curriculum guide
th Form
6th Form Curriculum Guide
Contents
Introduction: Making a Choice
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A Level Courses
- Art and Design: Fine Art - Biology - Business and Economics - Chemistry - Design and Technology - Drama and Theatre Studies - English Language and Literature - French - Geography - German - Government and Politics - History - History of Art - Information and Communication Technology - Mathematics and Further Mathematics - Photography - Physical Education - Physics - Spanish
5 10 12 14 16 19 23 27 29 31 32 34 36 38 40 42 45 47 49
GCSE Courses
- English Language - Mathematics - Media Studies - Psychology
BTEC Courses
- Business - Travel Services
52 53 54 55
56 56
Other Opportunities
- Sports Leaders
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Other Sixth Form Courses
- EPQ - Extended Project Qualification - PSHE
Music Opportunities Physical Education Core Sport (Extra-Curricular)
58 61 59 62 63
Please read this document in conjunction with the 6th form Student Guide.
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Introduction: Making a Choice You are about to embark upon the most exciting stage of your school career. As you approach the end of compulsory education, you will need to be thinking of the subjects you wish to study in the Sixth Form.
The qualifications we offer lead to university entrance worldwide. The courses are all designed for specialists, and are therefore excellent preparation for the rigorous demands of top-class universities. Our students gain admission to a large number of Universities, both in the United Kingdom and overseas. You may be aware of the A Level reform being conducted in the UK. At the BSP, we will follow these reforms. AS and A Level examinations will no longer be linked and students intending to study for an A Level qualification will not need the ‘stepping stone’ of AS in the Summer of Year 12. However, not all subjects are being reformed at the same time, so a mixture of opportunities for qualifications is available. Please check the chart shown under ‘The Options Procedure’ for more details. At The British School of Paris we are pleased to be able to offer a large variety of subjects to Advanced Level. We can also offer support and extension possibilities: General Certificate of Education subjects in Year 12, BTEC courses, the possibility to extend beyond A level competence in French and Spanish and EPQ: the Extended Project Qualification created to provide additional stretch and challenge and better prepare students for university demands. Students progressing into the Sixth Form follow a rigorous schedule and helping you to reach your academic potential is one of our primary aims. Our examination results are excellent and we are very proud of the achievements of our students.
Entry into A Level courses is not for everyone. If you are already in the British System, you will need five GCSE passes at grade C and good grades in your chosen subjects, in order to study A Levels. Whatever your educational experience, please be aware, the level of expectation amongst your teachers will be high.
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If A Level study is not for you, consider our extra GCSEs or our BTEC courses available in the 6th form. What factors should you consider in your choice of Sixth Form programme? You should be genuinely interested in the subject you have chosen. Each course will represent a large part of your week. You must be able to enjoy what you are studying. If you have a passion for a particular subject combined with a real desire to extend your learning, success will be an enjoyable challenge. There are no easy options in the Sixth Form. You should remember that courses at this level can be markedly different from GCSE courses which bear the same name. Read carefully the course descriptions, written by the various Heads of Departments. Consider not only the syllabus content but the various skills which you will have to develop. Take into account the amount of practical work. Think of the bias in the course towards the mathematical, the scientific or the literary. Some subjects demand a strong GCSE pass; some accept students without a GCSE. Discuss all this with the subject teachers at The British School of Paris. Naturally you must consider choice of career. We hope that most of you will have at least a general idea of the type of career you wish to pursue, although you may not yet have decided upon a particular profession. Consult widely: read the University Application and Careers section in the 6th Form Student Guide. Discuss your thoughts with your parents, the Careers Department, your subject teachers and your tutor. You should be realistic about your ambitions. For many courses in Higher Education you will require not merely to pass A Levels but to score grades A*, A or B in them. Be aware of this when you make your choices. For some careers you will see that there is little or no room for manoeuvre in your choice of subjects. However, if you are still
6th Form Curriculum Guide
uncertain, try to leave in your choice of subjects the possibility of a change of direction. Certain subjects complement each other. Broadly speaking one can divide the subjects into Arts, Humanities and Sciences. Within each category the skills which are taught reinforce each other. For instance English and History can be allied with Languages, whereas Geography has more in common with scientific subjects, and we strongly advise that Physics should be combined with Mathematics. Finally, of course, there are a large number of University courses available not directly related to specific school subjects. Please check the entry requirements if you are already certain of your University choice.
as possible to allow everyone to be satisfied. We also know this is not always possible. Difficulties will be discussed at this stage.
May/June
The timetable is completed. Subjects will be confirmed only if there are sufficient numbers of students.
August
Receipt of GCSE results from Examination Boards.
The week before start of term
In the light of GCSE results, some students may have to change courses or rethink their educational future. You should be available during this week to discuss issues with staff at school.
September
The Options Procedure January/February
For students at The British School of Paris, Year 11 mock examination results are analysed and discussed by your tutors, subject teachers and parents.
March
Option choices are made. The Sixth Form Curriculum Guide outlines courses and students are invited to an Options Evening. Most students will choose four subjects from List A. List B allows for support or extension. Please note the colour-coding to show the qualifications available in each subject. Option blocks will then be generated. We try to be as flexible
Sixth Form Induction. Year 12 courses start. When you and your parents have read through this Curriculum Guide, you should discuss subject choices together and decide on the areas about which you would like further information. You may obtain clarification from a variety of sources: you can ask your subject teachers, your tutor or our Head of Careers. Also you should talk to pupils in Years 12 and 13 who are already following the courses in which you are interested. Finally you may come to see us to discuss your choices. If you or your parents would like further information on any aspect of the courses or careers, we shall be happy to assist in any way we can.
Dr J Batters, Head of Senior School
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A Level
This table shows the current subjects available. We constantly review the breadth of choice and may develop new courses where appropriate.
List A – A Level New A Level course only
Legacy modular courses requiring modules to be taken in Yr 12 and Yr 13
1 Year courses
2 Year courses
Art & Design
Design & Technology
BTEC Business
EPQ
Biology
Further Mathematics
BTEC Travel Services
Special Objectives A level (Accelerated) French
Business
Government & Politics
Sports Leadership Awards
Special Objectives A level (Accelerated) Spanish
Chemistry
History of Art
GCSE English Language
Drama & Theatre Studies
ICT
GCSE Mathematics
Economics
Mathematics
GCSE Psychology
English Language & Literature English Literature French Geography German History Photography Physical Education Physics Spanish
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List B – Extension/Support (Year 1 / Year 2 Option)
GCSE Media Studies Music ABRSM, Rockschool
6th Form Curriculum Guide
Art and Design: Fine Art
Edexcel 9FA01
The Fine Art course allows you to consider and reflect on your place in the world. Students choosing Fine Art will learn how to develop visual language in order to communicate ideas, and build up skills using both traditional and new media. Students have the opportunity to inform their practice through day trips, residential trips and artist workshops.
The Morisot building houses the Art and History of Art departments. Those choosing to study Fine Art have the privilege of working in a dedicated 6th form Art studio, with beautiful views out across the Seine. Students will be able to make use of a full range of traditional resources and materials, including printmaking facilities and a kiln, as well as having access to a dedicated Art library containing Mac computers and digital photography equipment.
What skills will I acquire if I choose to study Fine Art?
What do I need to know or be able to do before taking this course?
• Lens-based image making
The best foundation for success in A level Art is a good grade at GCSE, preferably a C or above. A successful A level Art student is one who is curious and passionate about the world around them, and who is selfmotivated. You should have an understanding of the formal elements of art – colour, tone, form etc, and also some understanding of the place of art, craft and design in the world – its history and its purpose. Above all, you should have an interest in creating and understanding art and the determination to develop that interest.
You will build up a wide range of technical skills using both traditional and new media, including: • Painting & Drawing • Sculpture & Ceramics • Printmaking
You will also develop transferable skills, which will be essential to whatever higher education or career path you choose. These include: • Researching and writing a sustained personal study, with Harvard referencing and bibliography (full A level only) • Solving practical problems and finding creative solutions; adaptability. • Critical thinking- analysing, synthesising and reasoning skills • Understanding of different cultural and historical contexts • Self-management and self-development
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A Level Art and Design (Continued)
based on themes and ideas developed from personal starting points. ● The personal study will be evidenced through critical written communication showing contextual research and understanding in a minimum 1000 words of continuous prose, which may contain integrated images. The personal study comprises 12% of the total qualification. Component 2: The Externally Set Assignment. This incorporates two major elements: preparatory studies and the 15–hour period of sustained focus. It is worth 40% of the final grade, and represents the culmination of the A level course. Preparatory studies will comprise a portfolio of practical and written development work based on the Externally Set Assignment.
