mythology,art,archaeologyorsomeaspectof classicalinfluence–thechoiceisyours(althoughyourteacherwillhelpyoutoguideyourresearch effectively).Yourfinaldossierwillexploreaspecificresearchquestionbypresentinganumberof primarysourcesandexplainingandevaluatingthemthroughyourownannotations.

IndividualStudy:Composition

20%

HigherLevelstudentswillcomposeapieceofGreek,takinginspirationfromancientormodern texts.Youwillthenanalyseyourcreation.

TheClassicsDepartmentoffersavariedprogrammeofextra-curricularevents,includinglectures, theatrevisits,conferences,summerschools,andvisitstomuseumsandsitesofClassicalinterest.You maychoosetohelpwiththeClassicsSociety,theAncientWorldBreakfastClubortheClassics magazine.

IBSubjectGroup3

Historyisnotallabout‘great’men;itisnotallaboutpower andthosewhoseektoexerciseit;itisnotallaboutpolitics andthelivesoftheprivileged;itisnotallaboutanalysing massesofdataorstatistics;itisnotallaboutwhatthe Vikingsputintheirporridge;butitcanbeaboutanyorallof thosethings.Perhapshistory’sgreateststrengthasan intellectualdisciplineisitsdiversity:thestudyofthepastcan beonasnarroworasbroadascaleasthesubjectmatterdemands;anhistoricalenquirycanbe basedinbiography,sociology,archaeology,anthropology,codicology,oranynumberofother disciplines,oftenatthesametime.WeaimtocapturethisdiversityinourIBHistorycourse.The rangeofsubjectsstudiedisbroad;however,alltopicsarelinkedbythesharedthemeofthe interactionbetweenpowerandidentity.

Paper1 (studiedbyHLandSLstudentsintheLowerSixth)isasourcepaperentitled Rightsand Protest, lookingindepthattwocasestudiesofrace,identity,rightsandsuppression:theCivilRights struggleintheUnitedStatesandtheanti-ApartheidmovementinSouthAfricainthemiddleofthe twentiethcentury.

PaperII (studiedbyHLandSLstudentsintheLowerSixth)isanessaypapercoveringthegrowth, development,anddeclineofempires.Teacherswillselectatopicdependingontheirspecialism.The currentoptionsareasfollows. AstudyoftheEnglishCivilWarsexaminesthecausesofthecivil conflictaswellastheensuingwarsandthedevelopmentofmilitarytactics.Itenablesstudentsto considertheroleoftheindividualbyconsideringkeyplayerssuchasCharlesIandOliverCromwell. In IndependenceMovements youwillinvestigatehowempiresend.Comparingtheprocessesby whichdifferentterritories,suchasZimbabweandIreland,brokewiththeircolonialpasts,youwillsee decolonisationnotfromtheperspectiveoftheimperialistsbutinsteadfromthepointofviewof thosewho,fuelledbytheirburgeoningculturalandethnicself-awareness,soughttobuildnewstates andnewidentities.The ColdWar topicexplorestheoriginsofthecrisisandstudiestheimpactof theColdWarintwocountriesfromdifferentpartsoftheworld.Youwillalsocompareandcontrast therolesofColdWarleadersandexaminethedevelopmentoftheconflictinEurope,Asia,theUS andAfrica.

PaperIII(studiedbyHLstudentsintheUpperSixth)isanessaypaperwhichexaminesculturaland intellectualhistoryalongsidemoreconventional,politicaltopics.Britainduringthebuilduptothe FirstWorldWarisstudiedallowinganexaminationofcomplexinternationalrelationsintheshift towardsglobalconflict.ItinvolvesthemessuchasImperialism,nationalismandmilitarismtobe exploredinordertoanalysethereasonsfortheoutbreakofwarin1914.Thesecondtopicwillfocus onthenineteenthcentury,andmaycoverthehistoryofRussia,1855-1924;Britain,1815-1914;or ItalyandGermany,1815-1890.Ineachcase,youwillseehowtheprogressiveidealsoftheeighteenth centurydevelopedintonewandradicalpoliticalphilosophies(egNationalism,Liberalism,and Communism)whichthreatenedtooverthrowtheestablishedorderinEurope.Instudyingthis period,youwillglimpsetheoriginsoftheideasandthepoliticsthathaveshapedthemodernworld.

The HistoricalInvestigation (completedintheLowerSixth)offersanuniqueopportunityto researchandwriteonanhistoricaltopicofyourchoosing,ledbytheextensiveexperienceofthe HistoryDepartment.RecenttopicshavebeenasdiverseastheCongolesecivilwar,thepoliticsof LeonardBernstein,SwedeninWorldWarTwo,theStonewallRiotsof1969,andthedemocracy movementinSouthKorea.

IBSubjectGroup3

Geographyisadynamicsubjectthatis firmlygroundedintherealworldand focusesontheinteractionsbetween individuals,societiesandphysical processesinbothtimeandspace.It seekstoidentifytrendsandpatternsin theseinteractions.Italsoinvestigatesthe wayinwhichpeopleadaptandrespond tochange,andevaluatesactualand possiblemanagementstrategies associatedwithsuchchange.Geography describesandhelpstoexplainthe similaritiesanddifferencesbetween differentplaces.Thesemaybedefined onavarietyofscalesandfromtheperspectivesofadifferentrangeofactors,withvaryingpowers overdecision-makingprocesses.

Withinindividualsandsocietiessubjects,geographyisdistinctiveinitsspatialdimensionandoccupies amiddlegroundbetweensocialorhumansciencesandnaturalsciences.TheDiplomaProgramme geographycourseintegratesphysical,environmentalandhumangeography,andensuresthatstudents acquireelementsofbothsocio-economicandscientificmethodologies.Geographytakesadvantageof itspositiontoexaminerelevantconceptsandideasfromawidevarietyofdisciplines.Thishelps studentsdeveloplifeskillsandhaveanappreciationof,andarespectfor,alternativeapproaches, viewpointsandideas. PartOne

● Freshwater-drainagebasins

● Oceansandcoastalmargins

● Extremeenvironments

● Geophysicalhazards

● Leisure,tourismandsport

● Foodandhealth

● Urbanenvironments PartTwo

● Populationdistribution-changing population

● Globalclimate-vulnerabilityandresilience

● Globalresourceconsumptionandsecurity

● Power,placesandnetworks

● Humandevelopmentanddiversity

● Globalrisksandresilience InternalAssessment

Girlswillundertakefieldworkleadingtoonewrittenreportworth25%atSL,or20%atHL. Fieldworkcanbebasedonanysuitabletopicfromthesyllabus.

