SIXTH FORM OPTIONS
A Level courses beginning September 2025
HAMPTON SIXTH FORM
Hampton values a broad and enriching curriculum, while
WELCOME TO THE SIXTH FORM AT HAMPTON!
The move into Sixth Form at Hampton marks an exciting milestone in your education and the opportunity to explore subjects in more depth, pursue your passions, and begin shaping your future. The two Sixth Form years will be both challenging and rewarding, offering you a platform to delve deeper into your academic interests than ever before.
Choosing your subjects is a key decision. It will not only influence your day-to-day experience of School but also your path after Hampton – whether that’s higher education, a Degree Apprenticeship or other opportunities. The good news is that there’s plenty of support available – including guidance from your subject and Form teachers, Heads of Department, the Careers & UCAS team, the Senior Leadership Team and, of course, your family.
This booklet provides the information you need to make informed choices. It’s important to focus on selecting subjects you enjoy and excel in, as you’ll be dedicating significant time and energy to them. Alongside your studies, there will be opportunities to grow as a leader - whether as a Prefect or Mentor, or through co-curricular activities such as sport, music, and drama.
The Sixth Form is about balancing academic rigor with personal development. Take time to reflect on your goals, explore new subjects, and embrace the opportunities ahead. By making thoughtful and purposeful decisions, you’ll set yourself up for a fulfilling and successful Sixth Form experience.
To help you navigate this process, we begin offering guidance early, well before your Sixth Form Options form is due. Take full advantage of these opportunities, but ultimately let your enjoyment and strengths guide your subject choices. With this approach, and our help, you’ll create a study programme that positions you well for success beyond Hampton.
Dr S Hendry Deputy Head (Academic)
SIXTH
FORM STRUCTURE
Hampton Sixth Formers benefit from a high level of contact time, small class sizes and greater independence. They enjoy exclusive access to study and social spaces and have their own senior dining area.
All Hamptonians take three A Levels (four if they opt to take Further Maths) and choose a route through our Hampton Electives programme. Depending on which route they choose, this allows them to try a
TIMELINE
fourth A Level before finalising their choices. Details about the programme are available in the Electives booklet, and courses are designed to complement and deepen knowledge in a related subject or complimentary area. All Lower Sixth pupils also take part in Curriculum Enrichment classes with LEH pupils and attend PSHE l essons and lectures.
Thursday 19 September: Assembly – Life in the Sixth Form (Fifth Year pupils only)
Tuesday 1 October: Sixth Form Choices Evening (Fifth Year pupils and parents)
4 – 15 November: Sixth Form Advice Meetings – optional one-to-one online appointments with senior members of staff (Fifth Year pupils and parents)
Tuesday 10 December: closing date for submitting Sixth Form Options form (Fifth Year pupils)
Please note that initial options are provisional and non-binding but enable us to begin planning staffing for the 2025-26 academic year.
HAMPTON SIXTH FORM
2024
A LEVEL
121
PUPILS GAINED ALL A* OR A GRADES
42
46 WERE AWARDED 25 FOUR STRAIGHT A*S
HAMPTONIANS GAINED PLACES AT GLOBAL TOP-10 UNIVERSITIES
41% 77%
RESULTS OF GRADES WERE A*- A OF GRADES WERE A*
HAMPTONIANS ACHIEVED THREE OR MORE A*S
A LEVEL SUBJECTS OFFERED 25
DEDICATED TEACHER TIME PER SUBJECT PER WEEK 4.5 hours 30
2025-26
COURSES TO CHOOSE FROM
Ancient History OCR H407
ANCIENT HISTORY
AIMS OF THE COURSE:
To develop a broad and extensive interest in the military, political, religious and social history of the ancient world, and an understanding of the nature of historical evidence from the ancient world.
OVERVIEW:
The Lower Sixth Course is made up of two Period Studies.
• Relations between Greek states and between Greek and non-Greek states, 492–404 BC. This unit examines the most important century in Greek history, from the heroic defeat of the Persian invasions, through the development of the Athenian empire, to the exhausting 27-year Peloponnesian War in which Sparta and her allies finally broke the power of Athens.
• The Julio-Claudian Emperors, 31 BC–AD 68. This unit explores the reigns of the first five Roman emperors, from Augustus, whose long rule restored stability to Rome after years of civil war, through his erratic successors Tiberius, Gaius Caligula and Claudius, to the infamous and unstable Nero, whose suicide brought an end to the Julio-Claudian dynasty.
ASSESSMENT PROCEDURE:
PAPER 1: GREEK PERIOD STUDY AND GREEK DEPTH STUDY
2 hours 30 minutes written paper
PAPER 2: ROMAN PERIOD STUDY AND ROMAN DEPTH STUDY
2 hours 30 minutes written paper
Pupils will explore a wide range of literary and archaeological evidence in detail, including reading works by a variety of ancient authors (in translation), as well as looking at and examining inscriptions, coins and other relevant physical evidence. Those enrolled on the two-year GCE course will also analyse and evaluate modern historians’ interpretations of the events and topics studied.
In the Upper Sixth, pupils will progress to two of the following Depth Studies (one Greek and one Roman), which each focusing on a shorter span of time and a more thematic focus:
• Greek: The Politics and Society of Sparta, 478–404 BC; The Politics and Culture of Athens, c. 460–399 BC; The Rise of Macedon 359–323 BC.
• Roman: The Breakdown of the Late Republic, 88–31 BC; The Flavians, AD 68–96; Ruling Roman Britain, AD 43–c.128.
SKILLS/APTITUDES NEEDED TO SUCCEED:
Most importantly, pupils should have an interest in the ancient world. An enthusiasm for reading and writing critically is also desirable, although no specific GCSE subjects are required.
It is not necessary to have studied GCSE Ancient History in order to study the subject in Sixth Form
AIMS OF THE COURSE:
To equip pupils with the skills and mindset needed for independent learning in preparation for Higher Education. Fine Art encompasses drawing, painting, sculpture, photography and a range of new media.
Pupils build on foundational drawing skills through a Life Drawing Course and produce a body of work that reflects their personal interests underpinned by rigorous study.
OVERVIEW:
Lower Sixth
• Term 1 encourages pupils to experiment and extend their command of the Formal Elements.
Pupils attend Life Drawing classes and produce a body of work that encourages experimentation and expansion of ideas.
• Terms 2 and 3 provides the opportunity to focus on a range of specialisms including painting,drawing, sculpture, photography, film and installation art.
Upper Sixth
COMPONENT 1
PERSONAL INVESTIGATION
Portfolio: pupils will produce a practical portfolio with supporting contextual research in which they are expected to develop a personal response leading to a finished realisation(s) or outcome(s). The portfolio will consist of a sustained project, theme or course of study.
Related Study: pupils are required to establish the context of their chosen practical portfolio through a written component, which may also include illustrations where appropriate.
COMPONENT 2
EXTERNALLY SET TASK
For this component, external examiners set a task early in the spring term, offering a choice of themes. Pupils are asked to respond to their chosen theme through independent research and preparation. The component concludes a with 15-hour supervised session usually in the first week of May.
ASSESSMENT PROCEDURE:
Throughout the course pupils are given individual feedback from their teachers who will advise on how to develop work to encourage independent and personal responses.
COMPONENT 1 Personal Investigation: Internally marked and externally moderated COMPONENT 2 Externally Set Task : Internally marked and externally moderated.
SKILLS/APTITUDES NEEDED TO SUCCEED:
A strong interest in Art is essential at this level. Creative and independent pupils will thrive. An open-minded approach to learning new skills and the ability to express ideas both visually and in written form is needed.
BIOLOGY
AIMS OF THE COURSE:
To inspire pupils and nurture their passion for Biology and lay the groundwork for future study in courses such as Biological Sciences and Medicine.
Biology is fundamentally an experimental subject and there are numerous opportunities to use practical experiences to link theory to reality and equip pupils with essential practical skills.