What equipment will I need? The Art department will provide you with all the materials you will need to work during lessons and after school. It will be necessary, however, to have a good set of each of the following, in order to be able to work at home: • Blendable coloured pencils • Drawing pencils (2H-6B)
● During the 15–hour period of sustained focus under examination conditions, students will produce final outcome(s) extending from their preparatory studies in response to the Externally Set Assignment. ● The Externally Set Assignment is released on 1 February and contains a theme and suggested starting points. ● Students have from 1 February until the commencement of the final 15–hour period of sustained focus to develop preparatory studies.
• Artist quality Acrylic paints • A range of brushes
Can I choose to do Fine Art at AS level?
• Watercolour paints
The AS level is a stand-alone subject available only to students who are not able to do the full A level. Students who complete the AS level do not complete the same course at A2 level.
What does the course involve? The A level course is broken down into two components. Component 1: The Personal Investigation. This incorporates three major elements: supporting studies, practical work, and a personal study. It is worth 60% of the final grade, and is submitted in January of the second year of the course. ● Supporting studies and practical work will comprise a portfolio of development work and outcomes
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The AS level is broken down into two components. Component 1: The Personal Investigation. Incorporates two major elements: supporting studies and practical work, worth 50% of the final grade. ● Supporting studies and practical work will comprise a portfolio of development work and outcomes based on themes and ideas developed from personal starting points.
6th Form Curriculum Guide
Component 2: The Externally Set Assignment.
in response to the Externally Set Assignment.
Incorporates two major elements: preparatory studies and the 10–hour period of sustained focus, worth 50% of the final grade.
● The Externally Set Assignment is released on 1 January and contains a theme and suggested starting points.
● Preparatory studies will comprise a portfolio of practical and written development work based on the Externally Set Assignment.
● Students have from 1 January until the commencement of the final 10–hour period of sustained focus to develop preparatory studies.
● During the 10–hour period of sustained focus under examination conditions, students will produce final outcome(s) extending from their preparatory studies
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A Level Art and Design (Continued)
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Can I work outside lesson times?
What trips and visits will be on offer?
The 6th form studio and Art library are dedicated spaces for students to come and work in their free periods and outside lesson times. You will be expected to spend sufficient time working independently on your coursework and exam projects if you wish to succeed in Art, and you are encouraged to attend the after-school sessions that take place in the Morisot building. When GCSE and A level students use the studio facilities after school there is a great atmosphere in the department. These sessions allow students to share ideas, experiment with new techniques, as well as receiving feedback from teachers in a more informal environment.
It is essential to experience artworks first-hand in order to inform your project work and research. Day trips into Paris and artist workshops will be on offer to students taking this course. Joint trips to Florence and Rome with History of Art and Photography students are also on offer. Student benefit enormously from the inspiring encounters with the rich array of art and architecture to inform their project work, as well as having a lot of fun! The trips to Italy are optional, as the cost is not included in the school fees.
6th Form Curriculum Guide
How will my work be assessed? All work is internally marked by your teachers. You will receive regular written and verbal feedback on your progress against the assessment objectives. At the end of the course, you will organise and mount an exhibition of your work, which will be advertised to students, parents and the local community. The external moderator will come to see the exhibition shortly before it opens to the public, to verify the marks, and will have the final decision on your overall grade.
What could I go on to do at the end of my course? There are many careers in art, craft and design. Most of these require further study at an art school, further education college or university. If you are unsure about whether to make a career of the subject, the best thing to do is to speak to your art teacher who will know about the courses on offer in your area or elsewhere. At present most students wishing to take art, craft or design will go on to do a one-year ‘Foundation’ course at an art college or college of further education before applying to degree courses in more specialist areas of art and design. You may wish to do an art AS or A level for its own sake, perhaps to form the basis of a future interest or as part of a range of other subjects. Or you might wish to go into a job where it is useful to have had experience of art, craft and design, or where you will need to use some of the skills developed during this course. These might include careers in such fields as advertising, marketing, design, architecture, publishing and the media. The study of Art can also help you develop transferable skills you can take into any career or job. Success in AS/A level Art requires determination and dedication. However, whichever future path you choose, it can be a very rewarding beginning.
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A Level Biology
AQA 7401
The teaching in this subject aims to combine content and context based approaches that give you an opportunity to develop skills in practical work, data and textual analysis and biological ethics. The hope is to nurture you to be able to reach informed scientific conclusions in an ever evolving subject area.
What do I need to know or be able to do before taking this course? The A-level qualification builds upon the knowledge, understanding and practical skills that were taught at GCSE. For the best chance of success in this subject area we normally look for candidates who have achieved a B grade or better at GCSE combined science or GCSE Biology (or equivalent) and due to the mathematical challenges of the course a C grade in Mathematics is also preferable. We also look for potential candidates who communicate well, can plan and carry out effective research and think critically about problems.
What will I learn on this A Level course? In Biology you will develop practical skills by planning experiments, collecting and collating data, analysing experimental results and techniques and making conclusions based on peer reviewed scientific research. You will also learn how scientific models are developed, the applications and implications of science, the benefits and risks that science brings and the ways in which society uses science to make decisions that impact everyone.
Course content This course, the first year is designed to augment biological understanding from GCSE and lay the foundations for further development of biological skills. You will discover some of the finer points of cell biology and develop an understanding of the complex biochemistry that occurs within all biological life. You will then be taken on a journey through the cell, focussing on the roles of the various organelles and how cellular DNA makes us tick. As the year progresses you will start to investigate the workings of multicellular organs such as the heart and lungs, building these up into an understanding of complex systems such as the cardiovascular system and its importance in exchange and transport. You will be introduced to organs you have never considered
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before and begin to develop knowledge of how general biological principles relate to every organism on Earth. Aside from the above you will also focus on how our bodies protect us from disease, how new cells are formed from pre-existing ones and the biodiversity of the planet.
The second year the intensity of learning is increased and will take in such subject areas as population ecology on a micro and macro level, the biochemistry of life including photosynthesis and respiration, further genetics with consideration paid to protein synthesis and genetic hybridisation and splicing and the finer points of the nervous, endocrine and musculoskeletal systems.
Assessment Advanced level Biology is offered as a two year standalone course and will be assessed in the summer at the end of the second year of study. The assessment takes the form of three, two hour examinations, one taking into account the AS learning, one the Advanced level learning and one that examines both sets of content.
6th Form Curriculum Guide
Clubs The Biology department is pleased to offer two extracurricular clubs. Firstly we have the well established Biology ethics debating society who meet weekly to hear presentations on ethically divisive issues from outside the specification. The pupils are then encouraged to give their views on the subject which often leads to heated debate. Secondly we offer the Biohacking club, a club in relative infancy but with big ideas. This year we have begun to build our own DNA polymerisation equipment and have a view in the future to being able to biologically print with our own GM bacteria.
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A Level Business Economics
Edexcel 601/4673/4 Edexcel 601/4105/0
The Economics and Business Department is excited..... This is because we have been able to offer two A Level pathways for our students from September 2015. We are offering A level Business and A level Economics. This will enable students to choose a curriculum that focuses their interests and their future university choice.
What do I need to know or be able to do before taking either course? It is not a requirement that you should have studied Business Studies at GCSE level. Several topics in both courses are developments of work covered at GCSE, but most, especially in Economics are new. It is however important that you have a strong interest in Enterprise, International Business and in Economics and want to learn how a business is organised, operates, plans and makes its decisions. Also, we encourage our A level students to be up-to-date with current economical and business current affairs.
Business, Economics or Both? Technically you can choose both courses as there is no clash in their code numbers. However, the BSP career advice would be that if you are applying for a university place then you must have a wide range of subjects so it would not be advisable to choose both. Indeed, the Edexcel advice is: “Students or their advisers who have any doubts about their subject combinations should check with the institution to which they wish to progress before embarking on their programmes�.
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Whether you choose Economics or Business at A level is entirely your choice. If it is a business focussed course choose Business, if it is an economics focussed course then choose Economics. This literature contains further information that might answer your questions.
6th Form Curriculum Guide
Business What will I learn on this A Level course? • In Theme 1 you will learn about dynamic markets, social media and online retailing, innovation and entrepreneurship • Theme 2 introduces you to business finance, the impact of economic uncertainty on businesses and the competitive environment • In Theme 3 you will moving from functions to strategy, exploring business decision-making, small business survival, managing change and scenario planning • Theme 4 explores global business, investigating overseas markets, cultural and social differences and the impact of multinationals
What examinations will I have to take to get my qualification? For A level you will study all four themes and will sit three exams at the end of your course: • Paper 1 has data response and essay questions, and focuses on Theme 1 and Theme 4 content. This paper is worth 35% of the overall qualification. • Paper 2 has data response and essay questions,
and focuses on Theme 2 and Theme 3 content. This paper is worth 35% of the overall qualification. • Paper 3 has a pre-released context so you will investigate an industry or market in which businesses operate before your exam. The data response and essay questions in the exam are linked to the context. This paper is worth 30% of the overall qualification.
