Sixth Form Academic Programme 2023 - 2025

WELCOME TO THE SIXTH FORM

Entry into the Sixth Form marks the final stage of your school career. It is an exciting, challenging and very important time, during which you will develop particular academic strengths and interests through the A Level courses you have chosen, whilst taking advantage of the wide range of extra-curricular opportunities available at Kingswood.

You will be expected to manage the time given to your academic, extra-curricular and social commitments effectively. The key to doing so is to use your private study periods appropriately as well as ensuring that proper focus is given to academic work in the evenings and weekends. Above all, we want you to put learning at the heart of Sixth Form life. We expect you to develop an enquiring mind and to take responsibility for extending your learning beyond the classroom.

We aim to encourage study habits that will help you to fulfil your academic potential at Kingswood and

beyond. Every week you are required to complete at least five hours’ study for each subject outside the classroom. Those students most likely to succeed will be the ones who do not ‘clock watch’ but who aim to produce their best work through careful research and considered application.

However, advice is always on hand. Whilst your last two years at school are likely to be very busy, we want you to enjoy them to the full and leave school feeling enriched by all that you have learnt, experienced and contributed during your time in our Sixth Form.

ENTRY REQUIREMENTS

There are six key points to remember as you make your choices:

1. You are expected to meet the Sixth Form minimum entry requirement of at least 666655 in your GCSE passes.

2. In addition, it is very important that you pay particular attention to the entry requirements for each subject in this booklet. Please do not assume that you will be allowed to start your chosen A Level courses unless you meet the subject specific entry requirements.

3. Sixth Formers generally take three A Levels, though Further Maths can be taken as a fourth option alongside Mathematics.

MAKING THE RIGHT CHOICE FOR YOU

This booklet has been designed to familiarise you with the expectations and demands of the A Level courses. Please read about the subjects in which you are interested carefully. The study content at GCSE and at A Level can be very different. Bear in mind that universities will look for a sensible combination of subjects; however you should base your choices on your academic passions; these are subjects that you will have to study in depth for two years. If you commit to your subjects fully then your efforts are more likely to be reflected in your grades.

Do not rush the choosing of your subjects. You should talk your ideas through with your parents or guardians. Seek advice within your present school from your teachers, your tutors and heads of department. Staff at Kingswood who have a special responsibility to help and advise you are:

• DR RACHEL MCILWANE Deputy Head (Academic)

• MR CRAIG WOODGATE

Head of Sixth Form and Higher Education Adviser

• MR PETER MACDONALD Assistant Head (Academic)

• MRS EUGENIE PASCO/ MRS DEBBIE LONGLAND Heads of Careers

4. While we do have some flexibility to allow pupils to begin with up to four A Levels, this is subject to timetable constraints and cannot be guaranteed. We recommend that students focus their choices on their top three subjects and consider an enrichment course in addition.

5. A good number of students are likely to opt to take an Extended Project Qualification (see page 58) as well as their chosen A Levels.

TIMETABLE FOR CHOOSING A LEVEL SUBJECTS

All options schemes involve the arranging of subject groups for timetabling purposes. Unlike many schools, we base our option lines on what the year group, as a whole, has chosen. Occasionally there will be some subject combinations that are just not possible. However, option lines are always created so that the most sensible and desirable combinations are available.

Both internal and external prospective Kingswood Sixth Form students and their parents can continue to access information from appropriate Heads of Department regarding possible A Level choices throughout the term.

Students are asked to make their A Level choices in December. After this, the School cannot guarantee to meet any subsequent request for change because timetabling and staffing requirements are organised round the information given. Subsequent change can happen if the changes fit in with the option lines and there is room in the relevant teaching set(s).

A LEVEL COURSEWORK

Details of all the coursework can be found within the subject-specific text in this booklet. Some tasks, as in Art, Design Technology, Drama, Music and Physical

Education, are practical, whilst in English Literature and History, for example, submissions are in essay form.

In every subject, all raw marks are subject to external moderation. They may be changed by the Examination Board. Consequently, the raw mark cannot be relied upon as an exact record of the student’s success in any coursework component until the final result is known for the whole examination. Grade boundaries are never known in advance for a current examination series and are subject to change.

COURSE STRUCTURE

All subjects will be linear: your examinations will be taken at the end of a two year course in June 2025 and there will be no possibility of re-taking individual papers to improve on your grade. We do not offer AS level qualifications as part of our main curriculum.

ASSESSMENT OVER THE TWO YEAR COURSE

As a member of the Sixth Form, you will be given regular feedback on the progress that you are making and ways in which to further improve. This will include discussion during lessons, assessed prep., interim grades, parents’ evenings and full written reports.

There should never be a period of time when you are uncertain about your strengths or your personal targets for improvement.

In order to help you prepare effectively for the final external examinations, we also organise formal internal examinations at the following times in the School year:

• Year 12: January

• Year 12: June

• Year 13: January

UCAS predictions will be made in the summer of Year 12, after looking at data gathered on each student’s progress throughout the year.

(Schedule subject to change)

HOW BEST TO ENRICH MY A LEVEL STUDIES?

At Kingswood we encourage our Sixth Formers to develop a wide range of independent learning skills through the challenges set within their chosen A Level subjects. We are also keen to offer further opportunities through which students may explore their personal enthusiasms and interests.

We particularly champion the Extended Qualification Project as a very worthwhile complement to A Level studies. It is also highly valued by many universities. We also run other academic extension programmes, details of which are on pages 59 and 60 of this booklet.

Kingswood has a diverse, stimulating and challenging Activities programme and you may choose to supplement your three A Level subjects by making a very significant contribution to this programme.

Almost without exception universities have stated that they will make offers on the basis of the three A Level grades students achieve at the end of the Upper Sixth. In deciding which students to select to receive offers, they will look at a combination of GCSE results, predicted achievement at A Level, the School reference and the personal statement, as well as an individual’s performance in internal school examinations at the end of Year 12.

SUBJECT CHOICES AND CAREERS

Some students decide what careers they want to follow while they are at school. Others may leave decisions until their last year at university or even later. There is no pressure on you to make career choices now but, from the time you enter Year 12, we will strongly encourage you to start thinking about your future, and to find out as much as you can about careers which you are considering. With this in mind, immediately after all of the Year 12 examinations have been completed, we have a work experience programme which offers you the opportunity to take part in careers placements in professions which interest you. We also encourage you to use some of your school holidays to gain firsthand experience of different kinds of employment.

Whilst you are not expected to decide on a career at this stage you do need to be aware of the ways in which your choices of Sixth Form subjects may later affect what careers will be open to you.

THREE IMPORTANT GUIDELINES:

1. If a subject is essential for a career or course which interests you then obviously you must choose it. (Please see the table on page 5.) If you discover that you need a subject which you do not like, or cannot study successfully at A Level, you should seek advice urgently from your teachers and from the Head of Sixth Form.

2. You should be aware that, if the majority of your A Level choices are arts subjects, it will be difficult to enter most medical professions and engineering. On the other hand, if you choose mainly science subjects but later want to switch to arts-based careers (e.g. law), there are fewer qualifications barriers.

3. As mentioned above, there are some careers, like medicine, for which early specialisation is essential. However, for many professions, employers will encourage you to study subjects which interest you before coming to them for training. They are looking for interesting, educated, intelligent, trainable recruits rather than early specialisation.

HIGHER EDUCATION REQUIREMENTS

Your A Level choices will not only influence your eventual career path, but they will also have a direct bearing on your Higher Education options. All the A Level courses offered at Kingswood provide a good foundation for university entry, but for some more traditional institutions it is important to have the right combination of subjects to increase your chances of being offered at place.

The Russell Group of twenty-four of the country’s top research-based universities has produced a guide to post-16 choices, to enable students thinking about their options to arrive at informed and sensible decisions about what is right for them. To find out more, please visit www.informedchoices.ac.uk

To help you to make your decisions, the chart below indicates those subjects which are essential and useful for certain university courses. The list is not exhaustive, but does provide a guide as to what is required for a range of subjects traditionally popular with Kingswood Sixth Formers.

SUBJECT ESSENTIAL USEFUL

ARCHITECTURE

Art (some courses) Art, DT

ART AND DESIGN Art or Design Technology

BIOCHEMISTRY Chemistry, Biology Mathematics, Physics

BIOLOGY Biology and Chemistry

CHEMICAL ENGINEERING Chemistry and Mathematics Physics, Biology, Further Mathematics

CHEMISTRY Chemistry plus at least one other science subject Mathematics, Further Mathematics, Biology, Physics

CLASSICS Latin

COMPUTER SCIENCE Mathematics (some courses)

DENTISTRY Chemistry and Biology

Modern Foreign Language, History, English

Computing, Further Mathematics, Physics

DRAMA Drama English

ECONOMICS Mathematics Economics

ENGINEERING Mathematics and Physics Further Mathematics, DT

ENGLISH English History, Modern Foreign Language, Latin

GEOGRAPHY Geography

HISTORY History

LAW

MATHEMATICS Mathematics and often Further Mathematics

MECHANICAL ENGINEERING Mathematics, Physics

MEDICINE Chemistry, Biology

MUSIC Music

An essay based subject, Mathematics

Mathematics or Physics, a non-science subject

Second Modern Foreign Language, Latin PHILOSOPHY Religious Studies

MODERN FOREIGN LANGUAGE Modern Foreign Language

PHYSICS Mathematics, Physics

Further Mathematics, Chemistry

POLITICS Politics, History

PSYCHOLOGY Biology (for some courses) Psychology

RELIGIOUS STUDIES

RPE

SPORTS SCIENCE Biology / other science PE, Psychology

VETERINARY SCIENCE Chemistry, Biology and either Mathematics or Physics

For further information on A Level choices and Higher Education, please consult Mr Woodgate, our Head of Sixth Form.

WHAT WILL I LEARN?

Students will be able to:

• Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding.

• Explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining ideas as work develops.

• Record ideas, observations and insights relevant to intentions, reflecting critically on work and progress.

• Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements.

A TWO YEAR A LEVEL COURSE, EXAMINED AT THE END OF YEAR 13.

WHAT DO I NEED TO KNOW OR BE ABLE TO DO BEFORE TAKING ART IN THE SIXTH FORM?

You will need at least a grade 6 in Art GCSE and a good grasp of the English language – written and spoken. Good ICT skills are useful. You should be prepared to present and discuss your work in front of your class and be willing to work in the department outside of class time. You should be actively visiting galleries on your own and be prepared to contact practising artists for information and inspiration. You will have the opportunity to visit a number of exhibitions during organised trips to London galleries.

WHAT KIND OF STUDENT IS THIS COURSE SUITABLE FOR?

• students who are interested in developing their creative skills

• students who are interested in experimenting with a wide range of materials, processes, technologies and resources

• students who are interested in how ideas, feelings and meanings can be conveyed and interpreted in images and artefacts

• students who are interested in past and present artists’ work and ideas

• students who like working from direct observation from primary sources

• students who like to document and record via sketches, photographs and notes from secondary sources

• students who are interested in researching their own themes or artists’ work

• students who can work independently

• students who enjoy visiting art galleries on a regular basis

WHAT EXAMINATIONS WILL I HAVE TO TAKE TO GAIN MY QUALIFICATION?

ART AND DESIGN: FINE ART (H601)

http://www.ocr.org.uk/Images/170210-specificationaccredited-a-level-gce-art-and-design-h600-h606.pdf

COMPONENT 01: PERSONAL INVESTIGATION

60% OF A LEVEL

The Personal investigation has two integrated elements: a portfolio of practical work and a related study which explores the context in which their chosen practical area of study exists.

Learners should produce two elements: (i) a portfolio of practical work showing their personal response to either a starting point, brief, scenario or stimulus, devised and provided by the learner or centre (ii) a related study: an extended response of a guided minimum of 1000 words.

COMPONENT 02: EXTERNALLY SET TASK

40% OF A LEVEL

For this component, an early release paper will be dispatched to centres based on estimated entries made and will also be available on the OCR website from 1 February. This paper can be given to learners at the discretion of centres any time on or after 1 February in the year of certification. Centres may determine the amount of time for preparatory study prior to learners undertaking their 15-hour supervised time period. The paper will give learners a choice of seven themes, each with a choice of written and/ or visual starting points, briefs or stimuli. From this paper, learners are expected to choose one option for which they will generate an appropriate personal response for assessment.

WHAT COULD I GO ON TO DO AT THE END OF MY COURSE?

You could go on to a one year foundation course in Art and Design in which you can specialise in many areas including:

• Fine Art: Painting, Sculpture, Printmaking

• History of Art & Design: Academic study; Conservation; Gallery

• Graphic Design: Package design; Illustration; Computer Graphics; Photography; Film & Television; Animation

• Fashion and Textiles: Fashion Design; Fashion Marketing; Fashion Journalism; Textiles Woven / Printed

• 3 Dimensional Design: Product Design; Furniture Design; Jewellery; Interior Design and Exhibition Design

• Architecture: Architecture and Landscape

FURTHER INFORMATION ON SPECIFICATIONS

OCR provides specimen examination papers which we recommend you investigate. Go to http://www.ocr.org.uk

WHAT WILL I LEARN?

Students will be able to:

• acquire a body of biological knowledge and an appreciation of its significance;

• develop a respect for all living things;

• develop experimental skills including use of the microscope and slide preparation, dissection, chromatography and many biochemical procedures;

• develop an understanding of scientific method including controlling variables, statistical analysis and evaluation of results.

• gain an understanding of the dynamic and exciting nature of biology today including recent advances in biotechnology and medicine, and an awareness of the ethical, technological and economic aspects of the subject.

Specification content:

• Module 1 – Development of Practical Skills in Biology

• Module 2 – Foundations in Biology (Cell structure including membranes, cell division and biological molecules)

• Module 3 – Exchange and Transport (Exchange surfaces and transport in animals and plants)

• Module 4 – Biodiversity, Evolution and Disease (including communicable disease, immune system)

• Module 5 – Communication, Homeostasis and Energy (Excretion, neuronal and hormonal control, plant and animal responses, photosynthesis and respiration)

• Module 6 – Genetics, Evolution and Ecosystems (Cellular control, inheritance, cloning, populations and sustainability)

WHAT DO I NEED TO KNOW OR BE ABLE TO DO BEFORE TAKING BIOLOGY IN THE SIXTH FORM?