OVERVIEW:
The Lower Sixth course includes:
• Biological Molecules
• Cells
• Organisms exchange substances with their environment
• Genetic information, variation and relationships between organisms
Pupils will continue to study the above topics in the Upper Sixth and also:
• Energy transfers in and between organisms; photosynthesis and respiration nutrient cycles and food chains
• Organisms respond to changes in their internal and external environments; homeostasis, hormones and the nervous system
• Genetics, populations, evolution and ecosystems; inheritance and speciation
• The control of gene expression; genome projects, epigenetics and gene technologies
ASSESSMENT PROCEDURE:
Three exams at the end of the two-year course. 35% 35% 30%
PAPER 1
91 marks
2 hour written paper with both short and long answer questions
PAPER 2
91 marks
2 hour written paper with both short and long answer questions
PAPER 3
78 marks
2 hour structured questions. Also includes a 25 mark essay (one from a choice of two titles)
Additionally, a separate endorsement of practical skills will be taken alongside the A level (assessed by teachers). All pupils will collate a folder of the 12 required practicals, demonstrating competency in a range of skills. This is a pass/fail component of the A level and many universities require a pass as part of their entry criteria for undergraduate science courses.
SKILLS/APTITUDES NEEDED TO SUCCEED:
• Biologists should have a genuine interest in the living world; including both plants and animals. Pupils will be expected to apply scientific knowledge to practical contexts, evaluate results, draw conclusions and use mathematical skills confidently to support their work.
• An ability to learn a considerable amount of content accurately and be able to apply this knowledge.
CHEMISTRY
AIMS OF THE COURSE:
• To develop a solid foundation and understanding of different areas of Chemistry (physical, inorganic and organic) and how they relate to each other
• To build competence and confidence in a variety of practical, mathematical and problem-solving skills
• To develop a passion and enthusiasm for Chemistry, encouraging interest in further study associated with the subject (Chemistry, other Physical Sciences, Biological Sciences, Medicine and related subjects)
OVERVIEW:
Lower Sixth
• Module 1 – Development of Practical Skills in Chemistry
• Module 2 – Foundations in Chemistry
• Atoms, compounds, molecules and equations
• Amount of substance
• Acid–base and redox reactions
• Electrons, bonding and structure
• Module 3 – Periodic Table and Energy
• The Periodic Table and periodicity
• Group 2 and the halogens
• Qualitative analysis
• Enthalpy changes
• Reaction rates and equilibrium (qualitative)
• Module 4 – Core Organic Chemistry
• Basic concepts
• Hydrocarbons
• Alcohols and haloalkanes
• Organic synthesis
• Analytical techniques (IR and MS)
Upper Sixth
• Module 5 - Physical Chemistry and the Transition Elements
• Reaction rates and equilibrium (quantitative)
• pH and buffers
• Enthalpy, entropy and free energy
• Redox and electrode potentials
• Module 6 - Organic Chemistry and Analysis
• Aromatic compounds
• Carbonyl compounds
• Carboxylic acids and esters
• Nitrogen compounds
• Polymers
• Organic synthesis
• Chromatography and spectroscopy (NMR)
ASSESSMENT PROCEDURE:
Three exams sat at the end of the two-year course; the practical endorsement is reported separately
• Transition elements 37% 37% 26%
PAPER 1: PERIODIC TABLE, ELEMENTS AND PHYSICAL CHEMISTRY
PAPER 2: SYNTHESIS AND ANALYTICAL TECHNIQUES
PAPER 3: UNIFIED CHEMISTRY
SKILLS/APTITUDES NEEDED TO SUCCEED:
• Excellent grades in Science and Maths GCSEs
• Strong problem-solving skills
• Highly accomplished practical skills
• An ability to manage time and undertake independent self-study
• Self-motivated and enthusiastic about Chemistry
Greek OCR H444
CLASSICAL GREEK
AIMS OF THE COURSE:
To build knowledge of vocabulary and linguistic structures through the reading and study of Greek prose and verse texts, while developing linguistic competence and deepening engagement with Greek history and culture.
OVERVIEW:
Lower Sixth
Language: pupils build on the GCSE vocabulary and grammar, using defined vocabulary lists; this strand is examined through (i) a compulsory prose unseen translation and (ii) either a language comprehension or English to Greek sentences
Literature: pupils study one verse and one prose set text; as at GCSE, are expected to understand and respond to passages (under exam conditions), while appreciating the wider literary/historical context of the works
Upper Sixth
Language: as for Lower Sixth above, with the caveats that there is no defined vocabulary list, and the optional English to Greek element is an extended piece (instead of isolated sentences)
Literature: pupils study two verse and two prose set texts (one of each for each year of the course); the texts studied in the Upper Sixth year include extra reading in English
ASSESSMENT PROCEDURE:
Four exams at the end of the two-year course.
PAPER 1: LANGUAGE 1
1 hour 45 minutes written paper comprising prose and verse unseen translation
PAPER 2: LANGUAGE 2
1 hour 15 minutes written paper either/or prose comprehension/ English to Greek prose composition
PAPER 3: PROSE LITERATURE 2 hour written paper
PAPER 4: VERSE LITERATURE 2 hour written paper
SKILLS/APTITUDES NEEDED TO SUCCEED:
• A love of Greek!
• Literary appreciation
• Problem solving skills
• GCSE grounding in the language (at least a grade 7 at GCSE)
COMPUTER SCIENCE
AIMS OF THE COURSE:
• To enable pupils to exercise creativity, develop their logical problem-solving skills, and explore their interest in computers and programming
• To provide a foundation for higher-level study in STEM and creative arts fields
• To introduce pupils to key programming paradigms, algorithmic thinking, and the study of hardware, software, protocols, and networks
• To engage students in the moral, ethical, legal, and cultural dimensions of Computer Science while encouraging exploration of rapidly evolving technologies
OVERVIEW:
The course includes the following topic areas:
• Fundamentals of programming
• Fundamentals of data structures
• Fundamentals of algorithms
• Theory of computation
• Fundamentals of data representation
• Fundamentals of computer systems
• Fundamentals of computer organisation and architecture
• Consequences of uses of computing
• Fundamentals of communication and networking
• Fundamentals of databases
• Big Data
• Fundamentals of functional programming
• Systematic approach to problem solving
ASSESSMENT PROCEDURE:
Two exams at the end of the two-year course.
40% 40% 20%
PAPER 1
This paper tests a pupil’s ability to program, as well as their theoretical knowledge the fundamentals of programming, data structures and algorithms, the theory of computation and systematic approach to problem solving.
On-screen exam: 2 hours 30 minutes
PAPER 2
This paper tests a pupil’s ability to answer questions from the fundamentals of data representation, computer systems, computer organisation and architecture, communication and networking, databases, functional programming, big data and the consequences of uses of computing.
Written exam: 2 hours 30 minutes
NON-EXAM ASSESSMENT
75 marks
The non-exam assessment assesses pupil’s ability to use the knowledge and skills gained through the course to solve or investigate a practical problem. Pupils will be expected to follow a systematic approach to problem solving.
SKILLS/APTITUDES NEEDED TO SUCCEED:
Computer Science requires pupils to be able to think both creatively and logically. Good mathematical ability, strong problem-solving skills and the discipline to plan carefully is an advantage and the latter two will be developed during the course.
Pupils should already be familiar with at least one text-based programming language, and ideally will enjoy programming in their spare time.
DESIGN ENGINEERING
AIMS OF THE COURSE:
This course has been designed in collaboration with representatives from higher education and industry professionals to ensure it meets the requirements for academic and career progression. It aims to strengthen pupil’s critical thinking and problem-solving skills within a creative environment, enabling them to develop and make prototypes/ products that solve real-world problems, while considering the needs, aspirations and values of both themselves and others.
The Design Engineering course, in particular, focuses on engineered and electronic products and systems and the analysis of these in respect to function, operation, components and materials – leading to an understanding of their application in commercially viable products and systems.