OutsidetheClassroom

SeveraltripshavebeenarrangedaspartoftheIBcourse.DuringtheLowerSixthyear,aspartofthe urbanunit,studentswillundertakeaplacestudyofSpitalfields,EastLondon.Theywillalsohavethe opportunitytogotoIcelandtostudyglaciers,volcanoesandwaterfallsandtoexaminethehuman geographyofoneofthemostsustainableplacesontheplanet.InthesummeroftheLowerSixth yearafieldcoursetoBlencathraintheLakeDistrictwillgivegirlsanopportunitytocollectdatafor theirIAs.

StudentsareencouragedtotakeadvantageoflinkswiththeRoyalGeographicalSocietyandattend lecturesoutsideschool.ThereisavibrantGeographySocietyrunbytheSixthForm,inwhich contemporaryissuescanbediscussedanddebated,andathrivingGeographyBookClub.The Geographymagazine,Aspect,iswrittenandeditedentirelybytheLowerSixthandpresentsan opportunitytogatherexperienceinjournalismandediting.

IBSubjectGroup3

ECONOMICS

Economicsisasocialscienceconcernedwiththe challengescommontoallsocieties,ofsearchingfor acceptablelevelsofeconomicwell-being.Thequestis ofparticularrelevancenotonlybecauseofthevastgulf separatingthepoorestandtherichestinhabitantsof theplanet,butalsobecauseofthelimitsofresources, timeandhumaneffort.

SyllabusContent

Althoughthesubjectcanbestudiedattwodifferent levels,theaimsofbothhigherandstandardlevel coursesaretoencouragestudentstothinkcritically abouteconomicsandtherealworldissuestheywillface.Studentswillgainknowledgeofeconomic principles,anddevelopanalyticalandcriticalthinkingskills.Theywillalsolearntoappreciatethe differencebetweenpositiveandnormativestatementsindecisionmaking.

Thecoresyllabusforbothlevelsinvolvesthestudyofindividualmarkets;whymarketsfailtobe efficient;businessdecisionmaking;macroeconomicissuesandpolicye.g.unemployment,inflation, GDPgrowthandthebalanceofpayments.Bothlevelsfocusontherolesofinterestrateandtax policy,andtheimportanceofinternationaleconomics.Thereisinadditionaspecialconsiderationof theeconomicsofdevelopment.Inthenewsyllabus,thereisextradepthandbreadthrequiredin certainareasatHigherLevel.BothSLandHLstudentsdevelopquantitativeskills,butHLstudents willneedtofurtherdeveloptheseasappropriate,inanalysingandevaluatingeconomicrelationships inordertoprovideinformedpolicyadvice.TheseskillsarespecificallyassessedinHLPaper3.

Assessment

AssessmentisdividedbetweenthreewrittenpapersforHLandaportfolioofcoursework.AtSL assessmentisbytwowrittenpapersandaportfolioofcoursework. Courseworkaccountsfor20%of thetotalmarksatHLand30%atSL.

AtStandardLevel,therearetwoexternallymarkedexaminationpapers.Paper1isanessaypaper(1h 15min);Paper2isadataresponsepaper(1h45min).AtHigherLevel,studentswillsitanadditional 1h45minPolicypaper.

InternalAssessment

Candidatesproduceaportfolioofthreecommentariesbasedontheapplicationofeconomictheory andmethodstorealandcurrentnewsextracts.

Itisessentialthatstudentsareawareofimportanteconomicchangesandeventsintherealworld. Theyareencouragedtoreadwidelyinthequalitypressasanecessarysupplementtotheirgiven textbooks.Muchofthesubjectreliesonacompetenceinbasicmathematics,especiallytheabilityto constructgraphicalmodelsandanalysenumericaldata.ThisappliestoHLstudentsinparticularas theywillbeexamineddirectlyontheseskills.Manyofourkeeneststudentsparticipateinexternal essaycompetitionsorganisedbytheRES,NCH,IEA,anduniversities.

StudentsshouldnotethatahighcapabilityinMathematicsisessentialwhenapplyingtostudy Economicsatuniversity.Insomeofthemostcompetitivecourses,HigherLevel/FurtherMathematics isarequirement.

IBSubjectGroup3

Climatechangeactivists:‘prophetsofdoom’ or‘championsof theenvironment’?Thesedivergingviewsfromthemostrecent USpresidentsdemonstratetheintricatenatureofmanyofthe questionsconsideredontheGlobalPoliticscourse-for example,whogetstodecidehowweshoulddealwithclimate change?Areprotestmovementsnowmorepowerfulthan statesasagentsofchange?

Thecourse’smainthemesare;

● RightsandJustice

● Developmentandsustainability

● PeaceandConflict

Withinthesethemes,manyotherissuesofcontemporarysignificancesuchasmigration,diplomacy, conflictresolution,humanrightslawandsovereigntyarestudiedthroughacasestudyapproach.In everyoneoftheseareas,itwillbeseenthateventhoseproblemswhichappearsimpleare,inreality, farmorecomplex,multifaceted,andinterconnectedthantheyseem.Deliveringfoodaidtoalleviate famine,forinstance,isclearlyahumanitarianactwhichsaveslives,butitcanalsocreateacycleof aid-dependencythatishardtobreakinthelongterm.Interveninginaconflictzonetokeepthe peaceisobviouslydesirableinthefirstinstance,butwhendoespeacekeepingbecomeanoppressive occupationwhichcausesmoreproblemsthanitsolves?Enforcinghumanrightsgloballycanimprove standardsoflivingandsavelives,butitcanalsocreatedeepresentmentamongstpeoplewhofeel thattheirtraditionsarenotbeingrespected.ThereareplentyofdifficultquestionsinGlobalPolitics, butnosimpleanswers.