What could I go on to do at the end of my course? Through studying business you will develop transferable skills that will prepare you for studying at university or moving into the world of work. You will become skilled in making decisions, solving problems, applying numerical skills (including understanding finance and working with data) and understanding the business environment. You will also develop commercial awareness. Suitable higher education courses include business management, accountancy and finance, marketing, tourism management and international business. Business students can also progress to a wide range of careers, such as banking, sales, product management and general management, to working in public sector organisations or charities.
Economics What will I learn on this A Level course? • In Theme 1 you will learn about how markets work and what happens when they don’t work so well • In Theme 2 you will learn about how the economy works in booms and recessions • In Theme 3 you will learn how businesses compete and set prices, how the jobs market works and how competition can be encouraged • In Theme 4 you will learn about globalisation and international trade, how economies develop, financial markets and the public finances
What examinations will I have to take to get my qualification? • Paper 1 has data response and essay questions, and focuses on how markets work and the behaviour of consumers and businesses. This paper is worth 35% of the overall qualification.
Edexcel 601/4673/4
Edexcel 601/4105/0
governments try to manage the economy. This paper is worth 35% of the overall qualification. • Paper 3 the data response and essay questions ask you to see how it all fits together. This paper is worth 35% of the overall qualification.
What could I go on to do at the end of my course? Studying Economics will help you develop transferable skills that will prepare you for studying at university or moving into the world of work. These include skills in data interpretation and essay writing. Suitable higher education courses include economics degrees or degrees in applied economics such as environmental economics, labour economics, public sector economics or monetary economics. You might choose to study business economics, econometrics or a business and management degree. Economics students can follow a wide range of careers in industry, commerce, finance and the civil service.
• Paper 2 has data response and essay questions, and focuses on how the economy works and how
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A Level Chemistry
Edexcel 9CH0
With small class sizes, students benefit from individual attention and support. Practical skills are learned through frequent experiments, both in pair work and individually. Students are encouraged to develop a caring and responsible attitude towards handling and disposing of chemicals safely.
Background reading, discussion on chemical issues in the news, and researching Chemistry-related websites complement classroom experience. This course will try to give you the skills and understanding to make decisions about the way Chemistry affects your everyday life by applying concepts into contemporary areas of Chemistry including: • Climate change • Green chemistry • Pharmaceuticals • Chemistry research In addition, a GCE in Chemistry allows you to develop a range of generic skills requested by both employers and universities. For instance, a successful GCE level Chemist will be an effective problem-solver and be able to communicate efficiently both orally and with the written word. Handling data will be a key part of your work, allowing you to demonstrate information retrieval skills as well as use of numeracy and ICT. You will build up a range of practical skills that require creativity and accuracy as well as developing a firm understanding of health and safety issues. As Chemistry is a subject in which much learning stems from experimental work it is likely that you will need to work effectively as part of a group, developing team participation and leadership skills. As you become more skilled you will take responsibility for selecting appropriate qualitative and quantitative methods, recording your observations and findings accurately and precisely as well as critically analysing and evaluating the methodology, results and impact of your own and others’ experimental and investigative activities.
What do I need to know or be able to do before taking this course? This qualification builds on the knowledge, understanding and process skills inherent in GCSE. It is expected that you will have achieved a GCSE Grade B in Chemistry or Additional Science. The qualification integrates theory and relevant practical work, which are developed at different levels throughout the course. You will need to be able to
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communicate effectively, research and think critically about chemical problems.
What will I learn on the A Level course? Edexcel GCE Chemistry gives you the opportunity to study a core of key concepts in greater detail. Many of the ideas first covered at GCSE will be revisited but with a greater emphasis on explaining rather than simply describing the behaviour of substances. While studying GCE 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 science to make decisions. A level Chemistry is suitable if you: • Have an interest in, and enjoy Chemistry • Want to find out about how things work in the real world • Enjoy applying your mind to solving problems • Want to use chemistry to progress onto further studies in Higher Education or support other qualifications or enter chemistry-based employment.
6th Form Curriculum Guide What examinations will I have to take to get my qualification? The Edexcel Advanced GCE in Chemistry consists of three externally examined papers and the Science Practical. First assessment: 2017 Paper 1: Advanced Inorganic and Physical Chemistry (30% of the total qualification) This paper will examine the following topics. • Topic 1: Atomic structure and the Periodic Table • Topic 2: Bonding and Structure • Topic 3: Redox I • Topic 4: Inorganic Chemistry and the Periodic Table • Topic 5: Formulae, Equations and Amounts of Substance • Topic 8: Energetics I • Topic 10: Equilibrium I • Topic 11: Equilibrium II • Topic 12: Acid-base Equilibria • Topic 13: Energetics II • Topic 14: Redox II • Topic 15: Transition Metals Overview of assessment • Assessment is 1 hour 45 minutes. • The paper consists of 90 marks. • The paper may include multiple-choice, short open, open-response, calculations and extended writing questions. Paper 2: Advanced Organic and Physical Chemistry (30% of the total qualification) This paper will examine the following topics. • Topic 2: Bonding and Structure • Topic 3: Redox I • Topic 5: Formulae, Equations and Amounts of Substance • Topic 6: Organic Chemistry I • Topic 7: Modern Analytical Techniques I • Topic 9: Kinetics I • Topic 16: Kinetics II • Topic 17: Organic Chemistry II • Topic 18: Organic Chemistry III • Topic 19: Modern Analytical Techniques II Overview of assessment • Assessment is 1 hour 45 minutes. • The paper consists of 90 marks. • The paper may include multiple-choice, short open, open-response, calculations and extended writing questions. Paper 3: General and Practical Principles in
Chemistry (40% of the total qualification) • Questions in this paper may draw on any of the topics in this specification. • The paper will include synoptic questions that may draw on two or more different topics listed. • The paper will include questions that assess conceptual and theoretical understanding of experimental methods (indirect practical skills) that will draw on students’ experiences of the core practicals. Overview of assessment • Assessment is 2 hours 30 minutes. • The paper consists of 120 marks. • The paper may include multiple-choice, short open, open-response, calculations and extended writing questions. • Some questions will assess conceptual and theoretical understanding of experimental methods. Science Practical This qualification will give students opportunities to use relevant apparatus and techniques to develop and demonstrate specific practical skills. These skills must be assessed through a minimum of 12 identified practical activities within each qualification - done during the course. The assessment outcomes will be reported separately on students’ certificates as either ‘pass’ or ‘fail’. To achieve a pass, students must demonstrate that they are competent in all of the practicals.
What could I go on to do at the end of my course? • A degree course in Chemistry, Environmental Science, Medicine, Dentistry and Pharmacology, Nursing. These are a small selection of courses with direct links. UCAS handbooks will give you further guidance • A Higher National programme in Applied Chemistry and related programmes, such as Sport Studies, Beauty Therapy, Applied Biology, Engineering, Agriculture, Animal Management, Countryside Management, Environmental Science, Equine Management or Horticulture • Employment in the area of Pharmacy or Biotechnology.
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A Level Design and Technology:
Edexcel 9GR01
Product Design [Graphic Products]
This is an exciting course emphasising two key considerations for designers of all disciplines – creativity and sustainability. We want the students to explore ideas of originality and value, to question and to challenge, to envisage what could be; but equally we need them to develop core thinking skills and techniques that will progress their careers.
This qualification will allow students to develop a range of skills and outcomes at Advanced Subsidiary (AS) which demonstrate their analytical and creative thinking skills as well as their appreciation of quality. Then they apply these skills in the completion of a major design and make project at A Level. The Design and Technology work areas at The British School of Paris are well equipped and offer a stimulating environment for the delivery of a demanding and rewarding course. Students work both as individuals and as members of a team, mirroring the working practices of dynamic and creative companies. Our location here in Paris makes it possible to take advantage of the many design centres and galleries to both support and enrich classroom activities. For students selecting this course, we also offer the opportunity of a residential trip to London designed to specifically support the taught curriculum.