OVERVIEW:
Content is arranged into the following nine topic areas:
• Identifying requirements
• Learning from existing products and practice
• Implications of wider issues
• Design thinking and communication
• Material considerations
• Technical understanding
• Manufacturing processes and techniques
• Viability of design solutions
• Health and safety
The course draws on Mathematics and Physics skills developed at GCSE, and provides a practical application, that introduces pupils to the core principles of Engineering. It is ideal for those interested in studying Engineering, Architecture, Product Design, or other practical subjects at university.
The course also develops time management, project planning, and decision making skills that are relevant to pupils moving on to any university course or professional environment.
The additional Product Development element involves a small-scale design, make, and evaluate project that allows pupils to reposition or further develop an existing product in relation to a given context.
The majority of the time is dedicated to the Iterative Design Project where pupils research a contact of their choice to find a suitable design brief. They then design, develop and create a viable product that meets the requirements of their brief. Throughout the this process, pupils will build upon and expand their knowledge and understanding of topics covered in the Lower Sixth.
ASSESSMENT PROCEDURE:
Two exams at the end of the two-year course. 26.7% 23.3% 50%
PAPER 1: PRINCIPLES OF DESIGN ENGINEERING
Written paper – 1 hour 45 minutes. 80 marks
PAPER 2: PROBLEM SOLVING IN DESIGN ENGINEERING
Written paper – 1 hour 30 minutes. 70 marks
PAPER 3: ITERATIVE DESIGN PROJECT
Non-Examined Assessment –approx. 65 hours. 100 marks (weighted up to 150 marks)
SKILLS/APTITUDES NEEDED TO SUCCEED:
• Good organisational skills
• Desire to apply knowledge gained in Mathematics and Physics to solve real-world problems
• An enquiring mind, and the ability to analyse existing solutions to problems in order to identify strengths, weaknesses and areas for potential improvement
• Creativity and problem-solving skills
• An ability to communicate effectively through a variety of media, including sketching and CAD
Drama & Theatre EDUQAS A Level - A690QS
DRAMA AND THEATRE
AIMS OF THE COURSE:
Studying Drama in the Sixth Form assists development of creative, analytical and communication skills. Pupils studying this course will not only improve their acting, directing and design skills but will also develop teamwork, negotiation and management skills, preparing them for further education and beyond. The close literary analysis of the set play texts will enable pupils to explore different interpretations of characters and themes, considering how these can be portrayed differently on stage. Pupils will also gain an appreciation of the social, historical context of when these texts were written, helping them identify important nuances in the scripts. Pupils will be encouraged and taught to develop and apply an informed, analytical framework for making, performing, interpreting and understanding theatre.
OVERVIEW:
The Eduqas GCE A Level in Drama and Theatre is an exciting and inspiring course with many practical opportunities to work as either performers and/or designers. The course allows pupils to experience and create drama, exploring both published scripts and creating their own devised work. The subject will allow them to develop their creativity and independence whilst improving their analytical and evaluative skills on both the written and practical sides of the course.
The World Economic Forum’s Future of Jobs Report predicts that creativity, innovation and ideation will be key skills for the workforce of the future, as more tasks become automated. When surveryed business leaders across the world ranked creativity as the most important workplace capability for helping businesses survive and grow. This underlines the increasing significance of ‘soft skills’, which sit alongside analytical thinking and problem-solving, make the study of creative subjects like Drama particularly relevant and important.
Pupils will visit theatres to see different plays, experience different dramatic styles and analyse performances for their written work. Note, while the School benefits from discounted school rate tickets there is an additional charge for these trips.
SKILLS/APTITUDES NEEDED TO SUCCEED:
• Confidence on stage and experience of performing
• Dramatic interest/flair/talent
• Participation in additional learning experiences i.e. Theatre trips and rehearsals
Taking Drama in the Sixth Form will also aid development of many key skills that employers look for:
• High level analytical and evaluative skills
• Higher order thinking
• Creativity
• People management, co-ordinating with others and teamwork
• Problem solving
• Judgement and decision making
• Emotional intelligence
ASSESSMENT PROCEDURE:
One exam at the end of the two-year course, practical, performance and written evaluation.
120 marks 40% (2hrs 30 mins written examination) 40% 40% 20%
COMPONENT 1 – REINTERPRETATION
Practical exploration of a practitioner and the creation and performance of their own reinterpreted piece of script with accompanying written portfolio.
60 marks 20% A Level
(Practical performance work and written coursework)
COMPONENT 2: SCRIPTED AND DEVISED
Practical exploration and performance of a scripted piece
Practical exploration and performance of a devised piece
120 marks 40% A Level
(2 Practical performances and a written evaluation)
COMPONENT 3: TEXT IN ACTION
Exploration of three set texts, varying in social, historical and cultural context. Analysis of theatrical productions seen during the course.
ECONOMICS
AIMS OF THE COURSE:
Three exams at the end of the two-year course. The course aims to enable pupils to:
• Develop an interest in, and enthusiasm for the subject
• Appreciate the contribution of economics to the understanding of the wider economic and social environment
• Develop an understanding of a range of concepts and an ability to use those concepts in a variety of different contexts
OVERVIEW:
Lower Sixth
• How competitive markets work, demand, supply and prices
• Market failures and government intervention
• Macro-economic performance, economic growth, inflation, unemployment and trade
• Policy approaches, fiscal and monetary policy
Upper Sixth
• How competitive markets work, demand, supply and prices
• Market failures and government intervention
• Macro-economic performance, including economic growth, inflation, unemployment and trade
• Policy approaches, including fiscal and monetary policy
• Business and market structures, profits and monopoly power
• The labour market and wages
• International economics, trade, exchange rates, emerging economies
• Financial instruments and financial markets
• Use an enquiring, critical approach to the study of economics and develop an ability to think as an economist
• Understand that economic behaviour can be studied from a range of perspectives
• Develop analytical and quantitative skills
ASSESSMENT PROCEDURE:
Three exams at the end of the two-year course.
PAPER 1: COMPETITIVE MARKETS, MARKET FAILURES, BUSINESS
PAPER 2: MACRO-ECONOMIC PERFORMANCE AND POLICIES, INTERNATIONAL TRADE AND FINANCE
PAPER 3: ALL AREAS OF THE COURSE
SKILLS/APTITUDES NEEDED TO SUCCEED:
• Economics pupils should have a genuine interest in the world about them and maintain an up-to-date awareness of economic issues in the news
• Pupils will be expected to be reasonably capable of thinking mathematically and handling data
• Pupils will be expected to be able to express themselves clearly in both short and extended answer questions
ENGLISH LANGUAGE
AIMS OF THE COURSE:
To teach the skills language pupils need to explore and critically engage with a wide range of nonfiction texts. The course aims to develop valuable transferable skills through class discussion, the production of analytical commentaries and sustained independent research. Pupils will learn how to analyse the language that they encounter
OVERVIEW:
• Child language acquisition
• Language change
• Language under the microscope: analysis of unseen written texts taken from a broad range of context
• Comparing and contrasting Texts: comparison of different modes e.g. spoken and written, spontaneous and crafted. Pupils analyse different forms of spoken English, including individual and social varieties of English and British regional dialects, as well as applying theoretical concepts related to gender and power.
• Topical language issues: writing speeches and articles, responding to statements such as ‘The English Language is inherently sexist’ and ‘Technology is ruining the English Language’.
• Language in the media: analysis of a multi-modal text, considering how power is represented and exerted. Also covers concepts related to gender and technology.
of a daily basis and to examine particular contexts or functions of language. In addition, the course offers an opportunity to engage in topical debates relating to language use, child language acquisition and media discourse – all of which are very popular with pupils.
ASSESSMENT PROCEDURE:
Three exams at the end of the two-year course.
COMPONENT 1: EXPLORING LANGUAGE
Written paper - 2 hours 30 minutes.
80 marks
Language under the microscope; writing about a topical language issue; comparing and contrasting texts
COMPONENT 2: DIMENSIONS OF LINGUISTIC VARIATION
Written paper - 2 hours 30 minutes.