OverviewofAssessment

Engagement Project

Awrittenreportonapoliticalissueexploredthrough engagement(e.g.interviews)andresearch

BeyondtheClassroom

HLonly

SLandHL

Londonisatrulyglobalcity,andweencourageGlobalPoliticsstudentstotakefulladvantageofthe manyeventsputonbythink-tanks,politicalpartiesanduniversities.Aprogrammeofexternal speakersatthestudent-ledPoliticsSocietyhelpsstudentstodeveloptheirunderstandingofthe subjectbeyondthecurriculum,forexamplegivinginsightintothehistoryoftheLiberalParty, NationalPopulismortheMexicanDrugWars.StudyingGlobalPoliticsisexcellentpreparationfora numberofdegreecourses.AswellasInternationalRelations,PPE,Law,andPolitics,applicantsfor History,Economics,Anthropology,DevelopmentStudies,Geography,andPhilosophywillgainmuch fromthestudyofGlobalPolitics.Thedepartmentprovidesuniversitypreparationsessionsforthose interested,seekingtostretchthestudentsanddeveloptheirskillsofdebate,analysisandindependent thinking.Furthermore,aswellasthePoliticsSociety,studentsalsorunaPoliticsBookCluband produceaPoliticsmagazinegivingplentyofopportunitiesforsuper-curriculardevelopment.

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Asoneoftheoldestacademicdisciplines,Philosophy,fromtheGreek philosophia,meaning‘thelove ofwisdom’,hastrulystoodthetestoftimeandremainsasrelevantandimportanttodayasitever hasbeen.TheIBcoursecoversatremendousrangeofphilosophicalissues,fromexistentialquestions oftheself,towhetherarthasanyinherentvalue.Witheverylessonfullofdebateanddiscussion therearecountlessopportunitiestodeepenyourthinkingandprepareyourselftotakeonthe complexmoralissuesoftoday’sworld.

Thedepartmentregularlyattractshighprofilespeakerswhohelpstudentsdeveloptheirloveforthe subject,aswellasprovidinganearlyinsightintowhatstudyingatuniversitycouldentail.Anumber ofstudentschoosetoapplyforPhilosophyand/orTheology(orrelatedsubjects)atuniversitiesall overtheworld,andregularuniprepsessionsdeliveredbysubjectexpertsgivetheseapplicantsthe bestopportunityforsuccess.StudentsareencouragedtoparticipateinthePhilosophyReading Group,helpproduce‘TheThinker’magazine,runtheJuniorPhilosophySocietyandattendlectures outsideschool.Wealsoattendannualconferencesledbyleadingexpertsacrossarangeofsubjects.

Whatisahumanbeing? (CoreThemeHLandSL)

● Arehumanbeingsreallydifferentfromanimals?

● Deepdown,areweallselfish?

● Wouldwedoanythingtosurvive?

● Dowehaveaninvisiblesoul?

● Whydoweliveinsociety?

● Whatisart?

● Whatmakessomeoneanartist?

● Areweallbornartists?

Aesthetics (HLonly)

● Canweidentifyworksofartoutsidewhatsocietycallsart?

● Shouldarthaveareligious,moralorpoliticalmessage?

● Howdowedefinewhatisbeautifulandwhatisugly?

● Howdowedecideifaparticularactionisrightorwrong?

● Howshouldwetreatpeople?

Ethics (HLandSL)

● Aremoraldecisionsculturallyinfluenced?

● Aretherefundamentalmoralprinciplesthatapplyinall situations?

SetText: TheEthicsof

AuthenticitybyCharles Taylor (HLandSL)

● Anoriginalphilosophicaltextwillbestudiedprovidingthe opportunityforengagementwithprimarysources.Thisis anopportunityforfocusedcriticalengagementwitha philosophicaltext.

● Inthistext,CharlesTaylorcallsonustofacethemoral andpoliticalcrisesofourtime,andtomakethemostof modernity’schallenges.Thisbracingandprovocativebook givesvoicetothechallengeofmodernity,andcallsonallof ustoanswerit.

● YourchancetoturnanythingintoPhilosophy!

● Inpreviousyears,essayshavebeenwrittenon:

Coursework–PhilosophicalAnalysis (HLandSL)

AJohnLennonsong

Lipstick

Prophecyin HarryPotter

Ascenefrom Heroes

Philosophyand ContemporaryIssues (HLOnly)

● AHLextensionwhichengageswithpressingissuesrelating to“philosophyandtheenvironment”andor“philosophy andtechnology”.

● Thisinvolvesadiscussionaroundthepurposeandmeaning ofphilosophy,andwhatitmeansto‘do’philosophy,not simplylearnaboutphilosophy.

IBSubjectGroup3

AsasubjectnewtostudentsintheSixthForm,ArtHistoryisintellectuallychallenging,rewarding andenjoyable.VisualmediadominatecontemporarycultureandArtHistorygivesstudentsthe meanstomakesenseofourmulti-ethnicpost-imperialworldbystudyingthehistoryofvisualculture. ArtHistoryisavailableatstandardlevelonly.

Themainfocusistheinvestigationofthemeaningandsignificanceofworksofartwithinagiven historicalcontext,andtheirsignificancetoustoday.Thisinvolvesthestudyofhistorical,political, social,economic,philosophicalandliterarymaterialthroughprimaryandsecondarysourcesand promotescross-curricularlinks.Arangeofmethods,suchasiconographicanalysis,willbeemployed. ArtHistorydevelopsawiderangeofskills.Throughvisualobservation,descriptionandcritical analysisofimagesyouwilllearntodiscussthemedia,techniquesandformalqualitiesofpainting, sculptureandarchitectureusingspecialistvocabulary,andrecognisethefeaturesofbroadhistorical stylesandthoseofindividualartists.ThecoursedoesnotrequirespecificGCSEs.