What do I need to know or be able to do before taking this course?
in beautiful things, but will be eager to grapple with the deeper questioning of why products are made as they are. An interest in learning about industrial and commercial processes and practices is critical. ICT skills are essential as a significant amount of the work will be presented using Desktop Publishing software (CorelDraw X5) Powerpoint and Photoshop, 3D modelling software (ProDesktop and SketchUp). The ability to communicate visually using sketches is also of critical importance. Students have access to a wide range of equipment and software both during and after school but would benefit from owning the following, especially for continuing work at home. • Set of quality colouring pencils and drawing pencils • Black fine liner pens • Marker pens • Sketch book
It is usual for students embarking on the AS course of study in Design and Technology to have achieved at least a Grade C following the study of a Design and Technology subject at GCSE level. A successful student will not only have a passion for design in general, one that extends beyond a superficial delight
• Home computer with internet access • A3 portfolio carry case • SketchUp • Photoshop • Powerpoint
D E V E L O P M E NT STAGE1 Initial idea to take forward…
STRENGTHS - multiple functions mean that the concept of on-the-go is made easier since all the portions of food, as well as drink can be stowed in one. -the rounded edges of the container means no sharp edges. A R E A S colours FOR -bright attract young IMPROVEMENT children.
F O C U S P O I N T : ergonomic grip and comfortability 1)
2)
- there are not enough child-friendly elements to the design. I should aim to incorporate patterns, animals, shapes and even childish typography or illustrations. - the grip is, in my opinion, not aesthetically pleasing. I must find a more effective may of creating the grip that is both ergonomically comfortable Grip modeled using ________. Using this to the user and aesthetically pleasing. Grip modeled using _______. This material - further development is needed for the material, I was able to create an ergo grip created a smooth soft grip to the container. separating of the different sub- that fits the shape of my hand. containers. The continuous thread technique is not suitable for a child to manage on their own.
Target Market Feedback: -”In terms of comfortability, grip #2 felt better since it suits everyone’s hand. Grip #1 only fits your hand.” By using a universal grip that suits the majority of my target market’s hand will increase my container’s popularity. -”Your target market is toddlers. The grips you have modeled are suited for older children and adults only.”- I should therefore create grips and forms to suit toddlers. -”The grips only cover the area of the palm; the fingers, which are used to grip things, do not come in contact with any ergo grip.”- I should therefore attempt different grip shapes so as to test the comfortability of them under the user’s hand. -”apart from the grips, I feel like the size and shape of the whole container is quite thin and impractical, in that a toddler would have a lot of difficulty opening it themselves.”- another focus of my development should therefore be the form and how the containers can be separated.
I began exploring alternative grips that covered specific parts of the bottle, with consideration of how my user would hold the bottle, as shown by my previous physical models.
Strengths: The horizontal holder would be able to act as a third ‘tray’, therefore serving as another functionary aspect of the design. This design is much more balanced, making it easier for the toddler to pull out the compartments themselves. This meets the ‘function’ driver since the child can independently manage their own food container. The two compartments face in the upwards direction which makes it possible for the toddler to simply eat from both compartments at the same time, unlike the previous clumsy design. child-friendly element is included: the colourful wavy holder could be an ergonomic grip. This would help meet the ‘safety’ and ‘aesthetics’ drivers since the grip would prevent the container from falling and moving as well as being aesthetically pleasing. Room for Improvement: Opening mechanisms are not yet considered. It is difficult to remove the containers from the holder. The child-friendly aspect is limited to a wavy pattern. I could develop this further by including animalistic features or different patterns.
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Function: This design consists of a holder that holds two or more small compartments for containing different sets of food or drink. As suggested by the bottle cap at the top, the top compartment of the bottle could be a milk bottle.
-
Possible material to be used: Silicone Process of manufacture: Injection moulding
Target Market Feedback - “I really like how it’s almost like a tray for the toddler’s food. You could incorporate a playful element by making it fun to insert the containers into their appropriate place.” -“you have yet to consider how the opening mechanism of this container will work.” - “This design is impractical because there is a chance that the two containers will slip out from the silicon holder. For the function of ‘on-the-go’, to store this kind of container would be very difficult and lots of care would be needed. If there is a solution that will make these two containers unite, it may save trouble for the toddler and the mum.” CANDIDATE NAME:
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JASMINE LO
CANDIDATE NUMBER:
1633
CENTRE NAME:
Target Market Feedback: “In terms of practicality, it does not seem possible to use the bottle feature whilst the other two compartments are not inside the holder as well. Even if you can, it would be uncomfortable for a toddler to hold. You could perhaps consider a different type of holder.” “how will the individual containers fit into place?” “I really like the form that this design takes, but is it practically simple for a toddler to manage? Concerning safety, would the holder topple over once each of the containers are removed?” Aspect to take forward: Change the holder to make it easier for a toddler to use.
In consideration of the ‘aspect to take forward’, does the holder need to be vertical? Could this angle be changed to make it easier for the toddler to use?
Silicone is a malleable material that would be ideal as a grip to hold the two compartments.
I could include some kind of ergonomic grip here so that the toddler can hold onto it easily. In terms of safety, the child would be less likely to drop the bottle if there is a grip that helps avoid this. Rounded edges would help prevent the toddler from injuring themselves against sharp corners.
Using SketchUp, I created a simple block model to help visualise the design. From the model I realised that: -a locking mechanism would be necessary to lock the different compartments into place so that they will not fall out whilst on the go. -consideration would be needed of how the compartments could easily be detached from the holder.
In response to the question, I decided to design a container that had a horizontal holder rather than a vertical one.
Using CAD, I modelled the basic shape of this design. What I realised was: -It is indeed very difficult to pull out the two separate containers from the base holder. It would require some sort of safety mechanism to ensure that the containers stayed inside the wavy base. -I had not yet considered how to make the lid of the design. I could potentially make the lid another wavy pattern to unify the whole design.
Area for thumb to hold onto.
BRITISH SCHOOL OF PARIS
CENTRE NUMBER:
91703
6th Form Curriculum Guide
What will I learn on this AS/A Level course? Candidates are taught and then assessed in their ability to: • Think creatively; generate original and exciting responses to real-world problems and briefs • Develop a critical understanding of influences on design and technological activity historical and contemporary • Develop and apply an understanding of industrial technological procedures with an appreciation of quality • Use Information and Communications Technology (ICT) in order to produce virtual models and final presentations • Develop an understanding of the social, moral, spiritual and cultural values inherent in design and technological activity • Apply critical evaluation skills in technical, aesthetic and environmental contexts. This qualification will demonstrate to universities and future employers that you can perform in a creative
problem solving environment, work to deadlines and industry standards, communicate your ideas using a full range of ICT and presentation packages, think laterally and analytically.
How am I assessed?
AS Unit 1: Portfolio of Creative Skills • You are required to produce one portfolio with three distinct sections which demonstrate your creativity and flair when investigating, designing and making products. You will undertake three separate focused tasks, internally marked at school and then externally moderated by Edexcel. This counts for 60% of your AS grade and 30% of your A2 grade. Unit 2: Design and Technology in Practice • In this unit you will develop a knowledge and understanding of a wide range of materials and processes used in the field of Design and Technology. You will learn about industrial and commercial practices including the importance of quality controls and safety issues. Assessment is through a 1 hour and 30 minute examination set and marked by Edexcel. This counts for 40% of your AS grade and 20% of your A2 grade.
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A Level Design and Technology (Continued)
A Level Unit 3: Designing for the Future • You will investigate a range of modern design and manufacturing practices and contemporary design issues, including those of sustainability. You will increase your knowledge of historically significant designers and the ‘movements’ to which they belong. Assessment is through a 2 hour examination consisting of both short answer and extended essay writing questions. This counts for 20% of your A2 grade.
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What could I go on to do at the end of my course? Design and Technology at AS and A2 level could be either a complementary subject to Mathematics, Physics, Chemistry, Business Studies, History of Art, , Art and Design; or a contrasting subject with English, History, Geography and Modern Languages. Dependent upon the combination, chosen subjects that Advanced level students of Design and Technology have gone on to study at Degree Level have included:
Unit 4: Commercial Design
• Animation
• Industrial Design
• In this unit you will develop and apply previously acquired skills in the design and realisation of a product of your choice, adopting an approach that closely replicates that employed by a professional working in commercial design. You will therefore work closely with your chosen client and user group at key points throughout the project. You will consider essential issues of sustainability including material production and selection, manufacturing processes, the use of the product and its disposal/ recycling. The unit is internally marked by the school and then externally moderated by Edexcel. This counts for 30% of your A2 grade.