You will need to get at least 7 in Biology GCSE and at least 6 in Chemistry GCSE, or 7 7 in Double Science. During the course students will need to have the ability to communicate effectively and a grade 6 or above is usually needed in English Language. Students will be expected to interpret and process results which will involve plotting graphs and the use of some statistics. It is therefore desirable for students to have achieved a grade 6 or above in Mathematics.

WHAT KIND OF STUDENT IS THE COURSE SUITABLE FOR?

• students who have an interest in the study of living things

• students who have enjoyed investigation through laboratory based practicals, fieldwork or by reading about recent research

• students who are interested in the latest biological topics such as genetic engineering

• students who are planning careers as medics or vets

• students who want to use Biology to support other qualifications such as Geography, Chemistry, P.E. and Psychology

WHAT EXAMINATIONS WILL I HAVE TO TAKE TO GAIN MY QUALIFICATION?

There are three examination papers at the end of the two year course which may involve multiple choice questions, structured questions, problem solving, calculations and extended writing questions.

• BIOLOGICAL PROCESSES (01) 100 marks

2 hours 15 minutes – 37% of total A Level

This paper assess modules 1, 2, 3 and 5

• BIOLOGICAL DIVERSITY (02) 100 marks

2 hours 15 minutes – 37% of total A Level

This paper assess modules 1, 2, 4 and 6

• UNIFIED BIOLOGY (03) 70 marks

1 hour 30 minutes – 26% of total A Level

This paper assesses all modules

Practical skills will be assessed indirectly on the written papers by the use of graphs, analysis of data

and evaluation of various techniques. They will also be assessed directly by a Practical Endorsement which covers 12 practical skill areas. The Endorsement involves internal teacher assessment and will be a pass or fail. External monitoring will also take place.

WHAT COULD I GO ON TO DO AT THE END OF MY COURSE?

• Follow a degree course in Biology, Biochemistry, Zoology, Marine Biology, Plant Science, Medicine, Dentistry, Nursing, Agriculture and Forestry, Psychology, Pharmacy etc.

• Biology as a science discipline is a useful addition to the list of subjects read predominantly by Arts or Humanities based students. It demonstrates the ability to think logically and to present or evaluate data.

• Employment in a wide range of areas related to medicine, food, agriculture, land management, law and biotechnology.

FURTHER INFORMATION ON SPECIFICATIONS

OCR provides specimen examination papers which we recommend you investigate. Go to http://www.ocr.org.uk

WHAT WILL I LEARN?

Students will learn why businesses exist and the reasons for choosing and changing business structure.

The four key areas in business: finance, human resources, operations / production and marketing are studied in detail.

Students will learn about how decisions are made regarding these core functions and develop the skills to discuss the impact on the firm of certain decisions. Financial planning is a significant part of this unit and students will carry out calculations using financial documents and interpret their results. The Year 13 work builds on Year 12 to include analysing the strategic position of a business and choosing and managing strategic change including an international perspective.

A TWO YEAR A LEVEL COURSE, EXAMINED AT THE END OF YEAR 13.

Business Studies A Level is a great choice for anyone interested in the world of commerce and entrepreneurship. It’s a great way to prepare for university courses in the fields of business and management, and to equip yourself with the know-how to start up your own business or follow a career in finance, accounting, marketing or management post university.

Through Business Studies A Level, you’ll engage with the world of business through the context of current business developments and real business situations. You’ll learn how management, leadership and decision-making can improve performance in marketing, operational, financial and human resources. You’ll also explore the interrelated nature of business activities and how they affect businesses, be they large or small, UK or internationally focussed and in different sectors such as service or manufacturing.

WHAT WILL YOU STUDY DURING BUSINESS STUDIES A LEVEL?

MARKETING AND PEOPLE:

This theme enables students to understand how businesses identify opportunities and to explore how businesses focus on developing a competitive advantage through interacting with customers. Students develop an understanding of how businesses need to adapt their marketing to operate in a dynamic business environment. This theme also considers people, exploring how businesses recruit, train, organise and motivate employees, as well as the role of enterprising individuals and leaders.

MANAGING BUSINESS ACTIVITIES:

This theme enables students to develop an understanding of raising and managing finance, and measuring business performance. The theme outlines the importance of using resources efficiently within a business to ensure that goods or services can be delivered effectively and efficiently, and to a high quality. Students also consider the external influences that have an impact on businesses, including economic and legal factors.

BUSINESS DECISIONS AND STRATEGY:

This theme moves from functions to strategy, enabling students to develop their understanding of the core concepts and to take a strategic view of business opportunities and issues. Students analyse corporate objectives and strategy against financial and nonfinancial performance measures and how businesses grow, and develop an understanding of the impact of external influences. The theme covers the causes and effects of change and how businesses mitigate risk and uncertainty.

GLOBAL BUSINESS:

Students investigate businesses that trade on a global scale and explore their reasons for doing so. Students develop an understanding of the globally competitive environment and consider the ethical and moral dimensions of global business activities.

WHAT SKILLS WILL YOU GET FROM STUDYING BUSINESS?

Business is becoming a more and more important qualification. As business becomes more complex, employers are looking for candidates who can bring a level of prior business knowledge to their companies.

Having a Business qualification shows that you are capable of understanding some difficult concepts and you have developed the communication, analytical and evaluative skills that modern businesses and universities are looking for. It often leads students into careers in management, business consultancy and financial services (the highest paid sector of the economy!).

You’ll learn how to analyse competitive environments and markets; assess how ethical, environmental and technological factors influence decision making; use a range of quantitative and non-quantitative data to evaluate strategic and functional options; understand how decision made affect stakeholders and how they will respond.

You’ll also develop your critical analysis, decisionmaking and problem-solving skills.

The knowledge and skills gained on this course can be utilised in a huge range of business and management fields, are transferable across many areas of study and professions and can be used to manage your personal decision-making, planning and finances.

WHAT COULD I GO ON TO DO AT THE END OF MY COURSE?

A good grade in Business at A Level can enable you to go on study at university or go into the world of work. In particular it helps students to:

• develop a critical understanding of organisations, the markets they serve and the process of adding value.

• be aware that business behaviour can be studied from the perspectives of a range of stakeholders.

• acquire a range of skills including decision-making and problem-solving.

• be aware of the current structure of business and business practice.

• develop their ability to acquire a range of important and transferable skills including data skills, presenting arguments, making judgments and conducting research. This course has no coursework or controlled assessment.

FURTHER INFORMATION ON SPECIFICATIONS

Go to https://qualifications.pearson.com/en/ qualifications/edexcel-a-levels/business-2015.html

WHAT WILL I LEARN?

Students will have the opportunity to study key chemical ideas in greater detail. Many of the ideas covered at GCSE will be revisited, but with a greater emphasis on explaining, rather than simply describing, examples of the behaviour of substances.

Structure and bonding, acidity, energetics, rates of reaction and reversible reactions are examples of concepts studied in greater depth at A Level. While studying A Level Chemistry you will develop practical skills that include making observations, collecting data, analysing experimental results and formulating conclusions. You will also gain an appreciation of how scientific models are developed and evolve, the applications and implications of Science, the benefits and risks that Science brings, and the ways in which society uses scientific theories and evidence to make decisions.

A TWO YEAR A LEVEL COURSE, EXAMINED AT THE END OF YEAR 13.

WHAT DO I NEED TO KNOW OR BE ABLE TO DO BEFORE TAKING CHEMISTRY IN THE SIXTH FORM?

The A Level course builds on the knowledge and understanding of Chemistry that students gain from studying GCSE Chemistry (or GCSE Double Science). Chemistry is a challenging subject so students selecting this subject are required to gain at least grade 7 in GCSE Chemistry (or 7 7 in GCSE Double Science). Numeracy skills are particularly important so it is also desirable to have at least a grade 7 in GCSE Mathematics.

Independent research skills and the ability to think critically about problems are also crucial for A Level Chemistry students. Chemistry is a practical subject so good practical skills and an ability to interpret and evaluate data are required. You should be prepared to read widely and support scientific events held at school.

WHAT KIND OF STUDENT IS THIS COURSE SUITABLE FOR?

• students who have an interest in the study of the material world and the production of new and beneficial substances

• students who enjoy carrying out and interpreting laboratory investigations of scientific phenomena

• students who wonder why materials behave as they do

• students who enjoy applying their minds to solving problems

• students who intend to study Medicine, Dentistry or Veterinary medicine at university

• students who want to use Chemistry to support other qualifications such as Biology, Geography and / or Physics

WHAT EXAMINATIONS WILL I HAVE TO TAKE TO GAIN MY QUALIFICATION?

There will be three examination papers at the end of the two year course which will include multiple choice questions, short response questions, calculations and extended writing questions.

THE EXAMINATIONS WILL INCLUDE THE FOLLOWING CHEMISTRY TOPICS:

• Formulae, equations and amounts of substance

• Energetics

• Atomic structure and the periodic table

• Bonding

• Organic chemistry: alkanes, alkenes, alcohols, haloalkanes, chirality, carbonyl compounds, carboxylic acids and their derivatives, arenes, nitrogen compounds and synthesis

• Shapes of molecules and ions

• Intermediate bonding and bond polarity

• Intermolecular forces

• Redox chemistry and transition metal chemistry

• The periodic table

• Kinetics

• Chemical equilibria

• Thermodynamics

• Reaction mechanisms

• Analytical chemistry, including: mass spectrometry, infrared spectroscopy, nuclear magnetic resonance spectroscopy and chromatography

WHAT COULD I GO ON TO DO AT THE END OF MY COURSE?

• Follow a degree course in Chemistry, Chemical Engineering, Medicine, Dentistry, Biochemistry, Veterinary Medicine, Environmental Chemistry, Geology, Toxicology, Polymer Science, Food Technology, Natural Sciences, Materials Science, Pharmacy or Pharmacology.

• Chemistry, as a scientific discipline, develops the ability to think logically, to assimilate abstract concepts and to solve problems. These are important skills, valued by higher education, for subjects such as Law, Psychology and Accountancy.

• Employment in a wide range of areas related to Chemistry, including food, oil, materials, medicine, agriculture, and the environment.

To find out more about careers involving A Level Chemistry visit the Royal Society of Chemistry website:

FURTHER INFORMATION ON SPECIFICATIONS

OCR provides information about their new Chemistry A specification: Go to http://www.ocr.org.uk/qualifications/as-a-levelgce-chemistry-a-h032-h432-from-2015

WHAT WILL I LEARN?

Students will study the characteristics of contemporary systems architecture and types of programming languages; data types, representation and structures; exchanging data and web technologies; how to develop and follow algorithms; the use of Boolean algebra. They will also consider legal, moral and ethical issues.

Throughout the course they will develop computational thinking skills including programming and problem solving; problem recognition, abstraction and decomposition; algorithm design and efficiency and standard algorithms.

(OCR)

A TWO YEAR A LEVEL COURSE, EXAMINED AT THE END OF YEAR 13.

WHAT DO I NEED TO KNOW OR BE ABLE TO DO BEFORE TAKING COMPUTER SCIENCE IN THE SIXTH FORM?

Computer Science is an intensely creative subject that combines invention and excitement and allows students to look at the natural world through a digital prism. The course has been designed in consultation with leading universities and Industry experts for students who wish to go on to Higher Education courses or employment where a knowledge of Computer Science is beneficial. Students can study Computer Science and go on to a career in Medicine, Law, Business, Politics or any type of Science.

You do not have to have previous experience of Computer Science, but there is a mathematical component to this course so, ideally, you should be expecting to gain a minimum of a grade 7 in GCSE mathematics or a 7 in GCSE Computer Science or an equivalent Computing qualification. There is a significant amount of computer programming in this course so a systematic approach and an eye for detail is necessary.

WHAT KIND OF STUDENT IS THE COURSE SUITABLE FOR?

• students with a strong interest in computing and related disciplines

• students who enjoy solving problems

• students with a natural curiosity about the way modern technology works

• students who are considering careers in computing, engineering or mathematical disciplines

• students with creative flair; the A Level projects can be computer games or simulations

• students who enjoy solving problems for others and are confident communicators

WHAT EXAMINATIONS WILL I HAVE TO TAKE TO GAIN MY QUALIFICATION?

The qualification consists of two examined components (01 and 02), externally assessed by the OCR examination board and one internally assessed and moderated non exam assessment component (03).

COMPONENT ONE 40% of A Level

a) Components of a computer and their uses

b) Types of software and the different methodologies used to develop software

c) How data is exchanged between different systems

d) How data is represented and stored within different data structures

e) Legal, moral, cultural and ethical issues

Questions may contain, for example, following and correcting algorithms and programs, software development and legal and moral issues.

Written examination - 2 hours 30 minutes.

COMPONENT TWO 40% of A Level

a) Understands what is meant by computational thinking

b) How computers can be used to solve problems and programs can be written to solve them

c) The use of algorithms to describe problems and standard algorithms

Section A will contain questions which may cover

writing algorithms and computational methods, programming and programming techniques and problem solving. These questions may contain some shorter answer questions.

Section B will have a scenario set at the start of the section; this will contain information that will be used for the questions that follow. The questions will be largely of a higher tariff with problem solving algorithms and programming again forming the basis.

Written examination – 2 hours 30 minutes.

COMPONENT THREE (PROJECT) 20% of A Level Non-exam assessment

The programming project will be submitted in the form of a report that will contain the solution to a problem, selected by the student, written in a suitable programming language.

WHAT COULD I GO ON TO DO AT THE END OF MY COURSE?

This course has been designed to meet entry requirements for Computer Science based degrees. There is currently a significant shortage of Computer Science graduates and, as computing / information systems are now a fundamental part of most organisations, the opportunities are almost endless.

However, Computer Science graduates do not necessarily go on to just computerbased careers. The problem-solving approach developed through the study of computer science is valued in many career paths, such as marketing, finance, health and other engineering and science disciplines.

FURTHER INFORMATION ON SPECIFICATIONS

OCR provides specimen examination papers which we recommend you investigate. Go to http://www.ocr.org.uk/qualifications/as-a-levelgce-computer-science-h046-h446-from-2015/

DESIGN & TECHNOLOGY: MR

PRODUCT DESIGN

WHAT WILL I LEARN?

Design & Technology is a subject suited to students who are dynamic, questioning and keen to fundamentally improve the world we live in.