SyllabusContent:

Twohistoricaltopicsandaguidedcourseworkproject

TheArtoftheRenaissance(c.1400-1550) investigatesthesocialand politicalhistoryofRenaissanceEuropelookingatpainting,sculptureand architectureinItalyandtheNorth.Wewilllookatthedevelopmentinstyle fromtheearlyfifteenthcenturyuntiltheHighRenaissanceandlater Mannerism.Humanism,patronageandtheriseinthestatusoftheartistwillbe discussedinrelationtotheclassicalrevivalandnewnaturalisticartinthe worksofMasaccio,Donatello,Brunelleschi,Leonardo,Raphael,Michelangeloin Italy,beforeexploringthechangesinstyleasaresultoftheReformation.

RococotoRealism(c.1720-1860) exploressocialandpoliticalhistoryin 18thand19thcenturyEurope.WestudyRococoartassociatedwiththe ‘AncienRégime’inFrance,theideasoftheEnlightenmentandtheirimpacton bothNeo-classicismandthepoliticsoftheFrenchRevolutionintheworkofJ LDavid,andtheshifttoRomanticisminpoetryandpaintingwithGericault, DelacroixandGoya.AlongsidecolonialismOrientalismemerges,whilethe statusoftheartistchangesfromarespectableindividualtotheRomantic ‘genius’outsidethenormsofsociety.Theroleofwomenartistsisalso investigatedasistheRealist’spreoccupationwitheverydaylife.

InternalAssessment: A2,000wordcross-culturalinvestigationwith illustrationswhichmustnotberelatedtothecontentofthetaughtsyllabus; itassessesindependentresearchandevaluationofsources(30%).

Assessment: Paper1examinationrequiresshortanswerquestionsbasedon picturesources(30%).Paper2requiresextendedresponsestothetwo historicaltopics(40%).

IBstudentsjoinALevelstudentsontrips,whichinatypicalyearwillincludeanoverseasvisittoItaly orParisalongsideregularvisitstoLondongalleriesandmuseums.

IBSubjectGroup4

InGroup4,thesubjectsPhysics,ChemistryandBiologyhave commonaimsandthereisasinglemodelofassessmentforallthree. Thisconsistsofanindividualscientificinvestigation(IA)whichis undertakenatasuitablepointduringthecourseandconsistsof10 hoursofworkandisassessedthroughawrittenreportwitha maximumwordcountof3000words.Studentscompletepractical workthroughoutthecourse,includinganumberofrequired practicalsspecifiedbytheIB.Theserequiredpracticalswillbe assessedthroughthewrittenexaminationstakenattheendofthe course.

TheassessmentoftheIAisundertakeninternallybythe teacherandexternallymoderatedbytheIB.Therearefour assessmentcriteriawhichneedtobemet:

1.Design

2.Analysis

3.Conclusion

4.Evaluation

Thesummativeassessmentthattakesplaceattheendofthecourseisintheformof threewrittenexaminationpapers:

● Paper1:SectionA,multiple-choicequestionsandSectionB:experimentalanddatabased questions.

● Paper2:short-answerquestionsandextended-responsequestions

Practicalwork

Practicalworkformsanimportantpartofallthesciencesandyouwillenjoyatleast40hoursof practicalworkasaSLstudentand60hoursatHL.DuringthistimeyouwillcompleteyourScientific Investigation(theIAdescribedabove)andyouwilltakepartinaCollaborativeSciencesProject.

CollaborativeSciencesProject

AllIBstudentswillundertakeaCollaborativeSciencesProject.Studentsaresplitintoteamswhich containphysicists,chemistsandbiologists(atleastoneofeach).Theyarethensetatasktoworkon, usingtheirknowledgeoftheirspecialistareas.Thislastsaround10hours,spreadoutovertwodays.

TheCollaborativeSciencesProjectaimstogetgirlstoworkwelltogetherinteams,puttingforward ideas,andlisteningtothoseofothers,aswellasworkingcooperativelytowardsacommongoal.Girls arealwaysenthusiasticaboutthisincrediblyenjoyable,engagingandrewardingpartoftheirIBandit isarealhighlightoftheyear.

IBSubjectGroup4

BIOLOGY

Haveyouevermarvelledathowthechemicals oflifecometogethertoformorganismsthat cangrow,moveandreproduce?Haveyouever wonderedhowcellsrecogniseeachotherand communicatetoformtissues,orhowsucha vastanddiverseworldoflivingthingscanhave evolvedfromsimplesinglecelledorganisms?If so,Biologyisthesubjectforyou!

Duringthecourseyouwillbeexploringsomeofthesebigquestions:Whatmakesusalldifferent? Howdomuscleswork?Howdoyoumakeageneticfingerprint?Whatdoesabee’swaggledance mean?

Ifyouhaveafascinationforthenaturalworldanditslifeprocesses,thestudyofBiologycanbe immenselyrewarding.Itofferstheopportunitytoexplorearangeofbiologicaltopicsingreater depthanditbuildsontheskillsacquiredlowerdowntheschool.

StandardLevel(SL)

ForthosewhohavesucceededatGCSEBiology,butfeeltheirmajorinterestslieinotherareas, BiologySLcanprovideaninterestingandperfectlyaccessiblesubjecttocomplementyourIBstudies. Therearefourcoretopicswhichinclude: cellbiology,molecularbiology,organismsand ecosystems.

HigherLevel(HL)

Ifyouhaveanaturalinterestinlifeprocessesandenjoyexploringthenaturalworld,BiologyHLcould provideyouwithanexcellentopportunitytodevelopyourknowledgeandinvestigatethesubjectin greaterdepth.InadditiontoallthecoreSLcontent,thereisadditionalhigherlevelcontentwhich involvesexploringcoretopicsinmoredepth,suchasnucleicacids,metabolism,plantbiology, geneticsandanimalphysiology.

ForbothSLandHLtherearetwoexaminationsattheendofyoursecondyear,whichinclude multiplechoice,databased,shortanswerandextendedresponsequestions.Thereisalsoone internalassessment(IA)thatcontributes20%tothefinalassessment,involving10hoursofpractical workonanindividualinvestigation.TheIAprovidesstudentswiththeflexibilitytochooseatopicof interest,planandcarryoutascientificinvestigation,utiliseappropriatetechniquesandequipment, andeffectivelycommunicatetheirfindings.