80 marks
Child language acquisition; language in the media; language change
COMPONENT 3: INDEPENDENT LANGUAGE RESEARCH
Non-examined assessment (coursework). 40 marks
Independent written investigation of language (topic of choice); academic poster
SKILLS/APTITUDES NEEDED TO SUCCEED:
• English Language pupils should be regular readers of non-fiction media who are willing to develop their knowledge and understanding of key ideas and concepts as the course develops
• Pupils also need to be interested in and willing to engage in detailed linguistic analysis of texts to infer meaning, discern tone, identify and compare nuanced ideas, going well beyond the foundations laid down in GCSE
• We expect pupils to present their ideas through group discussion, class debate, presentations, written analytical essays and personal creative responses
• The nature of the course also necessitates pupils to be independent and to meet deadlines
English Literature EDEXCEL 9ETO
ENGLISH LITERATURE
AIMS OF THE COURSE:
To further develop the critical and analytical skills gained at GCSE. In particular, the course requires pupils to express themselves with fluency and precision whilst comparing literary texts at a sophisticated level. Pupils will develop as readers and researchers through the exploration of socio-historical context, critical interpretations and modern theory.
OVERVIEW:
Lower Sixth
• Post-2000 Poetry Anthology (comparative)
• Prose Fiction (comparative)
• Drama (Non-Shakespeare)
Upper Sixth
• Post-2000 Poetry Anthology (comparative)
• Named Poet collection
• Prose Fiction (comparative)
• Drama (non-Shakespeare)
• Shakespeare
• Coursework: one extended, comparative essay on prose fiction
• English Literature pupils should be keen, confident readers who are willing to go beyond the prescribed material, re-reading key texts to develop their ideas as the course progresses
• We expect pupils to be willing to engage in frequent verbal discussion, group-work and debate in the classroom when analysing texts
Three exams at the end of the two-year course.
COMPONENT 1: DRAMA
ASSESSMENT PROCEDURE: 30% 20% 30%
60 marks (35 Shakespeare, 25 other drama) 2 hours and 15 minutes
COMPONENT 2: PROSE 40 marks. 1 hour
COMPONENT 3: POETRY
60 marks (30 Post-2000 Poetry, 30 Poet Collection) 2 hours and 15 minutes 20%
COMPONENT 4: COURSEWORK
60 marks – Internal assessment and external moderation
SKILLS/APTITUDES NEEDED TO SUCCEED:
• Pupils must also be willing to participate in and attend any theatrical performances, enrichment sessions and lectures offered across the period of the course
• The nature of the course necessitates students to be independent, meet deadlines and be resilient
French AQA 7652
FRENCH
AIMS OF THE COURSE:
This extremely stimulating course aims to enable pupils to develop their linguistic skills alongside their understanding of the culture and society of the francophone countries. It also aims to expose pupils to French literature and cinema and provides an opportunity for critical analysis. The course encourages both independent and collaborative study skills. At university a modern language may be combined with a wide range of combined honours degree courses, often under the title of European
OVERVIEW:
Lower Sixth
Aspects of French-speaking society: current trends
• The changing nature of family (La famille en voie de changement)
• The ‘cyber-society’ (La « cyber-société »)
• The place of voluntary work (Le rôle du bénévolat)
Artistic culture in the French-speaking world
• A culture proud of its heritage (Une culture fière de son patrimoine)
• Contemporary francophone music (La musique francophone contemporaine)
• Cinema: the 7th art form (Cinéma: le septième art)
Literary texts and films: Pupils must study either one text or one film from a set list.
Studies. The study of a language at A Level may also be the springboard to learning one or more new languages such as Arabic, Japanese, Chinese, Italian or Portuguese. Increasing numbers of undergraduates are maintaining their language skills at university language centres, alongside a degree in another subject. This is in acknowledgement of the increasing desirability of being multilingual in the 21st century world.
Upper Sixth
Aspects of French-speaking society: current issues
• Positive features of a diverse society (Les aspects positifs d’une société diverse)
• Life for the marginalised (Quelle vie pour les marginalisés)
• How criminals are treated (Comment on traite les criminels)
Aspects of political life in the French-speaking world
• Teenagers, the right to vote and political commitment (Les ados, le droit de vote et l’engagement politique)
• Demonstrations and strikes – who holds the power? (manifestations, grèves – à qui le pouvoir?)
• Politics and immigration (La politique et l’immigration)
Literary texts and films: Pupils must study either one text and one film or two texts from a set list.
Independent Research Project (IRP)
ASSESSMENT PROCEDURE:
Two written papers at the end of the two-year course.
PAPER 1: LISTENING / READING / TRANSLATION
2 hours 30 minutes. 100 marks
PAPER 2: WRITING
2 hours. 80 marks. Based on one set text and one film OR two set texts
PAPER 3: SPEAKING
18 minutes. 60 marks
SKILLS/APTITUDES NEEDED TO SUCCEED:
• Ability to work independently. You will be self-motivated and thoughtful. This is especially important for the Independent Research Project undertaken the A Level course 20% 30% 50%
• Genuine interest in the French-speaking world. You will have a desire to gain insight into another culture and will therefore read, listen to, or watch authentic materials outside the classroom in order to achieve this
• Willingness to communicate in French and experience the culture first-hand. You will be enthused by the opportunities to travel in the Sixth Form e.g. Nice language Trip, Lille work experience and cultural weekend in Paris, Bordeaux or Marseille
• Linguistic aptitude. You will have the ability to make a close study of words and structures, alongside a good IGCSE pass of at least a grade 8
GEOGRAPHY
AIMS OF THE COURSE:
Geography occupies a unique position in spanning both the social and natural sciences, unlocking the potential for a huge range of future study. The course helps pupils make sense of the world, creating ‘informed citizens’ who can contribute to society making informed choices, on important issues, to develop a sustainable future (Lambert, 2002). Geography is a subject highly prized by potential future employers; the subject equips pupils with the skills required to construct arguments, analyse
OVERVIEW:
Lower Sixth
Core Physical Geography (25%)
• The hydrology, river processes and hazards topic discusses rivers and flooding. How do drainage basin systems work? Why do rivers flood? What can we do about it and how is flood risk managed?
• In the atmosphere and weather topic, pupils learn how the atmosphere balances energy at the equator, along with how humans are impacting climates at a local and global scale. The causes and consequences of global climate change are also studied within this section of the course.
• Finally, the rocks and weathering topic addresses how plate tectonics help our understanding of landforms around the world and the hazards produced, before examining how are we influencing the occurrence of disasters such as landslides and mudflows.
statistics and data, conduct thorough research and present findings. Geographers develop the skills to view the world in a holistic manner, critically engaging with the questions and problems that are shaping the world around us. Pupils will develop the knowledge and skills that will prepare them for successful university study and the wider world of employment beyond, where the skills acquired by geographers are in demand in both geographical and non-geographical fields alike.
Core Human Geography (25%)
• The population and migration topic explores the major economic, social and environmental impacts of our rising population. Why is population rising? When will it peak and what will the implications be? How do countries manage their population? What are the internal patterns of migration between countries at different levels of development? How do we successfully manage flows of migration?
• The water resources and management topic explores patterns of global water resources and considers the factors and trends that have led to water insecurity on a local and global scale. The latter part of this module considers the challenges and solutions to sustainable water resource management.
• Finally, the urban growth topic begins to explain the causes and consequences of rapid urban growth over the last century. The structure and characteristics of cities have evolved rapidly and this module assesses the factors that have driven these changes. A range of specific examples are then evaluated according to their sustainable management of urban growth.
Advanced Physical Geography Options (25%)
• The tropical environments topic looks at how we can explain the occurrence of tropical climates and landforms around the world, and what dictates the emergence of savannas and monsoon climates. The idea of sustainable management is also explored in detail: how can we balance the need to economically exploit rainforests with conservation efforts and climate change goals?