The challenge to be solve problems whilst creating original designs and working as a practical maker is key to success in Design and Technology. The ability to look at the world and products, to evaluate them through design and manufacture, and to improve them through sketching and making in order to produce high quality product design is the skill of a good designer. This course will build up these skills and is suited to those who can meet a challenge and are driven to succeed. It will prepare students for further study in the world of design and engineering through creative output.

Students will be able to:

• Study, propose and choose prototype solutions to designing and making opportunities closely linked to the real world of product/system manufacture.

• Be involved in the identification of opportunities for design and technological activity.

• Be directly involved in the design and making of artefacts and products.

• Analyse a range of products from throughout design history.

• Consider materials technology as appropriate to the production of products.

• Use components, as appropriate, within systems - electrical, electronic, mechanical and interfaces.

• Study a range of both modern and traditional manufacturing methods.

• Analyse and discuss social, moral, cultural and ethical dimensions that relate to technological decisions.

• Work within constraints that economic and ergonomic factors placed on designing and making products and systems.

A TWO YEAR A LEVEL COURSE, EXAMINED AT THE END OF YEAR 13.

WHAT DO I NEED TO KNOW OR BE ABLE TO DO BEFORE TAKING DESIGN AND TECHNOLOGY IN THE SIXTH FORM?

A minimum of a grade 7 is expected at GCSE Design and Technology as well as a minimum of grade 6 for Mathematics.

WHAT KIND OF STUDENT IS THIS COURSE SUITABLE FOR?

You will be interested in the ‘made environment’ and will probably have been making and dismantling things for most of your life, as well as showing an interest in how things work on the inside.

You will be interested in the technical aspects of Design, Engineering and Architecture. You will look to understand how and why certain materials are used for their purpose and look to use this knowledge to create your own designs. You may be looking for a course to prepare you for the technical world of Engineering, Architecture or the creative side of Design.

WHAT COULD I GO ON TO DO AT THE END OF MY COURSE?

Designer: Industrial Design, Industrial Design and Technology, Design Engineering, Product Design, Interior Design, Furniture Design, Lighting Design, Automotive Design, Interface Design.

Engineer: Mechanical Engineering, Automotive Engineering, Electrical Engineering, Aeronautical Engineering, Civil Engineering, Agricultural Engineering, Biomedical Engineering, Materials Engineering.

Architect: Architecture, Landscape Architecture, Lighting Architect.

LEARNING BEYOND THE CLASSROOM

Each year we endeavour to take Year 12 on a field trip to compliment and extend their classroom learning. Parents should be aware that there is a small charge for this to cover the cost of transport etc.

WHAT EXAMINATIONS WILL I HAVE TO TAKE TO GAIN MY QUALIFICATION?

UNIT 1: EXAM

50% of A Level

This is a 2 hour written paper based primarily on core technical principles and core designing and making principles. Candidates answer a mixture of short answers, multiple choice answers and extended response questions.

UNIT 2: DESIGN & MAKING PRACTICE

50% of A Level

Candidates are required to produce a coursework portfolio (approximately 45 hours), and a product which fully demonstrates their designing, making

and evaluation skills, using creativity, flair and innovation, to be assessed against the Examination Board’s assessment criteria.

The coursework consists of designing, making and evaluating a product, a marketing presentation, and a review and reflection. This unit draws upon and develops skills learnt in other units. It takes the form of an electronic design folder and a manufactured outcome. Feedback is given during compilation of the folio and practical work on style, content and skills in accordance with the Examination Board guidelines for Design and Technology, including suggestions of areas for improvement for the final submission of their project. No marks are given; however, all feedback is based on assessment objectives and marking criteria published by the Examination Board.

FURTHER INFORMATION ON SPECIFICATIONS

Further information about the course can be found on Edexcel’s website.

Got to https://qualifications.pearson.com

WHAT WILL I LEARN?

Students will be able to:

• develop an understanding, appreciation and enjoyment of theatre and drama through a wide range of practical and theory based studies;

• develop performance techniques including interpretation, voice, physicality, stage relationships and presence;

• perform using a different range of styles, techniques and genres from around the world and from many different periods;

• develop an ability to collaborate with others and develop their ideas into performance as well as initiating their own;

• critically appreciate a wide range of drama and dramatic styles;

• explore other theatrical avenues including design skills and technical abilities (lighting, sound, set design, costume, make up, stage management and directing);

• develop confidence, team building, communication, creativity and other essential life skills relevant to a wide variety of chosen careers.

A TWO YEAR A LEVEL COURSE, EXAMINED AT THE END OF YEAR 13.

WHAT DO I NEED TO KNOW OR BE ABLE TO DO BEFORE TAKING DRAMA & THEATRE IN THE SIXTH FORM?

Candidates for Drama and Theatre will develop a knowledge and understanding of theatre practice through their own engagement with the medium as both participant and informed audience member.

Candidates will develop performance and / or production skills appropriate to the creation and realisation of Drama and theatre. They should be able to work well with others, have a genuine interest in theatre, sound academic qualifications and have a high degree of self-motivation. They will be expected to attend several theatre visits organised by the department. A Drama GCSE is preferred but not essential if the candidate has extensive experience of the theatre outside of their formal studies.

Where Drama GCSE has been studied, a grade 6 or above is desirable. Candidates should also have obtained similar grades in English and / or English Literature. Candidates scoring grade 5 or below are unlikely to succeed at A Level Drama and Theatre.

WHAT KIND OF STUDENT IS THIS COURSE SUITABLE FOR?

• students who have a genuine interest in the theatre

• students who enjoy working within groups and wish to be involved in producing theatre either through performance or a specific design / technical skill

• students who would like to develop ‘soft’ skills including, but not exclusively, communication, resilience, collaboration, organisation, creativity, the ability to work under pressure and problem solving

• students who are interested in pursuing a career in any aspect of the theatre - performance, directing, stage management, sound or light engineering, set design, costume, make up

• Students who are intending to follow any university course for which an essay based A Level subject is required.

WHAT EXAMINATIONS WILL I HAVE TO TAKE TO GAIN MY QUALIFICATION?

The AQA course benefits from both a practical strand and a written examination which adds academic rigour to the course, helping to ensure students understand the way plays relate to their historical, social and cultural context.

COMPONENT 1: Drama and Theatre (40%)

For this written exam we will work practically in class exploring two contrasting texts from the perspective of actors, directors and designers. In your exam you will answer one question on each play discussing how you might interpret the play as a whole or a given extract. A third question asks you to evaluate a live production you have seen.

COMPONENT 2: Creating Original Drama (practical) (30%)

You will work in pairs or small groups to create an original piece of drama from a stimulus of your choice. Your piece will be performed to a live audience and you can choose whether to be examined as an actor, director or designer. You will use the ideas of a recognised theatre practitioner or company to help form your piece.

You will be assessed on your contribution to the performance and on a detailed working notebook which you will keep throughout the process.

COMPONENT 3: Making theatre (practical) (30%)

This is a practical exploration and interpretation of three extracts, each one taken from a different play. The methodology of a prescribed practitioner must be applied to Extract 3 which is to be performed as a final assessed piece (students may contribute as performer, designer or director). You will also complete a Reflective Report analysing and evaluating theatrical interpretation of all three extracts.

FURTHER INFORMATION ON SPECIFICATIONS

AQA provides specimen examination papers which we recommend you investigate. Go to http://www.aqa.org.uk

WHAT COULD I GO ON TO DO AT THE END OF MY COURSE?

Drama and Theatre A Level can provide a stepping stone for a number of higher educational courses and careers. Obviously, it is an essential A Level for any student who is serious about pursuing a career within the performing arts, whether on stage or off. However, it should also be an attractive option for many other students.

A recent survey of Russell Group universities showed that a very high percentage of Law students – in some cases as many as 100% – had studied Drama and Theatre at A Level. It is one of the few subjects where students are assessed on their ability to work within a group, such an important skill in the majority of jobs in the 21st century. Employers are looking for graduates who ‘stand out’, who can offer something different and who have high degrees of emotional intelligence, communication skills or creativity.

Students who have successfully completed this course have been accepted into some of the most prestigious Drama Schools or have gone on to study degree courses at many of the top universities, including Oxford and Cambridge. They have gone on to study a wide variety of courses including English, Psychology, Theology, Biology, Politics, History, Medicine – as well as Drama – to name but a few.

WHAT WILL I LEARN?

The department’s focus for Economics will engage you to think like an economist, and apply economic concepts and theories to realworld contexts. You will learn to use appropriate quantitative skills to relevant economic contexts with a strong emphasis on broadening your knowledge and understanding of economics through wider reading and an awareness of the current issues impacting on the subject.

Economics offers a distinctly different approach to learning about economics and business that reflects on today’s global economy, enabling students 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;

• use an enquiring, critical and thoughtful 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,

together with qualities and attitudes that will equip them for the challenges, opportunities and responsibilities of adult and working life.

The teaching and learning of this qualification offers a good platform for development of transferable skills that enable young people to face the demands of further and higher education, as well as the demands of the workplace, namely:

• cognitive skills; non-routine problem solving, systems thinking, critical thinking and ICT literacy;

• interpersonal skills; communication, relationship-building skills and collaborative problem solving;

• intrapersonal skills; adaptability and self-management and self-development.

You will be introduced to economics through building knowledge of core microeconomic, macroeconomic and business concepts, and apply them to business contexts and evidence relating to the macroeconomic environment.

Through the course you will develop a clear and concise style of writing, the type used in economics and business, enabling you to communicate effectively in a business setting. You will need to apply your knowledge and understanding to both familiar and unfamiliar contexts in the assessment and demonstrate an awareness of current economic events and policies.

THE TOPICS COVERED INCLUDE:

Introduction to markets and market failure: this theme focuses on microeconomic concepts. Students will develop an understanding of: the nature of economics, how markets work, market failure and government intervention.

Students will learn to apply supply and demand analysis to real-world situations, and will be able to suggest reasons for consumer behaviour. This will involve looking at how consumers act in a rational way to maximise utility and how firms maximise profit but also why consumers may not behave rationally.

Students will analyse the nature and causes of market failure and understand the strengths and weaknesses of possible policy remedies.

The UK economy – performance and policies: this theme focuses on the key measures of economic performance and the main objectives and instruments of economic policy in a UK context. Students will learn how to use a basic AD/AS model to analyse changes in real output and the price level. Students will look at when demand and/or supply side policies may be appropriate ways of improving an economy’s performance; consider these policies in an historical context; predict the possible impact of such policies and recognise the assumptions involved. Students should understand different approaches that may be used by policy makers to address macroeconomic problems and to identify criteria for success

Business behaviour and the labour market: this theme develops the microeconomic concepts introduced in Theme 1 and focuses on business economics. Students will develop an understanding of: business growth and objectives, revenues, costs and profit, market structures, the labour market and government intervention.

At the end of this unit, students should be able to analyse and evaluate the pricing and output decisions of firms in different contexts, and understand the role of competition in business decision making. They should also be capable of making an appraisal of government intervention aimed at promoting competitive markets. Students will also gain a detailed understanding of the workings of the labour market both within the UK and the wider global context.

Students will need to be able to apply relevant quantitative skills to the content covered introduced in this unit, including calculations, the use of data and the drawing of diagrams.

A global perspective: this theme develops the macroeconomic concepts introduced in Theme 2 and applies these concepts in a global context. Students will develop an understanding of: international economics, poverty and inequality, emerging and developing economies, the financial sector and the role of the state in the macro economy.

The application, analysis and evaluation of economic models is required, as well as an ability to assess policies that might be used to deal with economic problems. An awareness of trends and developments in the global economy over the last 40 years, including contemporary issues, is required. Wider reading and research will enable students to use up-to-date and relevant examples in their analysis and evaluation of issues and developments in the global economy.

WHAT DO I NEED TO KNOW OR BE ABLE TO DO BEFORE TAKING ECONOMICS IN THE SIXTH FORM?

No prior knowledge of the subject is required. This subject can be combined with any others in which you have an interest, but some universities may expect an A Level in Mathematics for those wishing to become Economics undergraduates. You must discuss such details with our Head of Sixth Form.

A strong performance in GCSE English and Mathematics is required to qualify to study Economics.

WHAT KIND OF STUDENT IS THE COURSE SUITABLE FOR?

Students will need to use an enquiring, critical and thoughtful approach to the study of economics. They will need to be able to think as economists; they are expected to be self-motivated, to show an interest in contemporary economic, business, political and sociological issues and to be prepared to read widely around the topics studied in class. Furthermore, students will need to be competent in applying quantitative skills throughout the course.

FURTHER INFORMATION ON SPECIFICATIONS

Edexcel provides specimen examination papers which we recommend you investigate. Go to https://qualifications.pearson.com/en/subjects/ economics.html

WHAT COULD I GO ON TO DO AT THE END OF MY COURSE?

This qualification could enable students to progress to a straight economics degree with a focus on theory, or a degree in applied economics such as environmental economics, labour economics, public sector economics or monetary economics.

Alternatively, students may like to study a business economics or mathematical economics degree or study economics with other subjects, e.g. politics, philosophy or history, as a combined degree.

Post-university employment rates for economists are among the highest for graduates. They are likely to find employment in finance, banking, insurance, accountancy, management and consultancy; some even become professional economists.

WHAT WILL I LEARN?

• to articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression

• to analyse ways in which writers’ choices of form, structure, and language shape meanings

• to demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received

• to respond with knowledge and understanding to literary texts of different types and periods

• to explore connections across literary texts

• to articulate independent opinions and judgements, informed by different interpretations of literary texts by other readers

A TWO YEAR A LEVEL COURSE, EXAMINED AT THE END OF YEAR 13.

WHAT DO I NEED TO KNOW OR BE ABLE TO DO BEFORE TAKING ENGLISH LITERATURE IN THE SIXTH FORM?

English Literature is the study of words and texts. We explore writing and writers, looking at their intentions and their contexts to gain a deeper understanding. English Literature operates in the higher order of thinking skills, requiring students to analyse, synthesise and evaluate; these are all valuable skills that can be utilised across the spectrum of life.

Having achieved at least a 6 in GCSE English and English Literature, you will have shown that you are capable of success in A Level English Literature. You should be prepared to attend Literary Society meetings throughout the year and to participate in events such as the Bath Music and Literature Festival, theatre visits, conferences, and study days. You should also enjoy reading challenging literature of all genres and periods.

WHAT KIND OF STUDENT IS THIS COURSE SUITABLE FOR?