Thereareopportunitieswithinnearlyeverytopictoraiseanethicaldebateandconsiderthe‘nature ofscience’intheissuesbeingstudied.Youwillbeexpectedtocompleteindependentstudyinand outofclass,andalllessonsaredesignedtobeinteractive;everyoneisencouragedtocontributetheir ideas.

Youwillhavetheopportunitytoparticipateinarangeofenrichmentopportunities,includinga compulsoryfieldtripinthesummerterm,alecturedayandTheBiologyOlympiadcompetition.In additionthereareclubssuchas DissectionClub, BioMedSociety and SciZmic,oryoucouldget involvedwithproducing AbsoluteZeroand DrDolphinmagazines

CHEMISTRY

IBSubjectGroup4

Fromthemomentyouareborn,andthroughoutyourlife,youaresurroundedbychemistry–theair youbreathe,thefoodyoueatandtheclothesyouwear–they’reallchemistry.Chemistryisthe studyofsubstances:whattheyaremadeof,howtheyinteractwitheachotherandtheroletheyplay inlivingthings.WhetheryouwanttocareforpenguincoloniesinAntarcticaorworkinadynamic businessenvironment,Chemistrycanhelpyouachieveyourgoals.

Chemistryisanexperimentalsciencethatcombinesacademic studywiththeacquisitionofpracticalandinvestigationalskills.It isoftencalledthecentralscience,aschemicalprinciplesunderpin boththephysicalenvironmentinwhichweliveandallbiological systems.

Adiverserangeofactivitieswillbecarriedoutinlessons: practicalprocedurestolearnnewlaboratoryskills,thediscussion oftheoreticalconceptsandcalculationstoquantifyour observations.

Youwillhavetheopportunitytoparticipateinarangeof enrichmentopportunities,includingtheCambridgeChemistry ChallengeandChemistryOlympiad,enablingyoutodevelopyourunderstandingbeyondthe examinedmaterial.Inschool,therearealsoclubstogetinvolvedin,suchas ScienceClub.

ThestudyofChemistrythroughtheIBenablesyoutomakelinksbetweenthetheoryandpractical skillsyouaredevelopingwithapplicationsinthewiderworld.Thecourseexemplifieshowscientific methodologyhelpsusunderstandTheoryofKnowledgeinadditiontodevelopingagreater understandingoftheNatureofScience.

TheIBcoursestartswitharevisionofthekeyskillsdevelopedatGCSE.Calculationsaredeveloped toincludemorechallengingexamplesandtheoreticalmodelsareextendedtoincludemoredetailed ideasaboutatomicstructureandbonding.Throughpracticalworkyouwilllearnaboutthe uncertaintiesinmeasurementandgainanappreciationofhowconfidentwecanbeofexperimental results.ThefoundationsoforganicchemistrylaidatGCSEwillbeextendedbyexaminingfunctional groups,andourunderstandingoftheirchemicalbehaviour,throughtheexaminationofreaction mechanisms.Analyticaltechniquesareusedtoidentifyunknownorganiccompounds.

WhiletheskillsandactivitiesofIBChemistryarecommontostudentsatbothSLandHL,students atHLarerequiredtostudysometopicsingreaterdepththroughtheadditionalhigherlevel(AHL) material.ThedistinctionbetweenSLandHLisoneofbreadthanddepth.

Youwillbeexaminedattheendofthesecondyear,andtherearetwoexamination papers.Paper1 iscomposedoftwosections: SectionA,amultiplechoicepaper,and SectionB, madeupofdatabasedandexperimentalquestions. Paper2 containsavarietyofstructured questions.

Inaddition,bothSLandHLstudentswillcompleteahands-onlaboratoryinvestigation,markedby theirteacherandmoderatedbyanexternalexaminer.Thisprovidesyouwiththeopportunityto exploreanareaofchemistrywhichyouwouldliketolearnmoreaboutwhilstdevelopingthekey skillsofscientificinvestigation. Itisassessedaccordingtofourcriteria: design,analysis, conclusionandevaluation.

PHYSICS

IBSubjectGroup4

PhysicsisthemostfundamentaloftheexperimentalsciencesasitseekstoexplaintheUniverseitself. FromtheclassicalphysicsofNewtonianmechanics,electromagnetism,andthermodynamicstothe modernphysicsofquantummechanics,generalrelativityandchaostheory,thescientificprocesses conductedbythemosteminentscientistsinthepastarethesameonesfollowedbyworking physiciststodayandcruciallyarealsoaccessibletostudentsinschools.

However,Physicsisnotjustaboutstaringoutintotheuniverseorobsessingoverthetiniestof particlesthatmakeupthevastnessofspace.Physicsisattheheartofdiscovery,andevolutionof ideasandtechnology.Itsverynaturemeansthatitisattheforefrontofadvancesincommunication, medicaltechnology,renewableenergyandexploration.

Tostudyphysicsyoumustbecuriousandcreativeandhaveambitionanddrive.Beingabletolook beyondthesyllabusandexplorenewideasiskeytosuccessinthissubject.

‘Lookupatthestarsandnotdownatyourfeet…Becurious.’

StephenHawking.

AllstudentsstudyingIBPhysicswillstudykeytheoriesandengageinexperimentalwork.TheSL courseprovidesstudentswithafundamentalunderstandingofphysicswhilstdevelopingkeyskills. TheHLcourserequiresfurtherin-depthstudywithextratopicsallowingstudentstogainasolid foundationforfurtherstudyatuniversity.

AtStandardLevelyouwillstudycorematerial,covering,spacetimeandmotion,theparticulate natureofmatter,wavebehaviour,fields,nuclearandquantumphysics.

AtHigherLevelyouwillstudythesamecoreasabovebutinadditionyouwillstudyfurthertopics including,rigidbodymechanics,Galileanandspecialrelativity,thermodynamics,inductionand quantumphysics.