• The hazardous environments topic explores the idea of whether hazard risk is on the increase? How human actions prevent or determine hazard impacts is studied, along with how the risk of hazards such as avalanches is managed. Finally, how we can prevent death and destruction in a sustainable way in the most vulnerable locations is explored in detail.
ASSESSMENT PROCEDURE:
Four exams at the end of the two-year course.
PAPER 1: CORE PHYSICAL GEOGRAPHY
1 hour 30 minutes
Divided into two sections with a mixture of short answer questions based on a resource and a choice of essay.
PAPER 2: CORE HUMAN GEOGRAPHY
1 hour 30 minutes
Divided into two sections with a mixture of short answer questions based on a resource and a choice of essay.
PAPER 3: ADVANCED PHYSICAL GEOGRAPHY OPTIONS
1 hour 30 minutes
Candidates answer two questions on the topics studied, comprising of one structured question and the choice of one essay for each topic.
Advanced Human Geography Options (25%)
• The trade, aid and tourism topic explores some of the big questions facing our world today. What factors influence global trade? Is aid or trade superior for improving a country’s development? How and why has tourism grown? What are the impacts of this, and how do destinations manage this in sustainable ways?
SKILLS/APTITUDES NEEDED TO SUCCEED:
Geography pupils should have a genuine and deepseated interest in the world around them. We expect pupils to keep up-to-date with geographical issues and events, such as climate change and globalisation, allowing them to draw upon a contemporary understanding of the world in which they live.
Successful geographers will be:
• Widely read individuals who are willing to engage critically with a broad literature beyond the classroom
• Critically engaged individuals who are open to new ideas, but will challenge the status quo in order to broaden their understanding
• Those who are willing to develop the ability to present a cogent argument, orally and in essays
Pupils attend a residential (three nights) trip to Slapton in Devon in the Lower Sixth to supplement and explore themes of the course. Additionally, we run a 10-day enrichment trip to Morocco on a biannual basis.
• In the disease and geography topic, pupils learn about the range of factors that control the demographic and spatial variation of disease. The transmission, treatment and prevention of disease is studied by looking at influenza, cholera and malaria. The conclusion of this module entails contrasting responses to a range of pandemics. 25% 25% 25% 25%
PAPER 4: ADVANCED HUMAN GEOGRAPHY OPTIONS
1 hour 30 minutes
Candidates answer two questions on the topics studied, comprising of one structured question and the choice of one essay for each topic.
GERMAN
AIMS OF THE COURSE:
• Develop the ability to understand spoken and written German from a variety of registers
• Encourage confident, clear and effective in German through writing and reading, using increasingly accurate, complex and varied language
• Develop insight into and engagement with, the contemporary society, cultural background and heritage of the German-speaking world
• Provide a strong foundation for further study at degree level or equivalent
OVERVIEW:
Lower Sixth
• Social issues and trends in German-speaking society (the changing state of the family; the digital world; youth culture)
• Artistic culture in the German-speaking world (festivals and traditions; art and architecture; cultural life in Berlin, past and present)
• A film (examples: Good bye, Lenin!; Das Leben der Anderen; Lola rennt)
• Grammar (translation)
Upper Sixth
• Multiculturalism in German-speaking society (immigration; integration; racism)
• Aspects of political life in the German-speaking world (Germany and the European Union; politics and youth; German Reunification and its consequences)
• A literary text (examples: Der Besuch der alten Dame; Die Verwandlung; Zonenkinder)
ASSESSMENT PROCEDURE:
Two written exams and one oral paper at the end of the two-year course.
• Independent Research Project (IRP) 45% 25% 30%
PAPER 1: LISTENING/ READING/TRANSLATION
1 hour 45 minutes. 90 Marks.
PAPER 2: TRANSLATION AND WRITING
1 hour 30 minutes. 50 marks.
PAPER 3: SPEAKING 12-14 minutes. 60 marks.
SKILLS/APTITUDES NEEDED TO SUCCEED:
• Genuine interest in the German-speaking world. You will have a desire to gain insight into another culture and will therefore read, listen to, or watch authentic materials outside the classroom in order to achieve this.
• Willingness to communicate in German and experience the culture first-hand. You will be enthused by the opportunities to travel in the Sixth Form – e.g. the exchange to Munich or trip to Berlin.
• Linguistic aptitude. You have an ability to make a close study of words and structures, alongside a good IGCSE pass of at least a grade 7.
• Ability to work independently. You are self-motivated and thoughtful. This is especially important for the ‘IRP’ as described in the A Level information above.
GOVERNMENT AND POLITICS
AIMS OF THE COURSE:
To encourage pupils to explore a wide range of relevant and contemporary political ideas, institutions, key thinkers, processes and issues. The course encourages the development of knowledge and understanding of the role politics plays in relation to local, national and international issues. It is designed to spark pupils’ curiosity with engaging themes that enhance their
OVERVIEW:
Lower Sixth
UK and US constitutions; Parliament and Congress; Prime Minister and the Presidency; UK and US elections; UK and US judiciaries.
Upper Sixth
Voting behaviour in the UK; Campaign finance in the United States; UK and US political parties; UK and US pressure groups; Liberalism; Socialism; Conservatism; Feminism.
ASSESSMENT PROCEDURE:
Three exams at the end of the two-year course. 33.3% 33.3% 33.3%
COMPONENT 1: UK POLITICS AND CORE POLITICAL IDEAS (9PL0/01)
2 hour written paper. 84 marks COMPONENT 2: UK GOVERNMENT AND NON-CORE POLITICAL IDEAS (9PL0/02)
2 hour written paper. 84 marks
COMPONENT 3: COMPARATIVE POLITICS (9PL0/03A)
2 hour written paper. 84 marks
political knowledge and interest in current affairs. Additionally, the course promotes the development of oracy through frequent discussions that analyse political trends, and strengthens extended writing skills through essays that appraise the politics and government of the UK and the US, and that explore the political ideas underpinning Western systems.
SKILLS/APTITUDES NEEDED TO SUCCEED:
• Politics pupils should be genuinely interested in current affairs and curious about the world around them.
• They should therefore be fully invested in reading the newspapers, following current affairs, and bringing this interest to their lessons.
• Essay writing is important as all assessment is conducted via extended open responses.
• An ability to absorb facts and information and apply them to discursive debates.
HISTORY
AIMS OF THE COURSE:
To help pupils make sense of the world around them and their place within it by studying a series of topics that are not only fascinating in themselves, but also provide valuable insights into human nature. The course requires and nurtures a range of skills that are both fundamental to historical study at Sixth Form and university levels, but also transferable and widely valued.
OVERVIEW:
There are three components to the course.
The A Level History course ranges from the power politics of late 15th and 16th century Tudor England, to the rise and fall of the Nazi Regime. We will also be learning about the long road from slavery to citizenship for African-Americans in the late 19th and 20th century USA. On the way we’ll encounter some of the most recognisable individuals and events in modern history. We’ll be discussing and evaluating these larger than life characters and episodes as part of understanding and evaluating conflicting interpretations of the past.
Component 1: 1C The Tudors: England, 1485–1603
The course and first year of the A Level examines the creation and consolidation of the Tudor Dynasty: England, 1485–1547, looking at Henry VII and Henry VIII. The second year of the A Level considers the development of government and society under Henry VIII’s three children.
Component 2: 2O Democracy and Nazism: Germany, 1918–1945
The first year of the course examines the creation and collapse of the Weimar Republic between 1918-1933. The second year of the A Level examines the 12 years of Nazi rule 1933-1945.
Component 3: Coursework (“NEA” Non Examined Unit ): 1865-1968 American Civil Rights
Completed in U6. American Civil Rights 1965-1968, using source material to debate who or what did the most to help realise civil rights for African Americans, including the role of Martin Luther King and Malcolm X, the leadership of Presidents; and the study of major events in the civil rights movement
ASSESSMENT PROCEDURE:
Two exams at the end of the two-year course.