• students who are interested in learning new approaches to texts and enjoy thinking both critically and creatively

• students who want to deepen their understanding of the world and of themselves

• students who enjoy discussing literature, film, theatre, current issues, religion, history, morality and philosophy

• students who want to question, probe, explore, examine and analyse

• students who are fascinated in the representation of life, feelings and humanity

WHAT EXAMINATIONS WILL I HAVE TO TAKE TO GAIN MY QUALIFICATION?

The A Level course consists of three compulsory components. Students will sit all examinations at the end of a two year course.

COMPONENT 1: Literary Genres:

Aspects of Tragedy (Closed text) 2.5 hours

During your study for this unit, you will explore a variety of texts, looking closely at a Shakespeare play (Othello), a contemporary play (Death of a Salesman) and a further heritage text (Keats’ poetry). During the examination, you will be required to complete three tasks; one on Shakespeare, one on a second drama text and one on a third, pre-1900 text. This is an externally assessed written paper (closed text) and represents 40% of the marks for A Level.

COMPONENT 2: Texts and Genres:

Elements of Crime (Open text) 3hours

This component presents an exciting opportunity to explore texts that are linked through genre. You can study contemporary fiction (Atonement) , poetry (Victorian narrative poetry) and other fiction texts (The Murder of Roger Ackroyd). For the examination, you will be required to complete three tasks; one compulsory task on an unseen passage, one essay on a set text and one task which connects two texts. This is an externally assessed written paper (open text) and represents 40% of the marks for A Level.

COMPONENT 3: Theory and Independence (Coursework element)

The Non-Examined Assessment (NEA) consists of two tasks, each of 1250-1500 words, based on a study

of prose and poetry. This extended study will be internally marked before being externally moderated, and represents 20% of the marks for A Level. The first task is a study of Carol Ann Duffy’s collection ‘The World’s Wife’. The second is on a novel of the students’ own choosing.

These tasks presents an opportunity for students to follow their own passions and ideas, giving room for deep thinking, creativity and highly developed criticism.

ADDITIONAL EXPENSES

• You should consider taking out a subscription to one or both of the following magazines: The English & Media Magazine and The English Review.

• You may be required to attend one or two theatrical performances and one or two revision conferences.

• There may be charges for guest speakers.

WHAT COULD I GO ON TO DO AT THE END OF MY COURSE?

You could go on to study English or a number of related subjects at university. The skills you develop studying A Level English Literature are highly valued by universities, no matter what course you might apply for, and by employers.

Whether or not you choose to continue your studies of English Literature, you will have deepened your understanding and knowledge of literary texts and heritage. You will go on to read the world’s best literature with ever-increasing enjoyment and appreciation. The types of thinking skills and the modes of questioning developed are skills that will stay with you for life.

FURTHER INFORMATION ON SPECIFICATIONS

AQA B provides specimen examination papers which we recommend you investigate.

OF

ENGLISH LANGUAGE TESTING SYSTEM (IELTS)

ESOL EXAMINATIONS; IELTS AUSTRALIA;

AN IELTS COURSE OVER ONE YEAR.

WHAT WILL I LEARN?

Students will:

• learn to use reading sub-skills, such as skimming and scanning to be able to improve their reading speed and ability to locate specific information;

• learn to use higher level reading skills, such as inferring meaning from context and text attack skills to accurately guess the meanings of new vocabulary;

• expand their general and topic specific vocabulary;

• improve their skills in writing academic essays;

• learn to describe processes and transfer information from graphs and pictures into text;

• improve their spoken fluency and aural comprehension.

FOR WHOM IS THIS COURSE SUITABLE?

You need to take the IELTS course if you are a student who has English as a second or additional language and is working at, or below, level B2 of the Common European Framework for Reference of Languages. This course is also suitable for students with a higher level of English language proficiency, who wish to acquire the skills necessary to obtain a high level band score in the IELTS examination. IELTS is the English language qualification most recognised by British universities; therefore, it is essential that students wishing to undertake a higher education qualification at a British institution complete this course.

WHAT TOPICS ARE COVERED IN THE COURSE?

The IELTS examination will test a student’s ability to comprehend, write on and speak about a wide range of general topics. These topics include leisure activities, education, technology, the workplace, climate and the environment, globalisation and tourism.

WHAT EXAMINATIONS WILL I HAVE TO TAKE TO GAIN MY QUALIFICATION?

IELTS uses a unique nine-point scoring system to measure and report test scores in a consistent manner. Candidates receive scores for each language skill (listening, reading, writing and speaking) and an overall band score on a band scale from one to nine.

ACADEMIC READING

The IELTS Academic Reading has 3 passages and 40 items (questions). The number of items for any one passage may vary. Each item is worth one mark. The IELTS Academic Reading takes 60 minutes to complete. Candidates transfer their answers onto the answer sheet as they work through the test. The passages used in the test are based on authentic texts, and are taken from sources such as magazines, journals, books and newspapers. They are designed to present the candidate with materials similar to those which they might need to read on a university course. In the Academic Reading section of the paper, students will encounter a number of different task types, including: multiple choice, short-answer questions, sentence completion, notes, summary or table / flow-chart completion, labelling a diagram, choosing headings for paragraphs or sections of a text, locating information, identification of writer’s views / claims or of information in a text, classification and matching.

ACADEMIC WRITING

IELTS Academic Writing lasts a total of 60 minutes. It consists of 2 tasks (Writing Task 1 and Writing Task 2) and candidates must answer BOTH tasks. Students are advised to spend 20 minutes on Task 1 and 40 minutes on Task 2. They must complete both tasks in one hour. For Writing Task 1 candidates are given some visual information which may be presented in the form of one or more related diagrams, charts, graphs or tables. Candidates are asked to describe the information or data. They must write at least 150 words on this task. For Writing Task 2, candidates are presented with an opinion, problem or issue which they must discuss. They may be asked to present the solution to a problem, present and justify an opinion, compare and contrast evidence or opinions, or evaluate and challenge an argument or idea. Candidates must write at least 250 words and are advised to spend 40 minutes on this task. Tasks 1 & 2 will be marked on the following criteria: task achievement, coherence and cohesion, lexical resource and grammatical range and accuracy.

LISTENING

IELTS Listening has four sections, each with 10 items (or questions). Each item is worth one mark. The items are designed so that the answers appear in order in the listening passage. During the test, time is given for candidates to read the questions and write down and check their answers. Answers are

written on the question paper as candidates listen. When the recording ends, ten minutes are allowed for candidates to transfer their answers onto an Answer Sheet. The first two sections of the Listening paper task the students with answering questions about social dialogue. The third and fourth sections use dialogue more closely related to educational or training contexts.

In IELTS Listening, students will encounter a number of different task types, including: forms / notes / table / flow-chart / summary completion, multiple sentence completion, labelling a diagram / plan / map, short-answer questions and matching. Each section of the listening paper is played ONCE only. The recordings include a range of accents, including British, Australian, New Zealand and American.

SPEAKING

IELTS Speaking is a one-to-one interaction between the candidate and an examiner. The speaking test is divided into three sections:

1. Introduction and interview

After introductions and identity check, the examiner asks the candidate questions about familiar topics. This section lasts for 4-5 minutes.

2. Extended speaking

The candidate receives a task card with a topic. S/He then has 1 minute to prepare and make notes before speaking about the topic for 1 to 2 minutes.

3. Discussion

The examiner discusses with the candidate more abstract aspects of the topic in Part 2. This section lasts for 2-3 minutes.

FURTHER INFORMATION ON SPECIFICATIONS

The IELTS website is the best source of information for students looking for specimen material and can be located at: http://www.ielts.org

WHAT WILL I LEARN & WHAT IS THE NATURE OF THE EXAMINATION?

The examination has four components.

COMPONENT 1:

Changing Landscapes and Changing Places

This is assessed through a written examination and accounts for 22% of the total marks. There are two sections:

i. Changing Landscapes: Coastal Landscapes

ii. Global Systems: Carbon & Water Cycles

COMPONENT 2: Global Systems and Global Governance

This is assessed through a written examination and accounts for 22% of the total marks. There are two sections:

i. Global Systems: Carbon & Water Cycles

ii. Global Connections Global Migration: Power & Borders

COMPONENT 3: Contemporary Themes in Geography

This is assessed through a written examination and accounts for 36% of the total marks. Students study Climate Change and Disease Dilemmas.

COMPONENT 4: Independent Investigation

This is a non-examined assessment worth 20% of the total marks. Students must devise their own question to research and investigate through fieldwork. They will identify their aims and devise appropriate methods to collect, present and analyse the data they collect. They will then draw conclusions and evaluate their investigation.

A TWO YEAR A LEVEL COURSE, EXAMINED AT THE END OF YEAR 13.

WHAT DO I NEED TO KNOW OR BE ABLE TO DO BEFORE TAKING GEOGRAPHY IN THE SIXTH FORM?

A minimum of a grade 6 at GCSE is needed to continue studying Geography at A Level.

WHAT KIND OF STUDENT IS THIS COURSE SUITABLE FOR?

• students who have an interest in natural and human environments and their interactions

• students who want to engage critically with real world issues and places, and to apply their geographical knowledge, theory and skills to the world around them

• students who relish the opportunity for independent learning and research on geographical topics that interest them

• students who enjoy using a wide range of skills and resources their learning – written, visual, graphical, numerical and spatial

• students who enjoy studying the world, both in and out of the classroom

GEOGRAPHICAL SKILLS AND FIELDWORK

Students will acquire and use a range of qualitative and quantitative skills. These include communication skills, cartographic interpretation, numerical and statistical calculations; graphical, digital and geo – located data analysis; use of textual and visual resources.

These skills will, in part, be linked to fieldwork. There will four days of fieldwork in Year 12 which will support the teaching and prepare students for their Independent Investigation which they will have to plan and carry out individually. There will be further opportunity to enhance and broaden their studies with an optional field trip to Barcelona in the October half term.

WHAT COULD I GO ON TO DO AT THE END OF MY COURSE?

Geography can be combined with any subject in the curriculum. It is a versatile qualification which can be combined with Sciences and humanities at A Level. It is viewed as one of the key ‘facilitating’ subjects, and Geography graduates are highly sought after as they have a range of transferable skills, are numerate as well as highly literate, comfortable working inside and out, in teams and independently.

A Geography degree can be used to enter Geography – specific professions such as Environmental Management, urban and rural planning, water management, international development, public policy and planning, but Geography graduates are also desirable for a range of other graduate training schemes and businesses.

WHAT WILL I LEARN?

Students will be able to:

• acquire knowledge and understanding of contrasting periods of History;

• develop an understanding of the complexities of historical causation and significance;

• strengthen their ability to use critically a range of sources to evaluate historical problems;

• assess different interpretations of the past and develop their own views;

• express their ideas through discussion and writing;

• develop an interest in and enthusiasm for History.

A TWO YEAR A LEVEL COURSE, EXAMINED AT THE END OF YEAR 13.

WHAT DO I NEED TO KNOW OR BE ABLE TO DO BEFORE TAKING HISTORY IN THE SIXTH FORM?

It is expected that students taking History in the Sixth Form will have a grade 6 or better in History and / or English at GCSE. History is the study of the human experience throughout the ages. It is a subject which requires students to analyse problems, construct arguments and come to supported judgements. You should feel confident in your ability to communicate your ideas effectively on paper and have a willingness to read about the past in order to develop your understanding.

WHAT KIND OF STUDENT IS THIS COURSE SUITABLE FOR?

• students who enjoy reading and writing about the past

• students who are keen to learn about new periods of history

• students who want to develop their own ideas about the past and to test their thinking in discussion

• students who want to learn how to produce successful essays

• students who want the opportunity to investigate an historical problem of their own choosing

• students who want to learn how to evaluate information and reach informed conclusions

LEARNING BEYOND THE CLASSROOM

Students taking A Level History will also have a number of opportunities to engage with historical topics beyond the classroom. One such opportunity is a biennial trip in conjunction with the Politics department to the United States. On the trip students in Year 12 and Year 13 will visit the historic cities of Washington, D.C. and Philadelphia – the nation’s current and original capital cities – as part of their study of the American Revolution. In Philadelphia students will visit significant sites such as Independence Hall, in which both the United States Declaration of Independence and the United States Constitution were debated and adopted, while in Washington the highlights of the trip include visits to the U.S. Capitol Building and George Washington’s estate at Mount Vernon.

In addition to this, students can expect to attend talks from visiting historians at school, at various venues in Bath, and at the excellent Chalke Valley History Festival which takes place locally each year in June.

WHAT EXAMINATIONS WILL I HAVE TO TAKE TO GAIN MY QUALIFICATION?

A Level: The A Level consists of 4 units:

UNIT GROUP 1: British period study and enquiry (1 hour 30 minutes)

25% of A Level

Fifteenth Century English history: Lancastrians, Yorkists and Henry VII, 1445-1509. Candidates answer one source-based question and one essay question from a choice of two.

UNIT GROUP 2: Non-British period study (1 hour)

15% of A Level

Eighteenth Century history of North America and its relationship with Britain: The American Revolution, 1740-1796. Candidates answer one mini-essay question and a further essay question from a choice of two.

UNIT GROUP 3: Thematic Study and Historical Interpretations (2 hours 30 minutes)

40% of A Level

Nineteenth and Twentieth Century Russian history: Russia and its Rulers, 1855-1964. Candidates answer a question based on historical interpretations followed by two thematic essay questions from a choice of three.

UNIT GROUP 4: Personal Study (coursework)

20% of A Level

A personal and independent study on any topic of the candidate’s choice. The only restriction is that it cannot overlap with the content for the examined units. Candidates write a 3000-4000 word essay. Recent examples of topics studied for this unit include the following: the reasons for the fall of the Berlin Wall and the end of the Cold War; the dropping of the atomic bombs in 1945; Castro and the Cuban Revolution; Bismarck; Napoleon; Henry V.

WHAT COULD I GO ON TO DO AT THE END OF MY COURSE?

History is a popular and well-respected qualification which provides a good basis for entry to a wide range of university courses and careers. Students with an A Level in History can be found in all walks of life and, in particular, it provides a first rate foundation for those seeking a career in law, journalism, the civil service and business.

FURTHER INFORMATION ON SPECIFICATIONS

OCR provides specimen examination papers which we recommend you investigate. Go to http://www.ocr.org.uk

LATIN (OCR)

WHAT WILL I LEARN?

This course teaches a thorough understanding of the structure and syntax of the Latin language. You will read some of the world’s greatest literature, explore controversial issues, develop your intellect and hone your academic skills. It really is a once in a lifetime opportunity!