• Architecture
• Interior Architecture
• Art / Design
• Manufacturing Industries
• Automotive Design • Business Studies & Economics
• Marketing • Product Design
• Computer Aided Design
• Prosthetics & Orthotics
• Engineering
• Set and Theatre Design
• Fashion Design
• Special Effects
• Furniture Design
• Sustainable Development
• Graphic Design
6th Form Curriculum Guide
Drama and Theatre Studies
Edexcel 9DR0
This is an exciting course for everyone who has a serious interest in acting, studying plays and practitioners and evaluating live performances. Drama and Theatre Studies would be suitable for most arts/humanities courses as well as giving useful ’breadth’ to a scientific path. Drama and Theatre Studies is a fully-fledged and academically rigorous A Level accepted by all universities including Oxbridge citing the breadth that the subject gives. Standards are very high and you will have to be motivated to meet the challenges ahead. What do I need to know, or be able to do, before taking this course? It is useful to have taken Drama at GCSE level but not essential. It is important that you are interested in gaining a greater understanding of how theatre and plays work, and that you are keen to be involved with performances.
What will I study on this A Level course? The course demands practical, creative and communication skills in almost equal measure. You will extend your ability to create drama and theatre, either in a performing or production role. You will also be required to write about drama and to develop your powers of analysis to become an informed critic. The course will involve taking part in drama productions, as well as studying plays and playwrights. You need to be curious about issues and ideas and have a creative instinct for communicating your views through drama. You may be keen on acting, writing or on the visual and technical side of theatre and wish to develop your skills in some or all of these areas. Equally you will be interested in going to the theatre to see plays performed by different theatre companies. The full A level in Drama and Theatre Studies aims to extend the knowledge, skills and understanding by enabling students to apply what they have learned in their own creative work. In devising theatre, students alternate between the roles of playwright, performer, designer and director, and apply their knowledge of different theatre forms and structures to the creation of their own work.
As informed members of the audience, they are making independent judgments in their analysis of the way other directors, designers and performers have applied their craft to the production of a play.
What examinations will I have to take to get my qualification? The new GCEs are assessed through a combination of two approaches, these have been defined by Ofqual as: ● Examined Assessment (EA): through written examination, which must be externally assessed; ● Non-examined Assessment (NEA): through coursework assessment, either written or practical, which may be externally or internally assessed and must be externally moderated. All GCE specifications at A level must enable students of Drama and Theatre to: ● develop and apply an informed, analytical framework for making, performing, interpreting and understanding drama and theatre ● understand the place of relevant theoretical research in informing the processes and practices involved in creating theatre and the place of practical exploration in informing theoretical knowledge of drama and theatre ● develop an understanding and appreciation of how the social, cultural and historical contexts of performance texts have influenced the development of drama and theatre
In performing theatre, students are required to apply their knowledge, skills and understanding within the structure of a director’s interpretation of a play, and to operate at a highly intellectual level as well as at a highly skilled practical level. The aim of the full A level is to enable students to operate more autonomously and with confidence within a drama and theatre context. In the role of director, students are individual thinkers determining their own interpretation of a play.
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A Level Drama and Theatre Studies (Continued)
● investigate the practices used in twenty-first century theatre making ● experience a range of opportunities to create theatre, both published text-based and devised work ● participate as a theatre maker and as an audience member in live theatre ● understand and experience the collaborative relationship between various roles within theatre ● develop and demonstrate a range of theatre-making skills ● develop the creativity and independence to become effective theatre makers ● adopt safe working practices as a theatre maker ● analyse and evaluate their own work and the work of others. Students must develop a practical and theoretical knowledge and understanding of: ● the theatrical processes and practices involved in interpreting and performing theatre ● how conventions, forms and techniques are used in drama and live theatre to create meaning, including the: • use of performance space and spatial relationships on stage • relationships between performers and audience • design of set, costume, makeup, lighting, sound and props • performer’s vocal and physical interpretation of character ● how creative and artistic choices influence how meaning is communicated to an audience ● how performance texts are constructed to be performed, conveying meaning through: • structure • language • stage directions • character construction • the style of text ● how performance texts are informed by their social, cultural and historical contexts, and are interpreted and performed for an audience. All GCE specifications in Drama and Theatre must cover the following skills: Drawing on the knowledge and understanding GCE specifications in drama and theatre must require students to acquire, develop and apply skills in: ● using the working methodologies of two influential practitioners (individuals or companies) in their own work ● using theatrical techniques to create meaning in a live theatre context as theatre makers through:
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• research and development of ideas • interpretation of text • devising • rehearsing • realisation • refining and amending work in progress • their contribution to the final performance ● realising artistic intention as a theatre maker, through: • interpretation of performance texts and the creation of devised work. • creativity and coherence when communicating meaning to an audience • refinement and amendment of work in progress ● applying research to inform practical work to achieve clear dramatic and theatrical intentions ● analysing and evaluating the process of creating their own live theatre and the effectiveness of the outcome ● interpreting, analysing and evaluating live theatre performance by others. At A level, specifications must allow students to demonstrate greater depth of study and to apply an understanding of: ● the connections between theory and practice in a range of periods, theatrical styles, social, historical and cultural contexts ● how relevant research, independent thought and analysis of live theatre informs decision making in their own practical work ● the ways in which theatre makers collaborate to create theatre.
A level GCE Drama and Theatre specification overview The A level GCE Drama and Theatre specification comprises of two Non Examined Assessment (NEA) components worth 60 per cent of the qualification in total and one Examined Assessment (EA) component worth 40 per cent of the qualification. These weightings represent a slight change from the 2008
6th Form Curriculum Guide
specification, where four components made up the A level, and 30% was assessed via a written paper. Component 1 Devising • Performance of a devised piece and a portfolio about the process • Internally assessed/externally moderated Component 2 Text in performance • Monologue/duologue performance • Group performance • Externally assessed Component 3 Theatre makers in practice • Written exam • Externally assessed
Content overview Component 1: Devising (40% of qualification) Content • Students use an extract from one text and a practitioner as a stimulus to create a devised performance, rehearsing and refining their performance/design realisations for an assessed performance. • They record and evaluate the exploration and rehearsal process of creating their devised performance, as well as the final performance. Assessment • Creation of and participation in group devised performance as performer or designer • Individual portfolio.
Component 2: Text in performance (20% of qualification) Content • Students prepare through exploration and rehearsal and participate in, as performer or designer, both a monologue/ duologue and a group performance. Assessment • Participation in monologue/duologue and group performance as performer or designer Component 3: Theatre makers in practice (40% of qualification) Content • Students are also audience members for a live performance. • They make and refine notes on the performance. • Students practically explore a chosen set text from List A. • Students practically explore a second set text (this one from List B) in the light of a practitioner. For this text, students create a director’s concept for a re-imagined production of the play. • They practice responding to questions for all three sections in examination conditions Assessment Written examination: • Section A: Live theatre evaluation • Section B: Page to Stage: Realising a Performance Text • Section C: Interpreting a Performance Text
LIST A
LIST B
Accidental Death Of An Anarchist, Dario Fo (adapted by Gavin Richards)
Antigone, Sophocles (adapted by Don Taylor)
Colder Than Here, Laura Wade
Hedda Gabler, Henrik Ibsen (adapted by Richard Eyre)
Equus, Peter Shaffer
Lysistrata, Aristophanes (translated by Alan H. Sommerstein)
Fences, August Wilson Machinal, Sophie Treadwell That Face, Polly Stenham
Doctor Faustus, Christopher Marlowe*
The Maids, Jean Genet (translated by Bernard Frechtman) The School for Scandal, Richard Brinsley Sheridan The Tempest, William Shakespeare Waiting for Godot, Samuel Beckett Woyzeck, Georg Bűchner (translated by John Mackendrick )
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A Level Drama and Theatre Studies (Continued)
Assessment overview Component 1 A01: Portfolio Create and develop ideas to communicate meaning for theatrical performance (40 marks) Assessed in two discrete areas of focus: • Communicate meaning as part of the theatremaking process (20 marks) • Making connections between dramatic theory and practice (20 marks) A02: Performance Apply theatrical skills to realise artistic intentions in live performance (20 marks) Assessed in discrete areas of focus: • Vocal and physical skills (10 marks) • Use of characterisation and communication to realise artistic intentions (10 marks). A04: Portfolio Analyse and evaluate their own work (20 marks) Component 2 AO2: The monologue or duologue Performance/design realisation (24 marks) A02: The group performance Performance/design realisation (36 marks) Assessed in three discrete areas of focus: • Vocal and physical skills (12 marks) • Characterisation and communication (12 marks)
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• Interpretation and realisation of artistic intentions (12 marks). Component 3 Section A – A04 Live theatre evaluation (20 marks) Section B – A03 Page to Stage: Realising a Performance Text (36 marks) Section C – A03 Interpreting a Performance Text (24 marks)
What could I go on to do at the end of my course? This A level can lead to further study in Drama, Theatre Studies and Performing Arts in Higher Education at degree or HND level. It would fit well with most careers including the arts, media, public relations, advertising, journalism, education and law. Drama and Theatre Studies A level complements a range of subjects and is useful in building confidence and improving presentation skills in a range of careers.