80% 20%
COMPONENT 1 AND COMPONENT 2
40% of A Level per paper.
2.5 Hour exam.
3 questions.
1 compulsory question linked to historical interpretations and 2 essays from a choice of 3.
COURSEWORK (NEA)
20% A Level.
3500–4500 words.
40 marks.
Marked by teachers & moderated by AQA. History AQA 7042
SKILLS/APTITUDES NEEDED TO SUCCEED:
• A love of history and a willingness to engage with the subject by reading widely, discussing and making judgements about it both in lessons and independently
• An enquiring, critical, open-minded attitude to new topics and ideas
• Initiative and independence of thought
• An ability to write coherently and persuasively
• Well organised and self-starting (pupils will be taught by two teachers in Lower Sixth and three in Upper Sixth, so strong organisation and the motivation to read beyond the textbook is important)
LATIN
AIMS OF THE COURSE:
To enhance pupils’ knowledge of Latin vocabulary and linguistic structures through the study of prose and verse texts, while developing their linguistic competence and fostering a deeper understanding of Roman history and culture.
OVERVIEW:
Lower Sixth
Language: pupils build on the GCSE vocabulary and grammar, using defined vocabulary lists; this strand is examined through (i) a compulsory prose unseen translation and (ii) either a language comprehension or English to Latin sentences.
Literature: pupils study one verse and one prose set text; as at GCSE they are expected, in exam conditions, to understand and respond to passages while appreciating the wider literary/historical context of the works.
Upper Sixth
Language: pupils will cover the Lower Sixth content above, with the caveats that there is no defined vocabulary list, and that the optional English to Latin component will consist of an extended piece rather than isolated sentences.
Literature: pupils study two verse and two prose set texts (one of each for each year of the course); the texts studied in the Upper Sixth year include extra reading in English. Latin OCR H443 33% 17% 25% 25%
ASSESSMENT PROCEDURE:
Four exams at the end of the two-year course.
LANGUAGE 1
1 hour 45 minutes written paper comprising prose and verse unseen translation
LANGUAGE 2
1 hour 15 minutes written paper written paper, either/or prose comprehension/English to Latin prose composition
PROSE LITERATURE
2 hour written paper
VERSE LITERATURE
2 hour written paper
SKILLS/APTITUDES NEEDED TO SUCCEED:
• A love of Latin!
• Literary appreciation
• Problem solving skills
• GCSE grounding in the language (at least a grade 7 at GCSE)
Mathematics OCR H240
MATHEMATICS
AIMS OF THE COURSE:
To develop a range of mathematical skills and techniques, and an appreciation of the intrinsic beauty of the subject. Pupils will develop their rigour, tenacity and accuracy and learn to apply these skills in a wide range of contexts, both real-world and abstract. They will cultivate an understanding of how different branches of mathematics are connected and learn to recognise how a situation may be represented mathematically. Mathematics is a crucial element in the study of any scientific discipline while also being a fascinating subject in its own right.
OVERVIEW:
• Proof
• Algebra and functions
• Coordinate geometry in the x-y plane
• Sequences and series
• Trigonometry
• Exponentials and logarithms
• Differentiation
• Integration
• Numerical methods
• Vectors
• Statistical sampling
• Data presentation and interpretation
• Probability
• Statistical distributions
• Statistical hypothesis testing
• Quantities and units in mechanics
• Kinematics
• Forces and Newton’s laws
The course complements subjects such as Biology, Economics, Geography or Psychology where a basic understanding of calculus and statistics is useful.
Due to the broad range of topics, high course content and standard of assessment, the course should not be viewed as an easy option.
A Level Mathematics is useful (and often necessary) for many subjects at university for many future careers.
ASSESSMENT PROCEDURE:
Three exams at the end of the two-year course. 33.3% 33.3% 33.3%
PAPER 1: PURE MATHEMATICS
2 hours
PAPER 2: PURE MATHEMATICS AND STATISTICS
2 hours
PAPER 3: PURE MATHEMATICS AND MECHANICS
2 hours
• Moments SKILLS/APTITUDES NEEDED TO SUCCEED:
Experience indicates that the transition from IGCSE to Sixth Form Maths is considerable. Due to this increased difficulty, pupils intending to study A level Maths should have achieved a grade 8 at IGCSE. Any pupil who does not attain this grade but wishes to pursue A Level Mathematics should consult the Head of Mathematics.
The A Level course includes a high level of algebra and pupils will need to be strong in algebraic topics. A strong work ethic and a genuine interest in the subject are essential, given the fast pace of the course.
OCR Further Mathematics U540-Y543
FURTHER MATHEMATICS
AIMS OF THE COURSE:
To develop a range of mathematical skills and techniques, as well as an appreciation of the intrinsic beauty of the subject. Pupils will develop their rigour, tenacity and accuracy and learn to apply these skills in a wide range of contexts, both real-world and abstract. They will cultivate an understanding of how different branches of mathematics are connected and learn to recognise how a situation may be
represented mathematically. Mathematics is a crucial element in the study of any scientific discipline while also being a fascinating subject in its own right.
A Level Further Mathematics is beneficial—and in some cases, essential—for various subjects at university and future job opportunities. Pupils taking A level Further Mathematics will also be required to take A Level Mathematics.
OVERVIEW:
Pupils will study all the material outlined in the A level Mathematics section, and in addition:
• Further proof
• Complex numbers
• Matrices
• Further vectors
• Further algebra
• Series
• Hyperbolic functions
• Further calculus
• Polar coordinates
• Differential equations
• Sequences and series
• Number theory
• Groups
• Further vectors
• Surfaces and partial differentiation
• Further calculus
• Probability
• Discrete random variables
• Continuous random variables
• Linear combinations of random variables
• Hypothesis tests and confidence intervals
ASSESSMENT PROCEDURE:
Five exams at the end of the two-year course.
25% EACH EACH 25%
PAPER 1: PURE CORE 1
1 hour 30 minutes
PAPER 2: PURE CORE 2
1 hour 30 minutes
The highest two results of the following papers will be counted:
PAPER 3: ADDITIONAL
PURE MATHEMATICS
1 hour 30 minutes
PAPER 4: STATISTICS
1 hour 30 minutes
PAPER 5: MECHANICS
1 hour 30 minutes
• Chi-squared tests
• Non-parametric tests
• Correlation
• Linear regression
• Dimensional analysis
• Work, energy and power
• Impulse and momentum
• Centre of mass
• Motion in a circle
• Further dynamics and kinematics
SKILLS/APTITUDES NEEDED TO SUCCEED:
Pupils starting a Further Mathematics course (which leads to two qualifications, one in Mathematics and one in Further Mathematics) must have a grade 8 or above at both Mathematics IGCSE and Further Mathematics GCSE. Pupils who have not studied Further Mathematics GCSE who are interested in A level Further Mathematics should contact the Head of Mathematics directly.
A level Further Mathematics includes a very high level of algebra and pupils will need to be particularly strong at algebraic topics.
A strong work ethic and a genuine interest in the subject will be essential given the pace of the course and the restricted time allocation for two courses. This should not be regarded as an easy route to an extra qualification. Further Maths is a single option and is allocated nine periods in the Lower Sixth (compared to the usual seven periods) and 13 periods in the Upper Sixth (compared to nine for most other subjects). As the Further Mathematics course is covered on a very restricted time allocation, it is only suitable for very determined and able boys.
Music EDUCAS A660PA - Option A
Music EDUCAS A660PB - Option B
MUSIC
AIMS OF THE COURSE:
The course aims to encourage pupils to:
• engage actively in the process of music study
• develop performing skills to demonstrate an understanding of musical elements, style, sense of continuity, interpretation and expression
• develop composing skills to demonstrate the manipulation of musical ideas and the use of musical devices and conventions
• recognise the interdependence of musical knowledge, understanding and skills, and make links between the integrated activities of performing, composing and appraising underpinned by attentive listening
• broaden musical experience and interests, develop imagination and foster creativity
• develop and extend the knowledge, understanding and skills needed to communicate effectively as musicians
OVERVIEW:
This course is designed to allow pupils to pursue their own musical interests. Pupils develop skills in the three distinct but related disciplines of performing, composing and appraising, whilst having flexibility to specialise in either performing or composing. Pupils may choose to apportion 10% of their assessment to either performing or composing as an in-depth study.