• The bulk of the work will involve the study of set texts such as Catullus, Horace, Ovid, or Virgil.

• Skills in literary criticism are developed during the year; we study style and language in detail, as well as translating.

• There is very little ‘new’ grammar at A Level. You will have learnt almost all of the grammar for the GCSE examination. However, in Year 12 you will revise the grammar of the language thoroughly with the aim of removing all vagueness.

• Though the course is primarily literary, close attention is paid to cultural background, learning as much as possible about Roman society, and building on the background work of the GCSE course.

S DAKIN

A TWO YEAR A LEVEL COURSE, EXAMINED AT THE END OF YEAR 13.

WHAT DO I NEED TO KNOW OR BE ABLE TO DO BEFORE TAKING LATIN IN THE SIXTH FORM?

You will need to have attained a grade 6 or higher at GCSE Latin. Experience tells us that if you achieve grade 7-9 at GCSE, you should achieve a high grade at A Level. The course involves the study of set texts and the learning of the grammar continues.

WHAT KIND OF STUDENT IS THIS COURSE SUITABLE FOR?

• students who are linguistically gifted

• students with a developing love for literature

• students who are not scared of hard work

Latin combines well with almost all A Level subjects – English, History, Mathematics, Physics, Chemistry, Biology, Modern Languages and RPE to name but a few!

WHAT EXAMINATIONS WILL I HAVE TO TAKE TO GAIN MY QUALIFICATION?

There will be four written examination papers at the end of the two year course:

Translation (unseen) examination 33% (1 hour 45 minutes)

Comprehension (unseen) examination 17% (1 hour 15 minutes)

Prose Literature 25% (2 hours)

Verse Literature 25% (2 hours)

In the Prose Literature paper, candidates will answer questions based on the two prose set texts they have studied over the two year course.

In the Verse Literature paper, candidates will answer questions based on the two verse set texts they have studied over the two year course.

In both Literature papers, there will be comprehension questions, set text translations, close textual analysis questions and an essay question.

FURTHER INFORMATION ON SPECIFICATIONS

OCR provides specimen examination papers which we recommend you investigate. Go to http://www.ocr.org.uk

WHAT COULD I GO ON TO DO AT THE END OF MY COURSE?

A vast number of things! Whether combined with Greek or not, a degree in Classics or Classical Civilisation is an obvious choice, but a free-standing A Level in Latin carries a great deal of academic clout with Admissions tutors. It forms an excellent base for courses in English, Modern Languages, Law, History, Philosophy: in fact, anything at all on the Arts and Humanities side. The skills of discipline and clear thinking that an A Level in Latin requires are in demand by employers and universities alike. But, without a doubt, the main reason for choosing an A Level in Latin is to read the wonderful literature.

MATHEMATICS & MR M W

FURTHER MATHEMATICS (EDEXCEL)

WHAT WILL I LEARN?

During the course there will be opportunities for students to experience the following:

• recall, select and use their knowledge of mathematical facts, concepts and techniques in a variety of contexts;

• construct rigorous mathematical arguments and proofs through use of precise statements, logical deduction and inference and by the manipulation of mathematical expressions, including the construction of extended arguments for handling substantial problems presented in unstructured form;

• recall, select and use their knowledge of standard mathematical models to represent situations in the real world; recognise and understand given representations involving standard models; present and interpret results from such models in terms of the original situation, including discussion of the assumptions made and refinement of such models;

• comprehend translations of realistic contexts into Mathematics; use the results of calculations to make predictions, or comment on the context; and, where appropriate, read critically and comprehend longer mathematical arguments;

• use contemporary technology and other permitted resources (such as formulae booklets) accurately and efficiently; understand when not to use such technology, and its limitations. Give answers to appropriate accuracy.

A TWO YEAR A LEVEL COURSE, EXAMINED AT THE END OF YEAR 13.

WHAT DO I NEED TO KNOW OR BE ABLE TO DO BEFORE TAKING MATHEMATICS IN THE SIXTH FORM?

ENTRY TO THE MATHEMATICS COURSE

Much of the subject matter required by candidates builds upon content within the Edexcel Higher tier GCSE or IGCSE syllabus. So, any student who has only studied Mathematics at Foundation tier GCSE or IGCSE, will not be considered for the course. Mathematics is a very taxing subject at A Level. Students must obtain either a Grade 7, 8 or 9 at GCSE/iGCSE Maths in order to study the subject at A Level.

ENTRY TO THE FURTHER MATHEMATICS COURSE

This course is normally only accessible to the very best Mathematicians in the school, and students wishing to study Mathematics at this level should give due consideration to this fact. Students must obtain a Grade 8 or 9 at GCSE/iGCSE Maths in order to study Further Maths at A Level.

WHAT KIND OF STUDENT IS THIS COURSE SUITABLE FOR?

The units will enrich students who enjoy the challenges of Mathematics and enable them to:

• develop their confidence and gain enjoyment;

• extend their range of mathematical skills and techniques and use them in more difficult, unstructured problems;

• develop an understanding of coherence and progression in Mathematics and of how different areas of mathematics can be connected;

• recognise how a situation may be represented mathematically and understand the relationship between ‘real-world’ problems and standard and other mathematical models and how these can be refined and improved;

• use Mathematics as an effective means of communication;

• read and comprehend mathematical arguments and articles concerning applications of Mathematics;

• develop an awareness of the relevance of Mathematics to other fields of study, to the world of work and to society in general;

• take increasing responsibility for their own learning and the evaluation of their own mathematical development.

WHAT EXAMINATIONS WILL I HAVE TO TAKE TO GAIN MY QUALIFICATION?

A LEVEL MATHEMATICS

This is a linear course with all examinations taken in the summer session of the Upper Sixth. There will be three examinations papers, each lasting last 2 hours, and each out of 100 marks.

Paper 1 and Paper 2 will focus on the following Pure Mathematics topics: proof, algebra and functions, geometry in the (x,y) plane, sequences and series, trigonometry, exponentials and logarithms, differentiation, integration, numerical methods and vectors.

Paper 3 will consist of two parts. One part will focus on Statistics; topics include: statistical sampling, data presentation and interpretation, probability, statistical distributions and statistical hypothesis testing. The other part will focus on Mechanics; topics include: quantities and units in mechanics, kinematics, forces and Newton’s laws and moments.

A LEVEL FURTHER MATHEMATICS

This a linear course with all examinations taken in the summer session of the Upper Sixth. Students will study for 5 examinations, 2 of which are compulsory, with the best 2 of the remaining modules used to calculate the overall grade.

Papers 1 and 2 will introduce the following Pure Mathematics topics: proof, complex numbers, matrices, further algebra and functions, further calculus, further vectors, hyperbolic functions and differential equations.

The other papers taught are:

• Further Mechanics 1

• Further Statistics 1

The Further Statistics 1 option paper consists of the following topics: linear regression, statistical distributions (discrete), statistical distributions (continuous), correlation, hypothesis testing, chi-squared tests.

The Further Mechanics 1 option paper consists of the following topics: momentum and impulse, collisions, centres of mass, work and energy, elastic strings and springs.

WHAT COULD I GO ON TO DO AT THE END OF MY COURSE?

Success in A Level Mathematics is very highly regarded in Higher Education, as well as by employers, so it is a very valuable qualification. Many of the techniques found within Mathematics make a very useful contribution to other subjects, particularly scientific, although its interpretive potential has great application in many social science and quantitative research courses. Intrinsically, the order, discipline and logical processes within the Mathematics course are immensely satisfying and rewarding to those who can master them.

Kingswood students regularly take up places at Oxbridge and Russell Group universities to read Mathematics and subjects which rely heavily on Mathematics.

FURTHER INFORMATION ON SPECIFICATIONS

Edexcel provides a full specification of the course as well as specimen examination material. For this, please follow the link below: http://qualifications.pearson.com/en/qualifications/ edexcel-a-levels/mathematics-2017.html

MODERN LANGUAGES: FRENCH; GERMAN; SPANISH (AQA)

MISS C EVANS: HEAD OF MFL/HEAD OF GERMAN

MS N TAIBI: HEAD OF FRENCH

MR D WALKER: HEAD OF SPANISH

WHAT WILL I LEARN?

Students will learn to:

• develop understanding of the spoken and written forms of the foreign language from a variety of registers;

• communicate confidently, clearly and imaginatively in the foreign language through both the spoken and the written word, using complex and varied language increasingly accurately;

• increase their sensitivity to language and language learning;

• develop critical insights into, and contact with, the contemporary society, cultural background and heritage of countries or communities where the target foreign language is spoken;

• develop positive attitudes to language learning;

• understand the importance of grammatical accuracy and apply knowledge through translation;

• carry out an independently researched project linked to a target language country;

• provide a suitable foundation for further study of the target language, at degree level or equivalent.

A TWO YEAR A LEVEL COURSE, EXAMINED AT THE END OF YEAR 13.

WHAT DO I NEED TO KNOW OR BE ABLE TO DO BEFORE TAKING MODERN LANGUAGES IN THE SIXTH FORM?

• You need to have passed GCSE at grade 7 or 8/9 in the target language. However, a pupil with a grade 6 may be accepted on the course if they can demonstrate good work ethic and motivation.

• You need to be interested in the culture and way of life of the countries where the target language is spoken; you should be keen to spend time there on an educational visit or exchange.

• You will need to take a positive interest in current affairs and in ethical issues in general and ensure that you regularly keep up to date with the news in the country of the language you study.

WHAT KIND OF STUDENT IS THIS COURSE SUITABLE FOR?

• students who are interested in facts and opinions, and like talking about them

• students who are interested in intellectual and cultural pursuits

• students who have a positive concern for ethical issues

• students who are interested in travel, holidaying or working abroad

Competence in a foreign language is a useful and satisfying skill in itself and it opens up many other opportunities: academic, professional and social. A modern foreign language is the most versatile and useful subject a student could possibly choose in the sixth form. There is no combination of subjects that is not enhanced by the addition of a modern foreign language: a language combines well with History, Politics, English, Theology, Geography and other humanities, but is equally useful as a complement to Music, Mathematics, the Sciences or Economics.

The broad topic titles of social issues and trends, political and artistic culture are identical for French,

German and Spanish, but the sub-topics differ as stated in the respective lists below. Over the two year course you will have to study one target language book and one target language film from a list chosen by AQA; these are also listed below. The assessment is identical across all three languages. Your teacher will select the book and film for the class carefully.

INDIVIDUAL RESEARCH PROJECT

As part of your French, German or Spanish A Level, you will have to identify a subject or a key question which is of interest to you and which relates to a country or countries in which your target language of choice is spoken. You must select relevant information in the target language from a range of sources including the internet. The primary aim of the research project is to develop research skills. You will demonstrate an ability to initiate and conduct individual research by analysing and summarising your findings, in order to present and discuss them in the speaking assessment. You may choose a subject linked to one of the Board’s themes or sub-themes, or to one of the works, but it must not be linked to the set text or film which will be assessed in the writing paper.

WHAT TOPICS ARE COVERED IN THE FRENCH A LEVEL COURSE?

SOCIAL ISSUES AND TRENDS

Students must study the themes and sub-themes below in relation to at least one French-speaking country.

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)

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)

POLITICAL AND ARTISTIC CULTURE

Students must study the themes and sub-themes below in relation to at least one French-speaking country.

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)

ASPECTS OF POLITICAL LIFE IN THE FRENCH-SPEAKING WORLD

• Teenagers, the right to vote and political commitment (Les ados, le droit de vote et l’engagement politique)

• Demonstrations, strikes – who holds the power? (Manifestations, grèves – à qui le pouvoir?)

• Politics and immigration (La politique et l’immigration)

FRENCH LITERARY TEXTS AND FILMS

Students must study EITHER one text and one film OR two texts from the lists below:

Texts Films

Molière Le Tartuffe

Voltaire Candide

Maupassant Boule de suif et autres contes de la guerre Camus L’étranger

Françoise Sagan Bonjour tristesse

Claire Etcherelli Elise ou la vraie vie

Joseph Joffo Un sac de billes

Faïza Guène Kiffe kiffe demain

Delphine de Vigan No et moi

Au revoir les enfants

La Haine

L’auberge espagnole

Un long dimanche de fiançailles

Entre les murs

Les 400 coups

WHAT TOPICS ARE COVERED IN THE GERMAN A LEVEL COURSE?

SOCIAL ISSUES AND TRENDS

Students must study the themes and sub-themes below in relation to at least one German speaking country.

ASPECTS OF GERMAN-SPEAKING SOCIETY

• The changing state of the family (Familie im Wandel)

• The digital world (Die digitale Welt)

• Youth culture: fashion and trends, music, television (Jugendkultur: Mode, Musik und Fernsehen)

MULTICULTURALISM IN GERMAN-SPEAKING SOCIETY

• Immigration (Einwanderung)

• Integration (Integration)

• Racism (Rassismus)

POLITICAL AND ARTISTIC CULTURE

Students must study the themes and sub-themes below in relation to at least one German speaking country:

ARTISTIC CULTURE IN THE GERMAN-SPEAKING WORLD

• Festivals and traditions (Feste und Traditionen)

• Art and architecture (Kunst und Architektur)

• Cultural life in Berlin, past and present (Das Berliner Kulturleben damals und heute)

ASPECTS OF POLITICAL LIFE IN THE GERMAN-SPEAKING WORLD

• German and the European Union (Deutschland und die Europaïsche Union)

• Politics and youth (Die Politik und die Jugend)

• German re-unification and its consequences (Die Wiedervereinigung und ihre Folgen)

GERMAN LITERARY TEXTS AND FILMS

Students must study EITHER one text and one film OR two texts from the lists below:

Texts Films

Böll Die verlorene Ehre der Katharina Blum

Brecht Mutter Courage und ihre Kinder

Dürrenmatt Der Besuch der alten Dame

Frisch Andorra

Heine Gedichte – Buch der Lieder

Hensel Zonenkinder

Kafka Die Verwandlung

Kaminer Russendisko

Lenz Fundbüro

Schlink Der Vorleser

Goodbye, Lenin!