Extra Curricular It is important that you realise that Drama will take up more than just lesson time. You will be required to give up lunchtimes or stay after school for extra rehearsals if needed plus attend live theatre performances in the evening. Participation in the school production is not obligatory, but will clearly develop theatrical skills. There will also be a weekend trip to London at some point during the course. The cost of this trip is not included in the school fees.
6th Form Curriculum Guide
English Language & Literature
What do I need to know or be able to do before taking this course? In order to study this subject it is important to have a GCSE qualification, of at least ‘C’ grade, in English Language or English Literature, but preferably both. Several areas covered in the course are developments of work at GCSE, but others are new. You will need to be prepared to study prose, poetry and drama texts, to make comparisons between texts and study ‘unprepared’ texts, including non-fiction or media texts. You will have the opportunity to study both modern texts and texts from previous centuries, and even to create your own texts! You will need an ability to analyse what you have read and to communicate your ideas effectively in writing.
What will I learn on this course? You will: • develop and apply knowledge of literary analysis and evaluation • develop and apply understanding of the concepts and methods appropriate for the analysis and study of language • use linguistic and literary approaches in reading and interpretation of texts, showing how the two disciplines can relate to each other • engage creatively and critically with a wide range of texts • explore the ways in which texts relate to each other and the contexts in which they are produced and received • develop skills as producers and interpreters of language • undertake independent and sustained studies to develop their skills as producers and interpreters of language • study three units, or components. First sitting of these units will take place in summer 2017 • the qualification requires students to study six texts – at least three from the genres of prose fiction, poetry and/or drama and another three, one of which must be one non-literary. Please note that pupils cannot sit English Language and Literature as well as English Literature: pupils may
Edexcel 9EL0
choose one or the other Please talk to Mr Brown if any further questions remain. Details of the components follow.
Component 1: Voices in Speech and Writing, 40% of the total qualification, 9EL0/01 • Externally assessed • Availability: May/June • First Assessment: 2017 Overview of content Students will study: • Voices in Speech and Writing: An Anthology • One drama text from a prescribed list Overview of assessment • Written examination, lasting 2 hours 30 minutes. • Open book – a clean copy of the prescribed drama text can be taken into the exam. • Two sections – students answer the question in Section A and one question on their chosen drama text in Section B. • Total of 50 marks available – 25 marks for Section A and 25 marks for Section B. • Section A – Voices in 20th- and 21st century Texts: one comparative essay question on one unseen extract selected from 20th- or 21st-century sources and one text from the anthology (AO1, AO2, AO3, AO4 assessed). • Section B – Drama Texts: one extract-based essay question on the chosen drama text (AO1, AO2, AO3 assessed)
Component 2:Varieties in Language and Literature, 40% of the total qualification, 9EL0/02 • Externally assessed • Availability: May/June • First Assessment: 2017
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A Level English Language & Literature (Continued)
Overview of content Students will study: • a wide range of non-fiction texts on their chosen theme, in preparation for responding to an unseen text • two literary texts from a chosen theme; one compulsory prose fiction text (anchor text) from a choice of two and one other literary text. Themes: Society and the Individual or Love and Loss or Encounters or Crossing Boundaries Overview of assessment • Written examination, lasting 2 hours 30 minutes • Open book – clean copies of the prescribed texts can be taken into the exam • Two sections – students answer one question from a choice of four in Section A and one question from a choice of four in Section B • Total of 50 marks available – 20 marks for Section A and 30 marks for Section B • Section A – Unseen Prose Non-fiction Texts: one essay question on an unseen prose non-fiction extract. The unseen extract is linked to the studied theme (AO1, AO2, AO3 assessed) • Section B – Prose Fiction and Other Genres: one comparative essay question on one prose fiction anchor text and one other text from a theme (AO1, AO2, AO3, AO4 assessed)
Coursework: Investigating and Creating Texts, 20% of the total qualification, 9EL0-01 • Internally assessed, externally moderated. • Availability: May/June • First moderation: 2017 Overview of content Students will study: • a chosen topic (free choice) • two texts relating to their chosen topic; one fiction and one non-fiction text Overview of assessment Students will produce two assignments: • Assignment 1 – two pieces of original writing: one
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piece of fiction writing and one piece of creative non-fiction writing (AO5 assessed) • Assignment 2 – one analytical commentary reflecting on their studied texts and the pieces of writing they have produced (AO1, AO2, AO3, AO4 assessed) • The advisory total word count is 2500–3250: 1500–2000 words for the original writing pieces and 1000–1250 for the commentary • Total of 60 marks available – 36 marks for the original writing and 24 marks for the commentaries
What could I go on to do at the end of my course? Students with A Level English Language and Literature have a wide choice of possible Higher Education and career possibilities. You will learn and use a wide variety of skills during the course. These include writing for a variety of purposes, informed discussion, the expression of independent opinions, intelligent reading, and advanced knowledge of the English language and an awareness of literary tradition. These skills are valuable in their own right and required by universities and colleges. English Language and Literature can be studied as a single pair of subjects in Higher Education or can be combined with other subjects. It forms a strong basis for study in any Arts based subject in preparation for History, Modern Languages, Media Studies, Philosophy, Law or Politics. Students of English will usually go on to do a Higher Degree in Humanities and often find themselves working in Journalism, Teaching, the Media or the Law.
6th Form Curriculum Guide
English Literature
Edexcel 9ET0
What do I need to know or be able to do before taking this course?
Component 1: Drama, 30% of the total qualification, 9ET1/01
In order to study this subject it is important to have a GCSE qualification, of at least ‘C’ grade, in English Literature. Several areas covered in the course are developments of work at GCSE, but others are new. You will need to be prepared to study prose, poetry and drama texts, to make comparisons between texts and study ‘unprepared’ texts. You will have the opportunity to study both modern texts and texts from previous centuries.
• Externally assessed
You will need an ability to analyse what you have read and to communicate your ideas effectively in writing.
What will I learn on this course? The course will enable you to: • Develop your interest and enjoyment in literature by reading widely • Gain an understanding of the traditions of English Literature • Communicate your response to a wide variety of texts and respond to texts of different types and periods • Make informed opinions and judgements on literary texts • Gain an understanding of cultural, historical and other influences on texts.
What examinations will I have to take to get my qualification? The A level in English Literature consists of three externally examined papers and one coursework component. The qualification requires the study of eight literary texts plus unseen poetry. Students must complete all assessment in May/June in one examination sitting at the end of Year 13. Please address any further queries to Mr Brown, Head of English. Pupils cannot sit English Language and Literature as well as English Literature: pupils may choose one or the other.
• Availability: May/June • First Assessment: 2017 Overview of content Students will study: • one Shakespeare play and one other drama from either tragedy or comedy – both texts may be selected from one or both of these categories • critical essays related to their selected Shakespeare play. Students’ preparation is supported by Shakespeare: A Critical Anthology – Tragedy or Shakespeare: A Critical Anthology – Comedy Overview of assessment • Written examination, lasting 2 hours and 15 minutes • Open book – clean copies of the drama texts can be taken into the examination. The Critical Anthology must not be taken into the examination • Total of 60 marks available – 35 marks for Section A and 25 marks for Section B • Two sections: students answer one question from a choice of two on their studied text for both Section A and Section B • Section A – Shakespeare: one essay question, incorporating ideas from wider critical reading (AO1, AO2, AO3, AO5 assessed) • Section B – Other Drama: one essay question (AO1, AO2, AO3 assessed)
Component 2: Prose, 20% of the total examination, 9ET0/02 • Externally assessed • Availability: May/June • First Assessment: 2017 Overview of content Students will study: • two prose texts from a chosen theme. At least one of the prose texts must be pre-1900
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A Level English Language & Literature (Continued)
• Written examination, lasting 1 hour
Coursework, 20% of the total examination, 9ET0/04
• Open book – clean copies of the prose texts can be taken into the examination
• Availability: May/June
Overview of assessment
• Total of 40 marks available
• First Assessment: 2017
• Students answer one comparative essay question from a choice of two on their studied theme (AO1, AO2, AO3, AO4 assessed)
Students have a free choice of two texts to study. Chosen texts:
Component 3: Poetry, 30% of the total examination, 9ET0/03 • Externally assessed • Availability: May/June
Overview of content
• must be different from those studied in Components 1, 2 and 3 • must be complete texts and may be linked by theme, movement, author or period
• First Assessment: 2017
• may be selected from poetry, drama, prose or literary non-fiction
Overview of content
Overview of assessment
Students will study:
Students produce one assignment:
• poetic form, meaning and language
• one extended comparative essay referring to two texts (AO1, AO2, AO3, AO4, AO5 assessed)
• a selection of post-2000 specified poetry and a specified range of poetry from either - a literacy period (either pre- or post- 1900) - a named poet from within a literary period Overview of assessment • Written examination, lasting 2 hours and 15 minutes • Open book – clean copies of the poetry texts can be taken into the examination • Total of 60 marks available – 30 marks for Section A and 30 marks for Section B. • Two sections: students answer one question from a choice of two, comparing an unseen poem with a named poem from their studied contemporary text and one question from a choice of two on their studied movement/poet. • Section A – Post-2000 Specified Poetry: one comparative essay question on an unseen modern poem written post 2000 and one named poem from the studied contemporary text (AO1, AO2, AO4 assessed). • Section B – Specified Poetry Pre- or Post-1900: one essay question (AO1, AO2, AO3 assessed)
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• Internally assessed
• Advisory total word count is 2500–3000 words • Total of 60 marks available
What could I go on to do at the end of my course? Students with A Level English Literature have a wide choice of possible Higher Education and career possibilities. You will learn and use a wide variety of skills during the course. These include writing for a variety of purposes, informed discussion, the expression of independent opinions, intelligent reading, and advanced knowledge of the English language and an awareness of literary tradition. These skills are valuable in their own right and required by universities and colleges. English Literature can be studied as a single subject in Higher Education or combined with a wide variety of subjects. It forms a necessary basis for study in any Arts based subject in preparation for History, Modern Languages, Media Studies, Philosophy, Law or Politics. Students of English Literature will usually go on to do a Higher Degree in Humanities and often find themselves working in Journalism, Teaching, the Media or the Law.