Studentswillalsocarryoutanindividualinvestigation.Thisinternallyassessedworkwilldemonstrate theapplicationoftheirskillsandknowledge.Thisallowsstudentstodeveloppersonalengagement withthesubjectmatterastheydesignandtestouttheirowntheoriesandideas. StudentsmayhavetheopportunitytovisitGenevaontheCERNtripaswellasparticipateinphysics andengineeringsocietyeventsandUCLlectures.Studentsenjoywritingarticlesfor Acceleratethe physicsmagazine,andgivinglecturesaspartofthePhysEngsociety.

IBSubjectGroup5

IBMATHEMATICS

MathematicswithintheIBisenjoyableandinteresting. Thereisafocusoninvestigationandstudentsundertakean independentprojectcomponentaspartoftheircoursein whichtheycanexploreaproblemofparticularpersonal interest.

AllIBstudentswillstudyacommoncoreoftopicsaswell ascoursespecificsubjectsacrossNumber,Algebra, Functions,Trigonometry,Geometry,Statistics, Probability,andCalculus.

AnalysisandApproachesHigherLevel: Ademandingandstimulatingcoursepredominantly basedonPureMathematicswithanemphasisonexploring,developingandunderstandingthelogicof thesubject.Thiscourseexplorestheconceptsofproofandtheabstractapplicationsof Mathematics.DesignedforstudentswitharealpassionandtalentforMathematicswhowishtostudy thesubjectindepth,eitherasanenjoyableandchallengingsubjectinitsownright,orbecausethey intendtopursuefurtherstudieswithadependenceonMathematics,inparticularPhysics,Engineering andsomeChemistryorEconomicscourses.

AnalysisandApproachesStandardLevel: Ademandingandrigorouscourse;thisisasubsetof thetopicsinAnalysisHigherLevelandstudentswillbestudyingchallengingtopicsfromthevery start.Itisanexcitingcourseaimedatstrongmathematicianswithanaturalenjoymentofthesubject. Thiscourseisidealifyouareconsideringauniversitysubjectwhichrequiresastrongfoundationin Mathematics,forexampleMedicine.

ApplicationsandInterpretationsStandardLevel:Forthosewhowouldprefertopursue subjectsintheArtsorHumanities,ApplicationsStandardLevelprovidesacoursewhichismore accessiblethanAnalysisStandardLevel.Thereisafocusonproblemsolvingandthepractical applicationofMathematics,developingtheskillsnecessarytocopewiththemathematicaldemandsof atechnologicalsociety.ThiscoursewillcontainmoreapplicationsofMathematicswithgreaterfocus onstatisticalprocesses andutilisingtechnology.

GodolphincurrentlyoffersthesethreeoptionsofMathematicswithintheIB.Thefourthoption, ApplicationsHigherLevel,isnotcurrentlyofferedassomeuniversityprogramsthatpreviously requiredHigherLevelMathematicswillonlyacceptAnalysisHigherLevelandnotApplications.There arecurrentlynocourseswhichrequireApplicationsHigherLevelwhichdonotalsoacceptAnalysis HigherLevel.

AllstudentstakingIBMathematicswillberequiredtopurchaseaCASIOFx-CG50

GraphicalDisplayCalculator.ThissophisticatedcalculatorisnecessaryforallIB calculatorpapersandenablesstudentstoplotgraphs,solvesystemsofequations,and instantlycalculatestatistics.Thesecanbepurchasedthroughtheschoolatthestartof thecourse.

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WhystudyMusic?

InIBMusic,studentsengagewithadiverserange ofmusicthatwillbroadentheirmusicalhorizons andprovidestimulitoenrichtheirownmusical projects.Theywillgainaninformedunderstanding ofmusicfromdifferenttimes,placesandcultures anddevelopstrongperformanceandcomposition skillsthroughregularpracticalmusic-makingwith anemphasisoncreativity.

Whatpreviousexperienceisuseful?

IBMusicsuitsstudentswhoarewell-rounded musicianswhoarecreativeandopen-minded.Itis usefultobeGrade6+inaninstrumentorsinging,andtohavetakenGrade5MusicTheorypriorto startingthecourse,aswellashavingagoodgroundinginmusicalanalysisandcomposition,including usingcompositionalsoftware.ItisnotessentialtohavetakenGCSEMusicaslongasastudentis confidentintheskillsoutlinedhere.

Wherewillitleadme?

TheMusiccourseprovidesavaluablefoundationforfurtherstudyinMusicatuniversityor conservatoirelevel.Nonetheless,theskillsdevelopedonthecoursearehighlytransferablefor studentswhomaywishtopursueotherambitions.

Coursestructure

TherearethreecomponentsthatbothStandardLevelandHigherLevelstudentsarerequiredto complete:

● ‘Exploringmusicincontext’(externalassessmentworth30%atSL,20%atHL) allowsstudentstoengagewithawealthofmusicalmaterialandreflectonthepersonal,local andglobalcontextsinwhichitiscomposedandperformed.

● ‘Experimentingwithmusic’(internalassessmentworth30%atSL,20%atHL) providesstudentswiththeopportunitytogainadeeperunderstandingofthemusicthey engagewithatbothatheoreticalandpracticallevel.

● ‘Presentingmusic’ (externalassessmentworth40%atSL,30%atHL)allowsstudentsto practiseandpreparecompositionsandperformancesthatwillbepresentedtoanaudience.

Inadditiontothis,HigherLevelstudentsstudyacomponentcalled ‘Thecontemporarymusic maker’ (internalassessment,worth30%)inwhichtheyplanandcollaborativelycreateaprojectthat drawsonthecompetencies,skillsandprocessesfoundinthethreepreviouscomponents,inspiredby theprocessaprofessionalmusicianwouldfollow.

Studentswilldemonstratetheirskillsinthecomponentslistedaboveinamixtureofwrittenwork, practicalexercises,compositionandperforming.Therewillbetheopportunitytoworkon multimediaprojects,exploremusictechnologyandworkcollaborativelywithothers.Thiscourse allowsstudentstoencountermusicinavarietyofdifferentroles–includingasaresearcher,creator andperformer.