Das Leben der Anderen

Die fetten Jahre sind

vorbei

Almanya – Willkommen

Sophie Scholl – Die letzten Tage

Lola rennt

• Monarchies, republics and dictatorships (Monarquías, repúblicas y dictaduras)

• Popular movements (Movimientos populares)

SPANISH LITERARY TEXTS AND FILMS

Students must study EITHER one text and one film OR two texts from the lists below:

Texts Films

Gabriel García Márquez Crónica de una muerte anunciada Volver

Esquivel Como agua para chocolate

Lorca La Casa de Bernarda Alba

Zafón La sombra del viento

Isabel Allende La casa de los espíritus

Sender Réquiem por un campesino español

Bécquer Rimas y leyendas

Fernando Fernán-Gómez Las bicicletas son para el verano

WHAT TOPICS ARE COVERED IN THE SPANISH A LEVEL COURSE?

SOCIAL ISSUES AND TRENDS

Students must study the themes and sub-themes below in relation to at least one Spanish speaking country:

ASPECTS OF HISPANIC SOCIETY

• Modern and traditional values (Los valores tradicionales y modernos)

• Cyberspace (El ciberespacio)

• Equal rights (La igualdad de los sexos)

MULTICULTURALISM IN HISPANIC SOCIETY

• Immigration (La Inmigración)

• Racism (El Racismo)

• Integration (La Convivencia) POLITICAL AND ARTISTIC CULTURE

Students must study the themes and sub-themes below in relation to at least one Spanish speaking country:

ARTISTIC CULTURE IN THE HISPANIC WORLD

• Modern day idols (La influencia de los ídolos)

• Spanish regional identity (La identidad regional en España)

• Cultural heritage or cultural landscape (El patrimonio cultural)

ASPECTS OF POLITICAL LIFE IN THE HISPANIC WORLD

• Today’s youth, tomorrow’s citizens (Jóvenes de hoy, ciudadanos de mañana)

Manuel Rivas El lápiz del carpintero

Gabriel García Márquez El coronel no tiene a quien le escriba

El laberinto del fauno

Ocho apellidos vascos

María, llena eres de gracia

El bola

Las 13 rosas

WHAT EXAMINATIONS WILL I HAVE TO TAKE TO GAIN MY QUALIFICATION?

PAPER 1: LISTENING, READING AND WRITING / TRANSLATION

Written exam: 2 ½ hours 160 marks; 40% of A Level

You will demonstrate your comprehension skills of audio material and written texts based on all the various topics of the course. All questions are in target-language, and are to be answered with non-verbal responses or in the target-language.

All this material will include complex factual and abstract content and questions will target main points, gist and detail.

You will also be required to translate a passage of minimum of 100 words into English and another translation task will be into the target language based on a 100 word text in English. You will have no access to a dictionary during the assessment

PAPER 2: WRITING

2 hours

90 marks; 30% of A Level

You will write one essay from a choice of two on a set text AND one essay from a choice of two on a set film. Both essays (300 words per essay) will be written in the target language.

The questions require a critical appreciation of the concepts and issues covered in the work and a critical and analytical response to features such as the form and the technique of presentation, as appropriate to the work studied. You will have no access to the texts or films during the assessment, nor will you have access to a dictionary during the assessment.

PAPER 3: SPEAKING

21-23 minutes (including 5 minutes prep. time)

60 marks; 30% of A Level

You will show your spoken knowledge of your individual research project through a presentation and discussion. You will also demonstrate your knowledge of a sub-topic related to social issues and trends, political aspects and artistic cultures in the target language.

There will be a discussion of a sub-theme based on a stimulus card. Again, you will have no access to a dictionary during the assessment.

During your two years in the sixth form, you will have the opportunity to have weekly lessons with a native speaker.

FURTHER INFORMATION ON SPECIFICATIONS

If you follow the links below you will find more information about the course and links to specimen examination papers and listening material for the moment, which we recommend you investigate.

For French go to http://www.aqa.org.uk/subjects/ languages/as-and-a-level/french-7652

For German go to http://www.aqa.org.uk/subjects/ languages/as-and-a-level/german-7662

For Spanish go to http://www.aqa.org.uk/subjects/ languages/as-and-a-level/spanish-7692

Approved material can also be accessed on the main AQA A Level languages page: http://www.aqa.org.uk/subjects/languages/as-and-alevel

WHAT COULD I GO ON TO DO AT THE END OF MY COURSE?

You could rest on your laurels: an A Level is a qualification in its own right and will, in any event, enhance your prospects of employment even if you do not pursue your study of the language after leaving school. Whether you choose to work in Britain or abroad, the additional qualification of a language could be significant in any occupation.

The skills you learn in a language are transferable regardless of the job you do. In a language you are learning to communicate, to analyse language, to translate, to listen and summarise, to read and summarise. In fact, Language graduates have a very high rate of employability post-degree.

You could choose to make a language part of your degree course. You might wish to continue one which you have studied to A Level, or to start one or more from scratch. You can combine two or more languages in a degree course, or a language (or languages) with almost any other subject, with a view to being qualified in, for example, law or business studies, or marketing or engineering and being capable of working in that field in a foreign country, or for a foreign company. Alternatively, you could choose to specialise in a language or languages, and follow one of the several distinct types of language degree courses. These range from mainly literary courses, to courses where the emphasis is on the practical use of the language. Students of modern foreign languages are well placed to qualify for sponsorship at university. There has never been a better time to get ahead in the jobs market than by learning a language or two at A Level.

Amongst the potential jobs you could do are: diplomat, journalist, translator, interpreter, teacher, international aid / development worker, logistics and distribution manager, marketing executive, sales executive, tour manager, broadcast journalist, detective.

The Modern Languages Faculty has produced a guide on language courses at university with many helpful tips from Old Kingswoodians who have gone to a wide range of universities to study a language having taken one or two language A Levels at Kingswood. Please ask Miss Evans for a copy of this booklet.

MUSIC

WHAT WILL I LEARN?

Students will be able to:

• develop advanced performing skills through a range of opportunities including solo and ensemble performances and recordings;

• compose music and develop a sense of their own style, as well as exploring Western Classical genres and musical features;

• develop further skills in aural perception and learn to listen with an analytical ear;

• gain a further understanding of elements of Western Classical music as well as Rock & Pop, Musical Theatre and Jazz styles, placing these in a broader historical perspective;

• enhance understanding of the fundamentals of music including harmony, melody, rhythm, structure, texture, and timbre.

A TWO YEAR A LEVEL COURSE, EXAMINED AT THE END OF YEAR 13.

WHAT DO I NEED TO KNOW OR BE ABLE TO DO BEFORE TAKING MUSIC IN THE SIXTH FORM?

You will need at least a 6 at GCSE Music and one instrument (this could be voice) at around grade 6 (ABRSM or equivalent) standard or above. You will also be expected to have a substantial theoretical knowledge – a minimum would be an understanding of around grade 5 standard. You will need to be curious and have an open mind to a variety of musical styles, and should start the course with a broad range of listening experience. You should be creative and open to developing your own ideas to compose your own music. You should have an insatiable interest for all things musical and be dedicated to your own practice and improvement.

The Music Department will expect all A Level Music students to contribute significantly to the musical life of the school, through both small and large ensembles, e.g. Senior Orchestra, Chamber Choir etc.

WHAT KIND OF STUDENT IS THIS COURSE SUITABLE FOR?

• students who love performing and / or composing

• students who constantly listen to music and explore new styles

• students who have an open mind

• students who are self-motivated and can work to deadlines for concerts, recording sessions etc.

• students who can overcome problems with creative solutions

WHAT EXAMINATIONS WILL I HAVE TO TAKE TO GAIN MY QUALIFICATION?

COMPONENT 1: PERFORMING

Either Option A (35% of A Level) or Option B (25% of A Level)

This component allows students to advance their skills as performers, primarily on their first-study instrument/voice, as a soloist and/or in an ensemble context. For Option A, students must give a recital of 10-12 minutes (min. three pieces), with at least one piece being a solo. For Option B, students must give a recital of 6-8 minutes (min. two pieces). Students will learn to create a recital programme that is coherent and links to the Areas of Study.

COMPONENT 2: COMPOSING

Either Option A (25% of A Level) or Option B (35% of A Level)

This component allows students to explore their own creativity. They will learn to extend and develop ideas, as well as understand the sonorities of different instrumental combinations. For Option A, two compositions will be written, totalling 4-6 minutes; one will focus on the conventions of the Western Classical Tradition, the other is a free composition. For Option B, three compositions will be written, totalling 8-10 minutes; one will focus on the conventions of the Western Classical Tradition, one will link to another Area of Study, and one is a free composition.

COMPONENT 3:

40% of A Level

This component allows students to expand their knowledge and understanding of music from an analytical and historical perspective. Students will explore topics including the Western Classical Tradition, 20th or 21st Century Music, and a choice of Rock & Pop, Jazz or Musical Theatre. This component is assessed through a listening paper (2 hours 15 minutes) at the end of the course. Students will listen to and answer questions on a wide variety of music, as well as writing in detail about the set works they have studied.

WHAT COULD I GO ON TO DO AT THE END OF MY COURSE?

Music is a broad and dynamic field and is one of the largest industries in the UK. There are job opportunities in a wide variety of areas, including performance, composition, song-writing, sound, production, arts management and teaching. For those who would like to study Music but not pursue such a career, A Level Music offers a range of skills that are necessary in most occupations:

• self-motivation and an ability to work to deadlines;

• the solving of problems through creativity and imagination;

•

real-time decision making, management of nerves, team skills, attention to detail, self-discipline, the ability to present a public face, through speeches, presentations etc.

FURTHER INFORMATION ON SPECIFICATIONS

Eduqas provide detailed information on their specification, specimen examination papers and resources on their website.

Go to http://www.eduqas.co.uk/qualifications/music/ as-a-level/

WHAT WILL I LEARN?

Students will learn to:

• develop essential knowledge and understanding in physics, and the applications of physics, and the skills needed for the use of this in new and changing situations;

• develop an understanding of the link between theory and experiment;

• appreciate how physics has developed and is used in present day society;

• show the importance of physics as a human endeavour, which interacts with social; philosophical, economic and industrial matters;

• sustain and develop enjoyment of, and interest in, physics;

• recognise the quantitative nature of physics and understand how mathematical expressions relate to physical principles;

• study how scientific models develop;

• present the results of experimental work, research tasks and written tasks using a variety of media.

A TWO YEAR A LEVEL COURSE, EXAMINED AT THE END OF YEAR 13.

WHAT DO I NEED TO KNOW OR BE ABLE TO DO BEFORE TAKING PHYSICS IN THE SIXTH FORM?

We would normally expect a grade 7-9 in IGCSE or GCSE Physics or in GCSE Core and Additional Science for entry onto the A Level Physics course.

It is helpful, though not essential, for students to be studying Mathematics at A Level, as there is considerable overlap of the material and a fluency in mathematical techniques is a great asset for a physicist.

WHAT KIND OF STUDENT IS THIS COURSE SUITABLE FOR?

• students who have a desire to understand the world around them

• students with an enquiring mind

• students who are able to apply knowledge they have gained and mathematical techniques to solve problems of a scientific, technological or social nature

• students who enjoy learning through experimental work

• students who are able to evaluate and improve experimental procedures

• students who can communicate effectively

• students who want to gain a highly regarded qualification, which can lead to a wide range of careers

WHAT EXAMINATIONS WILL I HAVE TO TAKE TO GAIN MY QUALIFICATION?

There are three examination papers at the end of the two year course which may involve multiple choice questions, short open response questions, calculations and extended writing questions.

The following topics will be covered:

• Measurements and their errors

• Particles and radiation

• Waves

• Mechanics and materials

• Electricity

• Further mechanics (Periodic motion)

• Thermal physics

• Fields and their consequences

• Nuclear physics

• Engineering physics

Practical knowledge and understanding are assessed using written examination questions. Practical coursework does not contribute to the final mark but there will be a requirement to complete practical work during the course. A Practical Endorsement is awarded if students have shown competency in a range of practical skills over the two year A Level course.

WHAT COULD I GO ON TO DO AT THE END OF MY COURSE?

Knowledge of physics is essential if you want to:

• solve crimes

• see how unborn babies are developing

• devise new construction materials

• work in the communications industry

• design better cars

• date archaeological remains

• forecast the weather

• generate cheap energy from waves wind or sunlight

• detect art frauds

• design and build computers

• put a satellite into orbit

• control pollution

• detect and destroy tumours in the body

• improve someone’s hearing or eyesight

An A Level qualification in Physics can help students to access a wide range of courses in Science or Engineering in higher education establishments. If you are considering studying Physics or engineering at some of the more academic universities you may also be expected to study Mathematics and Further Mathematics at A Level. It is essential that you explore University entrance requirements to ascertain what should be studied.

An A Level in Physics is highly respected in its own right and may open many doors for you. Students develop a wide range of skills during their study and this has led to physicists being valued in diverse career areas such as finance or law. Many physicists don’t actually do Physics but apply their skills in other professions. In fact, physicists do anything which involves understanding and using natural materials and processes.

WHAT WILL I LEARN?

Students will be able to:

• develop knowledge and understanding of the British and American political systems;

• formulate their own views on contemporary political developments;

• express their ideas in debate and discussion;

• develop their ability to construct an argument in essay form;

• compare and contrast different political systems, drawing general conclusions about the democratic political process;

• develop an understanding of the world today and the issues that shape the news.

A TWO YEAR A LEVEL COURSE, EXAMINED AT THE END OF YEAR 13.

WHAT DO I NEED TO KNOW OR BE ABLE TO DO BEFORE TAKING POLITICS IN THE SIXTH FORM?

It is expected that students embarking on a sixth form course in Politics will have a grade 6 or better at GCSE in English and / or History.

Politics is a subject that requires students to analyse political systems and debate contemporary political issues. Students should feel confident in their ability to communicate their ideas on paper and have a desire to discuss and test their thinking with others. An interest in current affairs is essential.

WHAT KIND OF STUDENT IS THIS COURSE SUITABLE FOR?

• students who enjoy debate and discussion

• students who want to become informed about the issues confronting the world today

• students who enjoy following contemporary developments in the news

• students who want to develop their ability to organise information and construct persuasive and informed arguments both orally and on paper

LEARNING BEYOND THE CLASSROOM

Students taking A Level Politics will also have a number of opportunities to engage with historical topics beyond the classroom. One such opportunity is a biennial trip in conjunction with the History department to the United States. On the trip students in Year 12 and Year 13 will visit the historic cities of Washington, D.C. and Philadelphia – the nation’s current and original capital cities – as part of their study of American politics. One highlight of the tour is a visit to the U.S. Capitol Building, the home of the U.S. Congress and scene of the infamous riots of January 2021, which will help students to gain an understanding of how the ‘leader of the free world’ has to work with so many other powerbrokers in the world’s most influential democracy. The trip takes place in the Autumn of even-numbered years meaning that students will have the chance to observe the last frantic weeks of a U.S. election cycle up close and in person.