6th Form Curriculum Guide
French
(Examination Board to be confirmed shortly)
We are still in the process of researching and comparing the courses offered by different examination Boards and are therefore in a position to provide general information which is applicable for all new French A level courses.
Aims and objectives The aims and objectives of the new French specifications are to enable students to: • Enhance their linguistic skills and promote and develop their capacity of critical thinking on the basis of their knowledge and understanding of the language, culture and society of the country/ countries where the language is spoken. • Develop control of the language system to convey meaning, using spoken and written skills. • Develop their ability to interact effectively with users of the language in speech and in writing, including through online media. • Develop language skills and strategies including communication strategies to sustain communication, build fluency and confidence. • Engage critically with intellectually stimulating texts, films and other materials in the original language, developing an appreciation of them in their cultural and social contexts. • Develop knowledge about matters central to the society and culture (past and present). • Mediate between cultures and between speakers of the language and speakers of English through a translation component • Foster ability to learn other languages. • Equip students with transferable skills such as autonomy, resourcefulness, creativity and critical thinking, linguistic, cultural and cognitive flexibility. • Develop capacity for critical and analytical thinking through the language of study. • Develop as independent researchers through the language of study.
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A Level
What exams will I take? French A Level consists entirely of externally-examined exams assessing listening, reading, writing and assessing speaking. The qualification is linear and will be taken at the end of a 2 year period ( 5 hours per week) except for Special Objectives students who will start their A level in Year 11 and complete it in Year 13 ( 2 and a half hours per week in Year 11 and 2 hours per week in Years 12 and 13).
What do I need in order to be successful? You should: • Be a competent linguist with a secure command of French grammar and vocabulary and be prepared to continue developing your language skills (minimum recommend GCSE grade: A but ideally A*) • Have a genuine interest in the language and culture you wish to study and be prepared to work independently. • Demonstrate an ability to read critically and to analyse material would also be very useful: you will, for instance, be required to study some literature, to analyse characters or themes in films, to keep abreast of current affairs and to form your own opinions about sociological issues. • Have (or be prepared to develop) strong debating/ discursive skills as you will be expected to engage in debates on potentially controversial issues linked to worldwide events
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• Display intellectual curiosity, initiative and perseverance
What could I go on to do at the end of my course? There will be a range of opportunities open to you, where you can continue to use and further develop your language skills and knowledge of contemporary society. Some students choose to do degree courses in languages; others choose to pursue a Higher Education course in another subject, but choose a language option alongside it. Studying a language at A Level will certainly improve your employability, in particular with companies which have international branches. Whether you are interested in continuing your studies or working at home or abroad, a language course at A Level is an excellent step towards achieving your goals.
6th Form Curriculum Guide
A Level Geography
Edexcel 9GE0
Geography is renowned for its transferable skills. Geography gives you the opportunity to develop your ICT skills as well as interpreting maps, graphs, statistics, satellite images and photos. Using GIS now forms an integral part of the A level course.
Field work is mandatory and encourages independent learning and critical thinking. Group work and debates are part of the programme as well as decision making and developing analytical skills. Within the school we have two large dedicated classrooms with full access to the laboratories and ICT rooms. There is a specialist library within the Department to supplement the School Library.
Fieldwork As a compulsory part of the Geography course, we have carried out fieldwork studies in many richly diverse locations throughout the world: • Urban fieldwork has been carried out by our pupils in Shanghai, Barcelona, Paris and Marrakech. • We have also studied downstream changes in rivers in Morocco, Iceland, Spain, France, Scotland and England. • Rural deprivation studies have been carried out during fieldwork in France, England, Iceland, Scotland, Spain, Guilin (Southern China) and Morocco. The costs of these trips are not included in the school fees. Students must be able to at tend compulsory
fieldwork for 4 days at a maximum possible cost of 900 euros.
What do I need to know or be able to do before taking this course? It is a requirement that you should have studied Geography at GCSE in order to take the A level course in the subject. In addition a grade B or above at GCSE is a prerequisite. A level students should have a lively and enquiring mind, an interest in the environment and current affairs, a willingness to explore new ideas and an ability to communicate your ideas effectively. Those students who have studied GCSE Geography will find that the material and the skills they have learned will prove a valuable foundation for further studies at this level.
What will I learn on this A Level course? You will gain an appreciation of current events and world problems such as the effects of natural hazards and the plight of refugees, learn how to plan a fieldwork investigation – the collection of primary and secondary evidence and how to analyse it and develop the ability to make links and connections across a wide variety of topics.
What examinations will I have to take to get my qualification? There are 4 units which make up the Geography A level. Please see the table for individual topics studied and assessment.
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Paper 1 (Paper code: 9GE0/01) Written examination: 2 hours and 15 minutes 30% of the qualification 105 marks Assessment overview An externally-assessed written examination comprising three sections. Section A relates to Topic 1: Tectonic Processes and Hazards. Section B relates to Topic 2: Landscape Systems, Processes and Change. Students answer questions on either Topic 2A: Glaciated Landscapes and Change or Topic 2B: Coastal Landscapes and Change. Section C relates to Topic 5: The Water Cycle and Water Insecurity and Topic 6: The Carbon Cycle and Energy Security. The examination may include short open, open response and resource-linked questions. The examination includes 12-mark and 20-mark extended writing questions. Calculators may be used.
Paper 2 (Paper code: 9GE0/02) Written examination: 2 hours and 15 minutes 30% of the qualification 105 marks Assessment overview An externally-assessed written examination comprising three sections. Section A relates to Topics 3 and 7: Globalisation / Superpowers. Section B relates to Topic 4: Shaping Places. Students answer questions on either Topic 4A: Regenerating Places or Topic 4B: Diverse Places. Section C relates to Topic 8: Global Development and Connections. Students answer questions on either Topic 8A: Health, Human Rights and Intervention or Topic 8B: Migration, Identity and Sovereignty. The examination may include short open, open response and resource-linked questions. The examination includes 12-mark and 20-mark extended writing questions. Calculators may be used.
Paper 3 (*Paper code: 9GE0/03) Written examination: 2 hours and 15 minutes 20% of the qualification 70 marks Content overview The specification contains three synoptic themes within the compulsory content areas: • Players • Attitudes and actions • Futures and uncertainties. The synoptic investigation will be based on a geographical issue within a place-based context that links to the three synoptic themes and is rooted in two or more of the compulsory content areas.
Coursework: Independent Investigation (9GE0/04) Content overview The student defines a question or issue for investigation, relating to the compulsory or optional content. The topic may relate to any aspect of geography contained within the specification The student’s investigation will incorporate fieldwork data (collected individually or as part of a group) and own research and/or secondary data The fieldwork, which forms the focus and context of the individual investigation, may be either human, physical or integrated physical-human The investigation report will evidence independent analysis and evaluation of data, presentation of data findings and extended writing Students will be expected to show evidence that they have used both quantitative and qualitative data to support their independent investigation as appropriate to the particular environment and/or location. Assessment overview The investigation report is internally assessed and externally moderated. The student will produce a written report of 3000–4000 words.