IBSubjectGroup6

VISUALARTS

Thecourseisdesignedtodevelopameaningfulunderstanding oftheprocessesofmakingart.Girlsareencouragedto developmethodsofresearchandinvestigationthrough observationandanalysis.Thecoursepromotesastudyofart frombothhistoricalandcontemporarysourcesandfroma widevarietyofculturesandcountries.IBArtistsareaskedto considertheaudiencefortheirworkandcurateanexhibition oftheirownworkaspartoftheend-of-courseassessment.

TheIBSyllabus

Girlsareabletosettheirownthemesandworkontheirown ideasusingawiderangeofmedia.Duringthefirsttermthebasicelements(shape,pattern,colour, textureetc.)areexplored.

Thecoursehasthreecomponents: aProcessPortfolio,ComparativeStudyandanExhibition ofstudiowork. VisualArtscanbestudiedatHigherorStandardLevel.

StudioWork(practical)includesopportunitiesbothforexploringvisualelementsandforpersonal researchwhichiswide-rangingandexperimental.Aselectionofstudioworkchosenbythegirlswill thenbepresentedinanexhibitionattheendofthecourse.Manytechniquesandmediacanbeused suchasdrawing,painting,ceramics,photography,collageandprintmaking.Experimentsare documentedintheProcessPortfolio.

Duringthetwo-yearcoursetwoormoreVisualArtsJournalswillbeproducedasapersonalrecord ofyourresearch.Theywillcontainbothvisualandwritteninformation.Thesejournalsshouldshow yourresearchinthehistoricalandculturalcontextofartworksaswellasrecordingobservations, developingideasandexperimentalwork.LifedrawingisanintegralpartoftheIBVisualArtscourse; itisinstrumentalinthedevelopmentofcorepracticalskillsandyouwillbeexpectedtoattendthese extra-curricularclassesaswellasarangeofinnovativeworkshopsprovidedbystafftosupportand extendskillsoutsideoftheclassroom.

HigherLevelStudents

Assessmentconsistsofanevaluationofthethreeelements:the ProcessPortfolio(40%), ComparativeStudy(20%) and Exhibition(40%).Thereisnotimedexaminationpiece.The emphasisisratheronthedevelopmentofyourworkthroughoutthetwoyearsofthecourse.IB VisualArtistsareassessedontheirabilitytomakeandexhibitartworks,tocompareandanalysethe workofothers,toassesstheimpactofthisworkontheirownpractice,andtoexperimentwitha rangeofmaterialsandprocesses.

StandardLevelStudents

TheassessmentbreakdownforStandardLevelstudentsisthesameasHigherLevel,butthequantity ofworkrequiredisreduced.IntheComparativeStudy,StandardLevelstudentsarenotexpectedto makelinkstotheirownpractice.

CurriculumEnrichment

Weprovideawiderangeofextra-curricularactivitiessuchasspecialistworkshopsontopicssuchas bookbinding,animation,encausticpainting,liquidlightphotographyandmanymore.IntheAutumn Termthedepartmentorganisesavisitsometimestoagalleryand/ormajorexhibitionortoa locationforarecordingworkshop.Youwillbeexpectedtosupplementyourresearchandidea developmentthroughindependentvisitstomuseumsandgalleries.Lifedrawingisanintegralpartof theIBcourse;itisinstrumentalinthedevelopmentofcorepracticalskillsandyouwillbeexpected toattendtheseextra-curricularclassesaswellasarangeofinnovativeworkshopsprovidedbystaff tosupportandextendskillsoutsidetheclassroom.

IBSubjectGroup6

Theatreisadynamic,collaborative,andliveartform.It isapracticalsubjectthatencouragesdiscoverythrough experimentation,thetakingofrisks,andthepresentation ofideastoothers.Studentswillhavetheopportunityto maketheatreascreators,designers,directorsand performers.Youwilldiscoverandengagewithdifferent formsoftheatreacrosstime,placeandculture, promotinginternational-mindedness.

TheSyllabus

ThesyllabusisthesameforHLandSL,withone additionalassessmentitemrequiredatHL.Thereare fourassessmenttasksundertakenacrossthetwoyear courseforHLandthreetasksforSL.AtHL,TaskOne isaSoloTheatrePiece,basedonatheatreculture differentfromyourown.Youwillnotbeassessedon yourperformingskills,butratheronyourwritten evaluationofyourperformance.Theperformancecan takeonavarietyofforms,forexampleamonologue fromapublishedplay,apieceofIndonesianshadow puppetry,oradancepiecebasedonJapaneseNoh Theatre.Thechoicehereisendless,andyoucanchoose acultureyouaregenuinelyinterestedin.

TaskTwoisforbothHLandSL,andconsistsofcreatingaProductionProposal.Youwillchoosea publishedplaytext,studythetext,andthencreateyourdirectorialvisioninyournotebook.Thiswill includedetailednotesonhowyouwillstagekeymomentsoftheplay,designchoices,andstaging decisions,sowillincludesketchesanddiagramsaswellaswrittendetail.

TaskThreeisaResearchPresentationforbothHLandSL.Youwillchooseatheatretraditionfrom aroundtheworld,researchitandthenpresenta15minutetalkoutliningyourdiscoveries.Thetopic mustbesomethingwithwhichyouareunfamiliar,andcanbefromanycultureortimeperiod.You willincludepracticaldemonstrationsinyourpresentationaswellasslidesandsupportingimages.

ThefinaltaskisaCollaborativeProject.Youwilldeviseandcreateapieceoftheatrecollaboratively andpresentittoanaudience.Aportfolioofyourideasissubmittedalongsidethework.Itisthis portfoliothatisassessed,ratherthantheperformanceitself.Youwillresearchaprofessionaltheatre companyasaninfluenceonyourperformancework,andwilloutlinethisresearchinyourportfolio.