• develop knowledge and understanding of a variety of instruments and styles, and of relevant approaches to both performing and composing
• develop awareness of music technologies and their use in the creation and presentation of music
• appraise contrasting genres, styles and traditions of music, and develop understanding of musical contexts and a coherent awareness of musical chronology
• develop as effective, independent learners and as critical and reflective thinkers with enquiring minds
• reflect critically and make personal judgements on their own and others’ music
• engage with, and extend appreciation of, the diverse heritage of music in order to promote personal, social, intellectual and cultural development.
Appraising:
Three areas of study:
• The western classical tradition
• One of:
• Rock and Pop
• Musical Theatre
• Jazz
• One of:
• Into the Twentieth Century
• Into the Twenty-first Century
The study of these genres of music will include detailed analysis of a number of set works.
Performing:
Option A: Performing (35%) 10-12 minutes
A performance consisting of a minimum of three pieces. At least one of these pieces must be as a soloist. The other pieces may be either as a soloist or as part of an ensemble or a combination of both. One piece must reflect the musical characteristics of one area of study. At least one other piece must reflect the musical characteristics of one other, different area of study.
Option B: Performing (25%) 6-8 minutes
A performance consisting of a minimum of two pieces either as a soloist or as part of an ensemble or a combination of both. One piece must reflect the musical characteristics of one area of study.
Composing:
Option A: Composing (25%) 4-6 minutes
Two compositions, one of which must reflect the musical techniques and conventions associated with the Western Classical Tradition and be in response to a brief set by WJEC. Pupils will have a choice of four set briefs, released during the first week of September in the academic year in which the assessment is to be taken. The second composition is a free composition.
Option B: Composing (35%) 8-10 minutes
Three compositions, one of which must reflect the musical techniques and conventions associated with the Western Classical Tradition and be in response to a brief set by WJEC. Pupils will have a choice of four set briefs, released during the first week of September in the academic year in which the assessment is to be taken. The second composition must reflect the musical characteristics of one different area of study (i.e. not the Western Classical Tradition) while the third composition is a free composition.
ASSESSMENT PROCEDURE:
25-35% 25-35%
COMPONENT 1: PERFORMING 6-8 minutes or 10-12 minutes, assessed by a visiting examiner.
COMPONENT 2: COMPOSING 4-6 minutes or 8-10 minutes, assessed externally.
COMPONENT 3: APPRAISING
Written examination that lasts 2 hours 15 minutes (approx.)
SKILLS/APTITUDES NEEDED TO SUCCEED:
• Pupils can adapt the content of this course to their own skills, by choosing whether to focus on composition or performance.
• A high level of ability as a performer, at least Grade six at the start of the course.
• The ability to read and research about music outside the classroom is a vital component of success in this course
• A genuine interest in the academic study of music, and the ability to work independently
PHYSICS
AIMS OF THE COURSE:
To enable pupils to study a wide range of physical ideas and concepts to a high level. The course provides an excellent preparation for pupils considering studying Physics, Engineering, Mathematics or any Science-related courses at university.
OVERVIEW:
Lower Sixth
• Mechanics
• Materials
• Electricity
• Waves
• Quantum ideas and experimental skills
Upper Sixth
• Thermal Physics
• Circular motion
• Oscillations
• Electric and gravitational fields
• Electromagnetism
• Nuclear and particle Physics
• Medical imaging
• Astrophysics and cosmology
ASSESSMENT PROCEDURE:
Three written papers at the end of the two-year course and practical assessment.
PAPER 1 (MODELLING PHYSICS):
Written paper. 2 hour 15 minutes. 100 marks.
PAPER 2 (EXPLORING PHYSICS):
Written paper. 2 hour 15 minutes. 100 marks.
PAPER 3 (UNIFIED PHYSICS):
Written paper. 1 hours 30 minutes. 70 marks.
PRACTICAL ENDORSEMENT
Practical work carried out in the laboratory over the two-year course.
SKILLS/APTITUDES NEEDED TO SUCCEED:
• Mathematics or Further Mathematics is an extremely useful accompaniment to the A level course. Pupils should be willing to use their mathematical skills to solve physical problems in a wide variety of contexts and should be prepared to rise to the challenge of a demanding and rigorous course of study
Psychology AQA 7182
PSYCHOLOGY
AIMS OF THE COURSE:
To encourage pupils to engage with the world as Psychologists. Pupils will learn about how the mind and behaviour are governed by both intrinsic and extrinsic forces, and how to apply the rules of many psychological approaches to different situations. It is a science with cutting edge research that has real world applications to issues in everyday life, ranging from topics such as artificial intelligence to minority
OVERVIEW:
Lower Sixth
• Social Influence – Obedience and Conformity
• Memory – Models of memory, forgetting and eyewitness testimony
• Attachment – Why and how we attach, how childhood influences adulthood
• Psychopathology – OCD, Depression and Phobias
• Approaches to Psychology – Behavioural, Biological and Cognitive (inc. some Biopsychology)
• Research Methods – How we conduct research into human behaviour
Those studying Psychology as their fourth subject will complete this content
ASSESSMENT PROCEDURE:
Three exams at the end of the two-year course. All papers include short answer questions and extended answers.
33.3% 33.3% 33.3%
PAPER 1: INTRODUCTORY TOPICS IN PSYCHOLOGY
2 hour written paper. 96 marks
PAPER 2: PSYCHOLOGY IN CONTEXT
2 hour written paper. 96 marks
PAPER 3: ISSUES AND OPTIONS IN PSYCHOLOGY
2 hour written paper. 96 marks
influence. It involves the study of theories, empirical evidence and practical applications which include treatments for Schizophrenia, OCD and Depression. Psychology is a fast-paced and ever-changing subject that promotes a curiosity to explain everyday behaviours and those that are more abnormal. It also gives many different roads into the jobs market.
Upper Sixth
• Social Influence – Obedience and Conformity
• Memory – Models of memory, forgetting and eyewitness testimony
• Attachment – Why and how we attach, how childhood influences adulthood
• Psychopathology – OCD, Depression and Phobias
• Approaches to Psychology – Behavioural, Biological and Cognitive, Psychodynamic (Freud) and Humanistic
• Biopsychology – Brain localisation and lateralisation, plasticity, sleep and biological rhythms
• Research Methods - How we conduct research into human behaviour
• Issues and Debates – Culture bias, free-will and determinism, nature vs nurture, amongst others
• Forensic Psychology – Offender profiling, theories and treatments of crime
• Gender – Theories and disorders of gender
• Schizophrenia – Explanations of, explanations for and treatments of schizophrenia
SKILLS/APTITUDES NEEDED TO SUCCEED:
• Pupils need to have achieved at least grade 7s in Biology, English and Maths to have a reasonable chance of success. Psychology involves scientific analysis, statistics and essay writing
• Psychology pupils should have a keen interest in the way people act and think
• We would also expect pupils to keep up with Psychology in the media, by reading articles in New Scientist, Psychology Today or Scientific American Mind and to participate in additional learning experiences, such as watching online lectures
RELIGIOUS STUDIES
AIMS OF THE COURSE:
The course aims to encourage pupils to:
• develop their interest in a rigorous study of religion and belief and relateit to the wider world
• develop knowledge and understanding appropriate to a specialist study of religion
• develop an understanding and appreciation of religious thought and its contribution to individuals, communities and societies
OVERVIEW:
Paper 1: Philosophy of Religion:
• ancient philosophical influences
• the nature of the soul, mind and body
• arguments about the existence or non-existence of God
• the nature and impact of religious experience
• the challenge for religious belief of the problem of evil
• ideas about the nature of God
• issues in religious language
Paper 2: Religion and Ethics:
• normative ethical theories
• the application of ethical theory to two contemporary issues of importance
• ethical language and thought
• debates surrounding the significant idea of conscience
• sexual ethics and the influence on ethical thought of developments in religious beliefs
Paper 3: Developments in Christian Thought:
• religious beliefs, values and teachings, their interconnections and how they vary historically and in the contemporary world
• sources of religious wisdom and authority
• practices which shape and express religious identity, and how these vary within a tradition
• significant social and historical developments in theology and religious thought key themes related to the relationship between religion and society
• adopt an enquiring, critical and reflective approach to the study of religion
• reflect on and develop their own values, opinions and attitudes in the light of their study
ASSESSMENT PROCEDURE:
Three papers at the end of the two-year course.