WHAT EXAMINATIONS WILL I HAVE TO TAKE TO GAIN MY QUALIFICATION?

PAPER 1:

UK POLITICS (2 hours)

33.3% of A Level

Topics include democracy and participation; political parties; electoral systems; voting behaviour and the media; core political ideas such as conservatism, liberalism and socialism

PAPER 2:

UK GOVERNMENT (2 hours)

33.3% of A Level

Topics include the Constitution; Parliament; Prime Minister and executive; relationships between the branches; a non-core political idea – anarchism

PAPER 3: COMPARATIVE POLITICS (2 hours)

33.3% of A Level

Topics include the US Constitution and federalism; US Congress; US presidency; US Supreme Court and civil rights; democracy and participation; comparative theories between UK and US political systems.

WHAT COULD I GO ON TO DO AT THE END OF MY COURSE?

An A Level in Politics is a well-respected qualification that provides a very good basis for entry to a wide range of higher education courses and careers. Students with an A Level in Politics can be found in a range of professions; it is of particular relevance to those seeking a career in the law, international development, the charitable sector, the civil service, journalism and business.

FURTHER INFORMATION ON SPECIFICATIONS

The specifications along with specimen and past paper materials can be found at http://www.edexcel.org.uk

A TWO YEAR A LEVEL COURSE, EXAMINED AT THE END OF YEAR 13.

WHAT WILL I LEARN?

Students will learn to:

• appreciate the scientific nature of Psychology;

• engage in contemporary debates through an understanding of research;

• develop and demonstrate a deeper appreciation of the skills, knowledge and understanding of Psychology;

• assess the validity and relevance of information.

WHAT DO I NEED TO KNOW OR BE ABLE TO DO BEFORE TAKING PSYCHOLOGY IN THE SIXTH FORM?

Psychology is the study of how the mind works and the reasons why people behave as they do. Students are required to analyse various approaches to Psychology and use scientific methods to investigate and develop an understanding of both their own and others behaviours.

No prior knowledge of the subject is required but it expected that students will have a minimum grade 6 in English, Mathematics and Biology at GCSE.

WHAT KIND OF STUDENT IS THIS COURSE SUITABLE FOR?

• students who have an interest in human behaviour and who wish to understand the reasons behind it

• students who are able to interpret and form independent judgements about various different approaches to Psychology

• students who enjoy carrying out practical techniques and are able to record and communicate valid observations and measurements

WHAT EXAMINATIONS WILL I HAVE TO TAKE TO GAIN MY QUALIFICATION?

A Level: The A Level consists of three units:

UNIT 1: FOUNDATIONS IN PSYCHOLOGY (2 hours)

35% of A Level

This unit introduces the social, cognitive, biological and learning approaches to Psychology (sections A-D). The final section (E) covers Issues and Debates, considering contemporary debates in Psychology, such as ethics and the nature versus nurture debate. Students will also be required to apply their knowledge of psychological studies and theories to real life situations.

The unit has 90 marks. Sections A-D total 70 marks and comprise mixed question types, including stimulus response and short answer questions. Section E totals 20 marks comprising two extended response questions on issues and debates.

UNIT 2: APPLICATIONS OF PSYCHOLOGY (2 hours)

35% of A Level

This unit comprises two sections. Section A, clinical psychology, is mandatory and Section B includes a choice of one of three optional topic choices from criminological, child and health psychology.

This unit has 90 marks. Section A has 54 marks comprised of mixed question types, including data response and short answer questions and a 20 mark essay covering the topic area of clinical psychology. Section B has 36 marks comprising of data response, short answer and extended response questions.

UNIT 3: PSYCHOLOGICAL SKILLS (2 hours)

30% of A Level

This unit is synoptic and students are required to draw on other areas of the A Level in order to understand conceptual and methodological issues. Students will study scientific research methods and statistics, ethical issues which must be considered in

psychological research and issues and debates such as the use of psychology as a means of social control and within society.

Section A has 24 marks, Section B has 24 marks and Section C has 32 marks. Each section comprises mixed question types including data response, short answer questions and extended response questions based on psychological studies, issues and debates.

WHAT COULD I GO ON TO DO AT THE END OF MY COURSE?

You could go on and study Psychology at university, although please note that for some courses another science subject (normally Biology) may also be required. Oxbridge entrants will also require Chemistry or Mathematics. Other courses, such as Criminology, also draw on the skills and knowledge acquired in A Level Psychology, and it is a useful third A Level for whatever course you eventually decide to apply for.

A Level Psychology is also highly valued for a wide range of careers such as teaching, the police force, law, and health care.

FURTHER INFORMATION ON SPECIFICATIONS

Edexcel provides specimen examination papers which we recommend you investigate. Go to http://www.edexcel.org.uk

WHAT WILL I LEARN?

Students studying the course will develop the knowledge, skill and understanding of physical education.

Combined with participation in sport, candidates should be able to confidently analyse and evaluate the quality of a performance and develop strategies for improvement. The course enhances both qualitative and quantitative skills and is ideally suited to a wide range of further education courses, though particularly to those associated with a sporting nature.

WHAT EXAMINATIONS WILL I HAVE TO TAKE TO GAIN MY QUALIFICATION?

UNIT 1: FACTORS AFFECTING PARTICIPATION IN PHYSICAL ACTIVITY AND SPORT

2 hours

This unit will cover:

• Applied physiology

• Skill acquisition

35 % of A Level

• Sport in society and technology in sport

UNIT 2: FACTORS AFFECTING OPTIMAL PERFORMANCE IN PHYSICAL ACTIVITY AND SPORT

2 hours

This unit will cover:

A TWO YEAR A LEVEL COURSE, EXAMINED AT THE END OF YEAR 13.

WHAT DO I NEED TO KNOW OR BE ABLE TO DO BEFORE TAKING SPORT & PHYSICAL EDUCATION IN THE SIXTH FORM?

The GCSE in Physical Education does offer a useful foundation for the course, but it is not a pre-requisite for studying the Advanced course.

Grade 6 in English and 6 in the Sciences is a normal expectation but, more importantly, a fundamental interest in current issues relating to the sports world is vital for a successful candidate.

WHAT KIND OF STUDENT IS THIS COURSE SUITABLE FOR?

• students who have an interest in sport

• students who want to improve their psychological understanding of participants in sport

• students who want to develop their practical skills through both theoretical understanding and active participation

• students who want to compare sporting systems in countries around the world

• students who want to study the history of sport

• students who want to maintain a variety of options for further education courses

• students who want to improve their physical fitness and performance

• strong performers

35% of A Level

• Exercise physiology and biomechanics

• Sport psychology;

• Sport in society and technology in sport.

UNIT 3: NON – EXAMINATION ASSESSMENT: PRACTICAL PERFORMANCE IN PHYSICAL ACTIVITY AND SPORT

Students are assessed as performers in the full-sided version of a chosen activity.

This is coupled with written / verbal analysis of their performance.

FURTHER INFORMATION ON SPECIFICATIONS

AQA provides specimen examination papers which we recommend you investigate. Go to http://www.aqa.org.uk

WHAT COULD I GO ON TO DO AT THE END OF MY COURSE?

Candidates in the past have pursued a wide range of courses from medicine and dentistry to teaching and psychology. It is an accepted A Level qualification at all universities. Although many candidates pursue sports orientated courses, it is not exclusively for those students.

Unit 1 in the Summer of Year 12, you will be entered for the same unit again in January of Year 13.

WHAT WILL I LEARN?

Students studying the course will develop the knowledge, skill and understanding of how the body enables us to compete in sport and how performance and health can be maintained and improved.

The course enhances a range of skills through its varied nature in both content and assessment structure and is ideally suited to a wide range of further education courses, though particularly to those associated with a sporting nature.

WHAT DO I NEED TO KNOW OR BE ABLE TO DO BEFORE TAKING PE BTEC IN THE SIXTH FORM?

The GCSE in Physical Education does offer a useful foundation for the course, but it is not a pre-requisite for studying BTEC Sport. Grade 4 in English and 4 in the Sciences is a normal expectation but, a fundamental interest in current issues relating to the sports world is vital for a successful candidate.

• COURSE STRUCTURE (TWO YEAR COURSE)

You will have 10 lessons per week for this qualification as it is the equivalent of 2 A Level subjects. The qualification requires you to pass the following units, some of which are assessed via examinations (E) and others via the completion of assignments (A):

MANDATORY UNITS: (540 GLH)

Unit 1: Anatomy & Physiology (120 GLH) - E Unit 2: Fitness Training & Programming for Health, Sport and Wellbeing (120 GLH) - E Unit 3: Professional Development in the Sports Industry (60 GLH) - A Unit 4: Sports Leadership (60 GLH) - A Unit 22: Investigating Business in sport & the Active Leisure Industry (90 GLH) - E Unit 23: Skill Acquisition (90 GLH) - A

SELECTED UNITS: (180 GLH)

Unit 5: Application of Fitness Testing (60 GLH) - A Unit 7: Practical Sports Performance - A Unit 25: Rules, Regulations & Officiating in Sport - E Total: 720 GLH

• ASSESSMENT

EXAMINATIONS: There are two opportunities to pass each examination. If you do not achieve a pass in

ASSIGNMENTS: Your assignments will be given to you approximately two weeks before the initial deadline. There will be an assignment brief which will outline all of the tasks required. Important: If you do not meet the requirements for a Pass grade, or you are not happy with your grade, you can be given a resubmission opportunity.

WHAT KIND OF STUDENT IS THIS COURSE SUITABLE FOR?

• students who want to improve their psychological understanding of participants in sports

• students with an interest in the human body and how it enables us to perform

• students who want to develop their practical skills through both theoretical understanding

• Students who enjoy working on projects and are able to meet regular deadlines

FURTHER INFORMATION ON SPECIFICATIONS

Pearson provide a number of resources with valuable information about this qualification including sample exam papers and assignment information. https://qualifications.pearson.com/en/qualifications/ btec-nationals/sport-2016.html

WHAT COULD I GO ON TO DO AT THE END OF MY COURSE?

Candidates can go on to pursue a wide range of courses from sports science and physiotherapy to teaching and psychology. It is an accepted qualification at many good universities.

RELIGION, PHILOSOPHY MR P LYNCH & ETHICS (RPE) (OCR)

WHAT WILL I LEARN?

Students will learn to:

• understand and critically evaluate the key concepts in RPE;

• understand and evaluate the challenges that have been made to religious belief since classical antiquity;

• understand the contribution of significant people e.g. Plato, Aristotle, Aquinas, Hume, Kant, Darwin, Marx, Hick and Singer to philosophical, ethical and religious debate;

• assess the relationship between philosophical theory and human experience e.g. When does a person become a person? Is there life after death? Do rights come from God or society?

• appreciate the contribution of significant traditions or movements e.g. Logical Positivism, Utilitarianism;

• analyse ideas; use religious language and terminology.

A TWO YEAR A LEVEL COURSE, EXAMINED AT THE END OF YEAR 13.

WHAT DO I NEED TO KNOW OR BE ABLE TO DO BEFORE TAKING RPE IN THE SIXTH FORM?

For students new to Kingswood, there is no specific entry requirement. However, a grade 6 or above in English and either RPE, English Literature or History is our expectation. Current Kingswood students would normally be expected to have gained a grade 6 in RPE.

WHAT KIND OF STUDENT IS THIS COURSE SUITABLE FOR?

This course is suitable for:

• students who want to study some of the fundamental questions which people have always asked about life e.g. Why are we here? How should we behave? What happens to us after we die?

• students who enjoy discussion, expressing their opinions and justifying their comments;

• students who want to develop their critical and analytical skills;

• students who want to keep their options open for further study.

RPE combines well with other humanities such as Politics, History, English Literature, Geography, Physical Education, and Drama. In addition, it can be taken in combination with a science or Mathematics to give a broader base to the curriculum.

WHAT EXAMINATIONS WILL I HAVE TO TAKE TO GAIN MY QUALIFICATION?

The A Level course comprises three units:

H573/01 THE PHILOSOPHY OF RELIGION

2 hours 33.3% of A Level

Topics covered include:

• Ancient Philosophy – Plato and Aristotle: What is real? What does it mean to know?

• Soul, Mind and Body: Are we more than matter? What is meant by consciousness?

• Life after Death: Do we have a soul? What happens when we die?

• Religious Experience: Can people truly experience God? Is God fact or fantasy?

• The Existence of God: Is the universe designed? Is God necessary?

• Challenges to Religious Belief: Does evil and suffering challenge the belief in a loving God?

• The Nature of God: Can God commit evil actions? Is God just a human construct?

• Religious Language: Is God-talk meaningful? Is human language too limiting?

• Twentieth Century Perspectives: Can religion be falsified? What is understood by faith?

H573/02 RELIGION AND ETHICS

2 hours 33.3% of A Level

Topics covered include:

• Utilitarian Ethics: Should happiness for the majority govern moral decision making?

• Kantian Ethics: Are we duty bound to do good? What are the implications of doing our ‘duty’?

• Applied Ethics - Sex: Is sexuality natural or nurtured? How does the media influence sexuality?

• Applied Ethics - Euthanasia: Is it ever right to take a life? Is the human person sacred?

• Business Ethics: Is business about more than making a profit?

• Meta-Ethics: Can ethical language be meaningful? Should intuition guide morality?

• Conscience: Should you always obey your conscience? Is conscience God-given?

• Religious Ethics: Does morality come from God? To what extent is morality religious?

H573/03 THE DEVELOPMENT OF BUDDHIST THOUGHT

2 hours 33.3% of A Level

Topics covered include:

• Sources of Wisdom and Authority: A detailed investigation into the background and teachings of the key founder(s) and figurehead(s) of Buddhism, alongside scriptural texts inspired by them.

• Beliefs, Values and Teachings: A critical examination of Buddhism’s fundamental beliefs that have emerged from founders and texts, understanding how these have developed historically into an established framework for living, today.

• Contemporary Issues: A comprehensive study of the response of Buddhism to issues relating to; gender; war and conflict; and the environment.

WHAT COULD I GO ON TO DO AT THE END OF MY COURSE?