Wehavedesignedtheextra-curricularDramaprogrammetoworksmoothlywithIBTheatre,with manyoftheskillstransferableacrossbothplatforms.Youwillalsohavetheopportunitytolead youngergirls byassistingwiththeLowerSchoolProduction

THESIXTHFORMPASTORALCURRICULUM

ThepastoralprogrammeisacorecomponentofeverySixthFormer’seducationatGodolphin.It beginswithaformalinductionprogrammeatthebeginningoftheLowerSixth,throughwhichall studentsareintroducedtothedifferentroutinesandexpectationsinthesixthformandgiventhe opportunitytoreflect,withtheirtutors,onthehabitsandcharacteristicsofsuccessfulsixthformers. Thesethemesareconsistentlyrevisitedoverthefollowingeighteenmonths,culminatinginthe‘life skills’sessionsallUpperSixthstudentstakepartinastheybegintopreparefortheirjourneys beyondGodolphinatuniversityandbeyond.

ThepastoralcurriculumintheSixthFormconsistsofanumberofcomplementary‘threads’thatrun alongsideoneanotherandaregraduallypulledtogetherastheacademicyearunfolds.Theseinclude: Personal,SocialandHealthEducation(PSHE),includingRelationshipsandSexEducation(RSE), Citizenship,CurrentAffairs,Criticalthinking,Learninginthepastoralcurriculum,andLeadership. Thecurriculumisdeliveredthroughdiscussionsandactivitiesledbytutors;wholeyeargroup meetingsandSixthFormassemblies;andtalksandworkshopswitharangeofexternalspeakersand facilitators,allleadingexpertsintheirfields,fromacademicstoclinicianstoentrepreneurs,including anumberofOldDolphins.Thecurriculumisintellectuallyrigorousandengaging,andwillequipall sixthformerswiththeskillsandknowledgetosupportboththeiracademicworkandtheirbroader pursuitsbeyondtheclassroomand,ultimately,beyondschool.

SixthFormersareinvitedandencouragedtoprovidetheirownsuggestionsforthefurther developmentofthecurriculum,andwillhaveopportunitiestodosothroughongoingconversations withthesixthformpastoralteamthroughouttheschoolyear.

THESIXTHFORMENRICHMENTPROGRAMME

Weaimtoprovideasfullaneducationalexperienceaspossiblealongsideouracademiccourses.A broadrangeofextraandsuper-curricularactivitiesenablesixthformerstodevelopexistinginterests andareasofexpertiseaswellastotryoutnewthingsandtofindoutmoreaboutareasofstudythey mightnothaveconsideredpreviously.

AllSixthFormstudentsareexpectedtoparticipateinourformalEnrichmentProgrammewhichis deliveredthroughformtimesandaweeklytimetabledlesson.Theprogrammeincludestalksby internalandexternalspeakers,opportunitiestodiscussanddebatecurrentaffairsandtodevelopkey lifeskills;italsoguidesgirlsthroughthedifferentstagesoftheIBExtendedEssayorALevelExtended Project,aswellastheirpreparationforandcompletionofHigherEducationapplications.

AhighlightoftheEnrichmentProgrammeisaseriesoftimetabledtalksdeliveredbyschoolstaffon topicsoftheirchoice.TheprogrammeforAutumn2022ispresentedbelowasasample.Girlsselect theirpreferredtalksearlyintheterm.WehopethatthesetalksinspireLowerSixthstudentsto explorebeyondtheirALevelandIBcoursesinpreparationforembarkingontheirExtendedEssays orProjects.FortheUpperSixth,wehopethatthetopicsonofferwillenrichthebodyofknowledge theyhavealreadydeveloped,addingtotheiracademicconfidenceandenhancingtheirpreparations forentrancetoHigherEducation.Theymayalsointroducegirlstonewlinesofinquirytheymight followwhentheymoveontostudybeyondschool.Forall,weaimtostimulateandencouragewide rangingdiscussionandindividualreflection.

Tuesday20September

IntroductiontoEnrichmentProgramme: ‘MovementsandMigrations’

Tuesday27September

“Theheightofindecency”; Britishfeminismandtherevolt againsttheContagious DiseasesAct

Aglobalperspectiveonthe historyofmodernscience

TheimpactoftheUkraine invasiononEuropean migrationpatternsand demography

Howandwhythemodern medicinemovementfails women

WhatDNAtellsusaboutthe journeyofhumanmigrations from2millionto150years ago.

Tuesday4October

Thelegislativejourneyofthe victoriesandvacillationsinthe feministmovement,andwhere tonow?

Tuesday11October

“Souslespavés,laplage”: Frenchyouthand countercultureinthe1960s

TheimpactoftheIrishfamine ontheriseofnationalist movementsandonIrish migration.

LinguisticsofEnglishVowelsTheirHistory,theGreatVowel Shift,andtheOriginofAccents &Dialects.

SIXTHFORMSPORT

SportisavitalpartofthetimetableintheSixthFormasitoffersstudentsachancetorejuvenate theirmindsandhelpspromoteapositiveattitudetowardsstudying.Withthisinmindthe departmentoffersanextensiveprogrammeofsportsforstudentstochoosefromonatermlybasis. Theseincludeactivitiessuchastrampolining,yoga,rockclimbing,zumba,funnetball,football,running, fitnesssuite,selfdefenceandBOOMcycle(off-site);severalactivitiesaretaughtbyexternalqualified coaches.Activitieschangeinthesummertermslightlytoincludetennis,cricketandroundersinstead ofhockey,netballandfootball.

MembersofthehockeyandnetballsquadswillparticipateineithertrainingorfixturesonWednesday afternoons.ThereisalsotheopportunitytotourwiththesquadseitherintheUKoroverseaswhich helpsthegirlsdeveloptheirplayingskillsandunitesthemfurtherasasquad.

Therowingsquadwilleitherhaveanergosessionorwatersessiondependingontheterm.

AllSixthFormerswillparticipateinsportatleastonceaweekthroughouttheyearintheLower SixthandjusttheAutumnandSpringTermsintheUpperSixth.Allstudentsarewelcometousethe fitnesssuite(inpairs)duringtheirfreetime,ifitisnotbeingusedforlessons.

DESTINATIONSOFHIGHEREDUCATIONAPPLICANTS2023

WearedelightedthatthevastmajorityofourUpperSixthLeaverswillbeattendingtheirfirstchoice ofuniversityeitherhereintheUK,orinEuropeorinNorthAmerica.