33.3% 33.3% 33.3%
PAPER 1: PHILOSOPHY OF RELIGION
2 hour written paper. 120 marks
PAPER 2: RELIGION AND ETHICS
2 hour written paper. 120 marks
PAPER 3: DEVELOPMENTS IN CHRISTIAN THOUGHT
2 hour written paper. 120 marks
SKILLS/APTITUDES NEEDED TO SUCCEED:
• A critical, enquiring mind and a willingness to challenge received wisdom.
• The ability to articulate your views with precision and clarity (both on paper and orally).
• A willingness to construct (and defend) coherent and plausible arguments.
• The ability to assimilate and manipulate abstract concepts and ideas.
• A willingness to contribute to class discussion.
RUSSIAN
AIMS OF THE COURSE:
An insightful and stimulating course which aims to enable pupils to develop their linguistic skills alongside their understanding of the culture and society of the countries where Russian is an official language or where it is an unofficial lingua franca. Currently approximately 258 million people speak Russian all over the world. The Russian A Level course provides the pupils with a unique opportunity to learn about the recent history and politics of many Eastern European countries due to their relations with the USSR and Russia. It also aims to expose pupils to Russian literature and film and offers opportunities for critical analysis. At university a modern language may be integrated with a wide range of combined honours degree courses, often
OVERVIEW:
Theme 1: Developing Russian society (Развитие российского общества)
Russian youth (Жизнь российской молодёжи), education in post-Soviet period (Образование), world of work (Мир труда)
Theme 2: Political and artistic culture in the Russian-speaking world
(Политическая и художественная культура в русскоязычном мире)
mass media, TV and cinema (Средства массовой информации), mass culture (Массовая культура), holidays, festivals and traditions (Праздники, фестивали и традиции)
Theme 3: Population and Russian multicultural society (Москва или Санкт-Петербург - Изменения в жизни большого российского города)
Population change (Изменение населения), social issues (Общественные проблемы), environment (Окружающая среда).
under the title of European Studies. The study of Russian alongside Math, Sciences, Geography, History or Politics opens up a wide range of fascinating career paths in education, research, cybertechnology, law, finance, business, foreign affairs and civil service. The Russian A Level course may also be the springboard to learn another Eastern European language. With the increasing desirability of being multilingual in the 21st century world the UK will continue needing Russian and Eastern European language specialists and the demand for Russian speakers will only increase in the future, therefore the Russian A Level course provides an outstanding component to the boys’ academic career at Hampton!
Theme 4: Russia in a post-Soviet world (Последние годы СССР – М.С. Горбачёв 1985-1991)
Perestroika (Перестройка), Glasnost (Гласность), the year 1991 (1991 год).
Literary texts and films:
Pupils will study one Russian literary text and one Russian film as preparation for Paper 2 of the Russian A level examination.
ASSESSMENT PROCEDURE:
Three exams at the end of the two-year course.
PAPER 1: LISTENING/READING/ TRANSLATION INTO ENGLISH 2 hours. 80 marks
PAPER 2: TRANSLATION INTO RUSSIAN AND WRITING (on 2 texts or 1 text and 1 film) 2 hours 40 minutes. 120 marks
PAPER 3: SPEAKING 16-18 minutes (includes Independent Research Project) + 5 minutes of preparation time. 72 marks
SKILLS/APTITUDES NEEDED TO SUCCEED:
• Genuine interest in the Russian-speaking world. You will have a desire to gain insight into other cultures and will therefore read, listen to, or watch authentic materials outside the classroom in order to achieve this
• Willingness to communicate in Russian and experience the cultures where Russian is spoken first-hand
• You will be enthused by the opportunities available in the Sixth Form:
- Trip to Eastern European countries to learn about Russian culture and to practise your spoken Russian in a Russian speaking school with young people of your own age
- Weekly speaking practice with a Russian nativespeaker (a pupil of your age with similar interests) by videoconference using the Spellian platform
- Educational and cultural events such as theatre productions, exhibitions, talks, workshops, etc. regularly taking place in Greater London or hosted by the Russian department at Hampton
• Linguistic aptitude. You will have the ability to make a close study of words and structures, alongside a good Russian GCSE pass of at least a grade 7
• The course encourages both independent and collaborative study skills so you will need an ability to work effectively both in class with your classmates and teachers and independently in your own time
• You will be self-motivated, thoughtful and well organised. This is especially important for the Independent Research Project as well as regular learning and revision of vocabulary and grammatical structures
Spanish AQA 7692
SPANISH
AIMS OF THE COURSE:
This dynamic course aims to enable pupils to develop their linguistic skills alongside their understanding of the culture and society of the countries where Spanish is spoken. It also aims to expose pupils to Hispanic literature and film and provides an opportunity for critical analysis. In addition to promoting collaborative study skills, the course also includes an independent research project. At university a modern language may be combined with a wide range of combined honours degree courses, often under the title of European
OVERVIEW:
Lower Sixth
Literary texts and films: Pupils must study either one text or one film from a set list.
• Modern and traditional values (Los valores tradicionales y modernos)
• Cyberspace (El ciberespacio)
• Equal rights (La igualdad de los sexos)
• Modern day idols (La influencia de los ídolos)
• Spanish regional identity (La identidad regional en España)
• Cultural heritage (El patrimonio cultural)
Upper Sixth
The second year includes the following:
• Immigration (La inmigración)
• Racism (El racismo)
• Integration (La convivencia)
• Today’s youth, tomorrow’s citizens (Jóvenes de hoy, ciudadanos del mañana)
• Monarchies and dictatorships (Monarquías y dictaduras)
• Popular movements (Movimientos populares)
Literary texts and films:
Pupils must study either one text and one film or two texts from a set list.
Independent Research Project (IRP)
Studies. The study of a language at A Level may also be the springboard to learning one or more new languages such as Arabic, Japanese, Chinese, Italian or Portuguese. Increasing numbers of undergraduates are maintaining their language skills at university language centres, alongside a degree in another subject. This is in acknowledgement of the increasing desirability of being multilingual in the 21st century world, something frequently championed by employers.
Three exams at the end of the two-year course.
ASSESSMENT PROCEDURE: 50% 20% 30%
PAPER 1: LISTENING / READING / TRANSLATION
2 hours 30 minutes. 100 marks
PAPER 2: WRITING 2 hours. 80 marks
PAPER 3: SPEAKING 16-18 minutes + 5 minutes of preparation time. 60 marks
SKILLS/APTITUDES NEEDED TO SUCCEED IN A LEVEL SPANISH:
• Genuine interest in the Hispanic world. You will have a desire to gain insight into other cultures and will therefore read, listen to, or watch authentic materials outside the classroom in order to achieve this
• Willingness to communicate in Spanish and experience the culture first-hand. You will be enthused by the opportunities to travel in the Sixth Form e.g. Madrid language trip, Córdoba work experience trip, the many theatre trips on offer
• Linguistic aptitude. You will have the ability to make a close study of words and structures, alongside a good IGCSE pass of at least a grade 7
• Ability to work independently. You are self-motivated and thoughtful. This is especially important for the Independent Research Project undertaken in the A Level course