Like any other Arts subject, the course is not intended as vocational training for one specific degree or career. Students studying RPE at Kingswood have gone on to take degree courses in the following areas: Law; Politics; Philosophy; Art and Design; Teaching; Physical Education and Drama and Theatre. Students considering eventual careers in medicine have also found the Applied Ethics section useful.

FURTHER INFORMATION ON SPECIFICATIONS

OCR provides specimen examination papers which we recommend you investigate.

Go to http://www.ocr.org.uk/qualifications/by-subject/ religious-studies/

ACCREDITATION IN LANGUAGES FOR BUSINESS

“RAISING EMPLOYABILITY AND OPPORTUNITIES FOR PUPILS”

The MFL Department is really excited about the introduction of this new course from September 2022 open to both Year 12 and 13 pupils.

The course can be taken in French, German or Spanish and is run over one academic year. The ALB course is a professional accreditation at intermediate level which focuses on learning the language to use in business scenarios and developing business language skills. Students will attend 1-2 lessons per week and will learn to use their chosen language in a variety of scenarios such as:

• Making customer calls

• Attending conferences and exhibitions

• Sales presentations

• Writing a job application

• Interview practice

• Getting a summer job abroad

WHO IS THE COURSE SUITABLE FOR?

At a time when the country needs more linguists than ever this course is suitable for any pupils who are keen to continue a language further but for whom A Level does necessarily suit. Equally there may be pupils that wish to take the course in addition to doing an A Level language. As a minimum a pupil should, however, gain a grade 5 at GCSE.

WHAT WILL I LEARN?

The focus is very much on practical language that can be used in a business related context. Some of the modules studied include:

• Writing a job application

• Reading and writing an email response regarding commencement of a job

• Understanding written rules, regulations and instructions

• Understanding travel related announcements and directions

• Delivering a product or service presentation

• Taking part in customer focused dialogues

HOW IS THE COURSE ASSESSED?

There is a very flexible pathway in terms of how the course is assessed.

The Level 2 Accreditation consists of an end of module course certificate graded at pass, merit or distinction. Pupils can then choose to continue with The Level 3 certificate which involves the addition of a project which pupils do in the summer term and includes the benefit of 16 UCAS points.

Programme size: GLH (Guided learning hours): 120

Total Qualification time (inc. GLH): 220 minimum

No. components: 6

Both Level 2 and 3 comprise 40% from 6 end of module assessments and 60% from unseen final assessments which are practical in nature (see table below for more details).

Examples of the Level 3 Certificate assessment are: a presentation, discussion, summary, translation, a report, a dictation or responses to written/audio materials. Further below there is an example of the kind of task a pupil might have should they take the Level 3 option.

Assessed skills: Speaking, Listening, Reading, Writing

Assessment methods: 6 end of component assessments (seen). Two end of programme assessments (unseen).

Component /assessment (seen) 40%:

COMPONENT FOCUS

1. Companies and organisations

ASSESSMENT TASK

Write a job application letter for work experience based on a brief

2. Correspondence and communications Read and write an email response regarding commencement of a job

3. Rules and regulations

Understand written rules, regulations and instructions

4. Travel and announcements Understand travel related announcements and directions

5. Sales and marketing

Deliver a product or service presentation

6. Customer service Take part in customer focused dialogues

Assessments (unseen): 60% Speaking and listening 30%

Reading and writing 30%

LEVEL 3 PROJECT MISSION EXAMPLE

You have been asked by your manager to set up a visit to a factory in Lyon for a group for your design team.

• Your visit will last 5 days

• You need to find a suitable accommodation

• Work out the best way to travel

• Book a suitable hotel for hosting a conference

• You need to build in cultural visits

• You need to book a restaurant

FURTHER INFORMATION

For further details please email Mr Walker at dwalker@kingswood.bath.sch.uk

THE EXTENDED PROJECT

QUALIFICATION (EPQ) (AQA)

THE COURSE STARTS AT THE BEGINNING OF THE LOWER SIXTH AND IS COMPLETED BY THE AUTUMN TERM OF THE UPPER SIXTH YEAR.

The Extended Project Qualification is a wonderful opportunity for students to explore areas of interest outside of their A Level subjects. An independent research project, the EPQ allows students to develop key skills required to succeed at university and beyond, teaching them to properly formulate research questions and follow through to producing evidenced conclusions. Students will also learn to problem solve, think creatively, and evaluate their own learning.

Students decide on their subject focus for the project and will ultimately produce either a 5,000 extended written report or an ‘artefact’ – a film, song, event, website etc. Artefacts are accompanied by a report of 1,000 to 5,000 words. It is a stand-alone qualification, equivalent to half an A Level and graded A* to E. Marks are awarded terminally and holistically, meaning that every part of the project has equal weighting in the mark scheme and the project process is deemed just as significant as the outcome. No marks or grades are awarded until the project is complete.

EPQ students have timetabled lessons in the Lower Sixth, including a programme of ‘Taught Skills’.

In these lessons, students will be taught everything from note taking and time management, to referencing and presentations skills, which they can then apply directly to their own projects. Students are assigned a Supervisor (a member of the Kingswood teaching staff) who provides support and guidance throughout the project and will have timetabled lessons with them, in small groups. The Supervisor role is unique to the EPQ as it does not allow for the teaching or directing of students, instead the role is one of facilitator and advisor.

Completing the EPQ is a rewarding experience and makes an attractive addition to any UCAS application. It allows students to talk confidently and passionately about their chosen subject, if called to interview. To complete an Extended Project Qualification indicates to universities that the student is a successful independent learner, an essential quality for an undergraduate and beyond.

FURTHER INFORMATION ON SPECIFICATIONS

Further

on this qualification

FURTHER ACADEMIC ENRICHMENT OPPORTUNITIES

APPRENTICE OF FINE ARTS (AFA) IN CREATIVE WRITING (ENDORSED BY UNIVERSITY OF BRISTOL)

The Apprenticeship of Fine Arts in Creative Writing is a programme designed to get students to write a range of texts in the four main forms: fiction, nonfiction, poetry, and script.

It is an opportunity to develop as writers and editors; students are encouraged to experiment and enjoy the process of refining their pieces, becoming increasingly sophisticated writers throughout the course. Over the two years, students create their own portfolios, weaving together their favourite pieces in order to showcase their work; this makes up 60% of their overall grade. They begin by writing in all four forms, before narrowing their focus down and specialising in the one that interests them the most. In the summer of Year 13, the students sit two examinations, which will include writing creatively for particular briefs and completing one commentary. At the end, students will be awarded a grade from A* - G.

One of the most enjoyable aspects of the course is the sense of community within the group. By reading and discussing other students’ writing in the workshop sessions, each writer is exposed to a range of perspectives and creative approaches. There are opportunities to learn from one another and practise giving constructive, useful feedback that will enable each member of the group to create their best possible work.

The course is suitable for anyone who is interested in creative writing, regardless of whether you are taking English A Level or not. You will be encouraged to write regularly, bringing in work to the weekly workshops, and reading widely in order to gain inspiration from a range of authors. It is a diverse, exciting, and enjoyable programme, which allows students to blossom as readers and writers.

GENERAL STUDIES MR C WOODGATE

By the time that they reach the sixth form, students will have encountered a range of issues through the School’s Life Skills programme.

They continue to experience the ethos of the school through assemblies, services, lessons and tutorials, and pupils joining us for their A Level studies quickly appreciate Kingswood’s values and codes of conduct.

The Sixth Form General Studies and Life Skills programme provides students with an opportunity to continue to engage with a variety of topics beyond their A Level courses. The aim of the programme is to broaden the students’ understanding of, and stimulate interest in, a range of health, social, cultural, political and global issues. In addition, issues associated with Higher Education and future career opportunities are also addressed.

General Studies sessions take place every week for an hour and often feature visiting speakers. Near the start of the school year, Lower Sixth students attend presentations on topics such as responsible use of alcohol, drug awareness, and personal and sexual health. Last year’s programme also featured a range of presentations from speakers from the arts, sport, politics, outdoor pursuits and the voluntary sector.

Each session includes time for students to participate in discussions on questions raised in the presentations, and some sessions are also set aside for students themselves to debate issues.

ACADEMIC ENRICHMENT AND EXTENSION SEMINAR PROGRAMME

MR C WOODGATE

Students in the Lower Sixth are encouraged to participate in a seminar programme designed to explore areas of academic interest not covered by the examination courses. The seminars are designed to encourage discussion and debate and help to develop the confidence and communication skills required in academic university interviews.

THE PROGRAMME INCLUDES COURSES IN THE FOLLOWING:

HIGHER EDUCATION

MR C WOODGATE

Almost all Kingswood sixth form leavers go on to higher education, either directly after school or after a gap year.

Support is tailored to the needs of each individual, and the Head of Sixth Form, tutors and subject specialists are available to offer guidance and advice so that students make well informed decisions about their post A Level options. Parents are encouraged to participate in the process as much as possible.

All sixth formers benefit from a comprehensive programme of talks and presentations about entry to higher education, gap years and the UCAS application process, given by the Head of Sixth Form and a range of specialist outside speakers. During the Lower Sixth students take part in online profiling exercises to match their interests and abilities to higher education courses. Sixth formers are also able to make use of a well resourced higher education and careers library and have access to online platforms such as Unifrog and Indigo. They are encouraged to attend Open Days and participate in taster courses. Interview preparation and mock interviews are available to all and there are bespoke programmes of support for students aspiring to Oxbridge or a place at Medical School. All students are given extensive advice and support in completing their online UCAS application, including individual guidance on the writing of the Personal Statement.

The Head of Sixth Form is available throughout the year to discuss any matter relating to higher education with students and parents. Students who have left Kingswood and wish to apply post A Level are welcome to contact the Head of Sixth Form, who will offer the same level of support as is available to current students at the School.

CAREERS EDUCATION MRS E PASCO & MRS D LONGLAND

The programme in the sixth form is based on enabling students to be in the best possible position to make informed choices about their future beyond school.

The Head of Careers is available to give individual advice to students on securing work experience, enhancing students’ future employability skills, and discussing alternative options to university after leaving Kingswood such as apprenticeships and other work based training opportunities.

PROGRAMME

Lower Sixth: Students will participate in workshops with the aim of providing them with an understanding of what skills employers are looking for, and will undertake practical activities to help them to develop those skills. They will also hear from practitioners from a variety of industries who will speak about their jobs and career journeys during General Studies presentations. These are complemented by a series of interactive career seminars, led by professionals from a broad spectrum of occupations, which take place in the Autumn term, where students are encouraged to network and gather information which will inform their decisions about the type of work experience they will undertake.

Recently, speakers have represented a wide range of career areas: Management Consultancy, Engineering, Medicine, Law, Journalism, Marketing, Not for Profit organisations, Architecture and Public Relations.

THE WESLEY SOCIETY

The Wesley Society aims to enthuse and inspire students across a wide range of subjects. Based around a programme of guest speakers, it provides excellent opportunities for students to encounter new ideas, broaden their horizons, and develop their understanding of the wider world. Recent speakers have included Richard Dawkins, former Beirut hostage John McCarthy, Chris Jewell (a cave diver who helped rescue the Thai football team who became trapped in some underground caves), Niall McCann (frontline conservationist and director of National Park Rescue), Lewis Dartnell (author of Sunday Times Bestseller, ‘Origins’), Jacob Rees Mogg MP, Wera Hobhouse MP, Lord Griffiths of Burry Port, Dominic Grieve QC and Ann Widdecombe.

In the Spring term the main focus is on preparing students for work experience and this includes advice and guidance on networking, attending interviews and making formal applications. Students will be encouraged to source work experience placements through their own network of contacts, or from the school’s varied database of work placements, and then begin the process of applying by proactively communicating with their host employer, with guidance from the Head of Careers. The intention is that work experience at this stage in a student’s school life should be related to higher education choices and career aspirations but, of course, on occasion it can also be valuable in confirming that a different pathway is worth exploring. Work experience takes place in June. Each student undertakes a week long placement which is scheduled during term time to ensure that every student has an experience of the workplace before their final year.

Upper Sixth: From the start of the academic year students focus on applying to higher education institutions under the supervision of the Head of Sixth Form.

A LEVEL SUBJECT ENTRY REQUIREMENTS

SUBJECT MINIMUM ENTRY REQUIREMENTS

Art Grade 6 or equivalent in Art I/GCSE

Biology Grade 7 or equivalent in Biology I/GCSE and grade 6 or equivalent in Chemistry I/GCSE or grade 7 7 or equivalent in Double Science iGCSE

Chemistry Grade 7 or equivalent in Chemistry I/GCSE or grade 7 7 or equivalent in Double Science I/GCSE and grade 7 or equivalent in Mathematics I/GCSE

Computer Science Grade 7 or equivalent in Computer Science I/GCSE and/or Business grade 6 or equivalent in English and/or Mathematics I/GCSE

Design and Technology: Product Design Grade 6 or equivalent in Design Technology I/GCSE and Mathematics I/GCSE 3D

Design and Technology: 3D Design Grade 6 in Design & Technology I/GCSE and Grade 6 Art I/GCSE

Drama and Theatre Grade 6 or equivalent in Drama I/GCSE and/or English I/GCSE

Economics Grade 7 or equivalent in Mathematics and grade 6 or equivalent in English I/GCSE

English Literature Grade 6 or equivalent in English Language and English Literature I/GCSEs

Geography Grade 6 or equivalent in Geography I/GCSE

History Grade 6 or equivalent in History and/or English I/GCSE

Latin Grade 6 or equivalent in Latin I/GCSE

Mathematics Grade 7 or equivalent in Mathematics I/GCSE

Modern Foreign Languages Grade 6 or equivalent in the target language I/GCSE

Music Grade 6 or equivalent in Music I/GCSE and one instrument at grade 6 (ABRSM or equivalent)

Physics Grade 7 or equivalent in Physics I/GCSE or grade 7 7 or equivalent in Double Science I/GCSE and grade 7 or equivalent in Mathematics I/GCSE

Politics Grade 6 or equivalent in English and/or History I/GCSE

Psychology Grade 6 or equivalent in English, Mathematics and Biology I/GCSEs

PE Grade 6 or equivalent in English and Science I/GCSEs

BTEC Sport Grade 4 or equivalent in English and Science I/GCSEs

RPE Grade 6 or equivalent in English and either RPE, English Literature or History I/GCSEs