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6th Form Curriculum Guide
German
(Examination Board to be confirmed shortly)
We are still in the process of researching and comparing the courses offered by different examination Boards and are therefore in a position to provide general information which is applicable for all new German A level courses.
Aims and objectives The aims and objectives of the new German specifications are to enable students to: • Enhance their linguistic skills and promote and develop their capacity of critical thinking on the basis of their knowledge and understanding of the language, culture and society of the country/ countries where the language is spoken. • Develop control of the language system to convey meaning, using spoken and written skills. • Develop their ability to interact effectively with users of the language in speech and in writing, including through online media. • Develop language skills and strategies including communication strategies to sustain communication, build fluency and confidence. • Engage critically with intellectually stimulating texts, films and other materials in the original language, developing an appreciation of them in their cultural and social contexts. • Develop knowledge about matters central to the society and culture (past and present). • Mediate between cultures and between speakers of the language and speakers of English through a translation component • Foster ability to learn other languages. • Equip students with transferable skills such as autonomy, resourcefulness, creativity and critical thinking, linguistic, cultural and cognitive flexibility. • Develop capacity for critical and analytical thinking through the language of study. • Develop as independent researchers through the language of study.
• Be a competent linguist with a secure command of German grammar and vocabulary and be prepared to continue developing your language skills (minimum recommend GCSE grade: A but ideally A*) • Have a genuine interest in the language and culture you wish to study and be prepared to work independently. • Demonstrate an ability to read critically and to analyse material would also be very useful: you will, for instance, be required to study some literature, to analyse characters or themes in films, to keep abreast of current affairs and to form your own opinions about sociological issues. • Have (or be prepared to develop) strong debating/ discursive skills as you will be expected to engage in debates on potentially controversial issues linked to worldwide events • Display intellectual curiosity, initiative and perseverance
What could I go on to do at the end of my course? There will be a range of opportunities open to you, where you can continue to use and further develop your language skills and knowledge of contemporary society. Some students choose to do degree courses in languages; others choose to pursue a Higher Education course in another subject, but choose a language option alongside it. Studying a language at A Level will certainly improve your employability, in particular with companies which have international branches. Whether you are interested in continuing your studies or working at home or abroad, a language course at A Level is an excellent step towards achieving your goals.
What exams will I take? German A Level consists entirely of externallyexamined exams assessing listening, reading, writing and assessing speaking. The qualification is linear and will be taken at the end of a 2 year period ( 5 hours per week).
What do I need in order to be successful? You should:
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A Level Government and Politics
Edexcel 9GP01
Government and Politics is an exciting course for the Sixth Form at The British School of Paris. It will allow you to develop a critical awareness of the nature of politics and the relationship between political ideas, institutions and processes. It will also help you to acquire knowledge of Government and Politics and of the rights and responsibilities of individuals.
What do I need to know or be able to do before taking this course?
This subject does not require you to have any previous study experience in Politics or other Social Sciences. It is more important that you have a lively and enquiring mind, an interest in politics and current affairs, a desire to explore new ideas and an ability to communicate your ideas effectively. Government and Politics continues to be a very popular subject at University Level and is regarded highly by University Admissions. We hope to organise educational visits to London, The Houses of Parliament and conferences relating to Political Science. The costs of these trips are in addition to the school fees.
Unit 2: Governing the UK This unit provides an introduction to the major institutions of the UK Government, examines their relationships with one another and considers their effectiveness. Studying these topics will enable you to answer important questions in government and politics such as: • What is the role of the House of Commons? • What is cabinet government and how does it work in the UK? • How powerful are Prime Ministers?
What will I learn on this AS/A Level course?
• Do Judges uphold civil liberties effectively?
The course will enable students to develop a critical awareness of the nature of politics and the relationship between political ideas, institutions and processes. You will learn and use a variety of transferable skills throughout the course. These include collecting and analysing information and evaluating different political ideas and systems. Your written communication skills will develop greatly, as will your ability to question information given to you. These skills are in great demand and are recognised by employers, universities and colleges as being of great value.
This unit will be assessed by an examination lasting 1 hour and 20 minutes. There will be two structured questions from a choice of four.
What examinations will I have to take to get my qualification?
A Level The full Advanced GCE qualification is made up of the two AS units plus two more units which are studied at A2 level. Route C – Politics in the USA
Unit 3: (Topic C): Representative Processes in the USA
AS
This unit examines the representative process of the US political system and considers its adequacy in terms of popular participation and full democracy.
Unit 1: People and Politics
The topics covered are:
This unit introduces students to the study of politics by looking at the central ideas of citizenship, democracy and participation, and by examining the representative process in the UK. Studying these topics will enable you to understand the answers to important questions in government and politics such as:
• Elections and voting
• Why is it important to exercise the right to vote?
• What are the rights and responsibilities of citizens?
This unit will be assessed by an examination lasting 1 hour and 30 minutes. There will be three short questions from a choice of five and one question from a choice of three essays.
• How do pressure groups exert influence?
Unit 4: (Topic C): Governing the USA
• What are the main functions of political parties?
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questions from a choice of four.
This unit will be assessed by an examination lasting 1 hour and 20 minutes. There will be two structured
• Political parties • Pressure groups • Racial and ethnic policies.
6th Form Curriculum Guide
This unit examines the institutional framework of the US Government and considers the inter-relationships between its legislative, executive and judicial processes and the health of US Federalism. The topics covered are: • Constitution • Supreme court • Congress
What could I go on to do at the end of my course? Students with AS or Advanced GCE Government and Politics have access to a wide range of possible careers and Higher Education opportunities. Government and Politics combines well with a range of Science, Social Science and Humanities subjects to lead to university courses in such areas as Business, Economics, Law, Media, Philosophy and, of course, Politics.
• Presidency. This unit will be assessed by an examination lasting 1 hour and 30 minutes. There will be two short questions from a choice of five and one question from a choice of three essays.
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A Level History
Edexcel 9HI01
The History Department at The British School of Paris combines a dynamic teaching approach with the reinforcement of traditional skills of research and essay-writing. A Level History classes are small and students are offered the opportunity for in depth research using the excellent resources available.
Students are encouraged to read widely around the subject and to use weekends to visit the many places of historical interest in and around Paris. Students following the history course will seek to • develop interest and enthusiasm for history and an understanding of its intrinsic value and significance • acquire an understanding of different identities within society and an appreciation of aspects such as social, cultural, religious and ethnic diversity as appropriate • build of their understanding of the past through experiencing a broad and balanced course of study • Improve as effective and independent learners, and as critical and reflective thinkers with curious and enquiring minds • develop the ability to ask relevant and significant questions about the past to research them
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• acquire the understanding of the nature of historical study, for example that history is concerned with judgements based on available evidence and historical judgements are provisional • develop their use and understanding of historical terms, concepts and skills • make links and draw comparisons within and/ or across different periods and aspects of the past; and • organise and communicate their historical knowledge and understanding in different ways, arguing a case and reaching a substantiated judgements. The course will be demanding, rigorous, inclusive and empowering. Students will follow ROUTE E and will study Russia 1917-78, Mao’s China 1949-91 and 1 option from Paper 3. Students will also undertake a personal study coursework unit focusing on controversy in history.
6th Form Curriculum Guide Route E: Communist states in the twentieth century Paper 1 Option
Paper 2 Option
Paper 3 option
Coursework option
1E: Russia,
2E.1: Mao’s
30: Lancastrians, Yorkists and
1917–91: from
China, 1949–76
Henry VII, 1399–1509
Lenin to Yeltsin
Or
31: Rebellion and disorder under the Tudors, 1485–1603
The purpose of this coursework is to enable students to develop skills in the analysis and evaluation of interpretations of history in a chosen question, problem or issue as part of an independently researched assignment.
2E.2: The German Democratic Republic, 1949–90
34.1: Industrialisation and social change in Britain, 1759–1928: forging a new society 34.2: Poverty, public health and the state in Britain, c1780–1939 35.1: Britain: losing and gaining an empire, 1763–1914 35.2: The British experience of warfare, c1790–1918 36.1: Protest, agitation and parliamentary reform in Britain, c1780–1928 36.2: Ireland and the Union
The focus is on understanding the nature and purpose of the work of the historian. Students will be required to form a critical view based on relevant reading on the question, problem or issue. They will also be specifically required to analyse, explain and evaluate the interpretations of three historians. The coursework will be assessed using a centre-set assignment. An assignment framework is provided to support the development of individual assignments
Paper 1 Breadth study with interpretations
First assessed Summer 2017
Externally assessed in 2 hour 15 minute examination worth 30% of total A Level
Paper 2 Depth Study
First assessed Summer 2017
Externally assessed in 2 hour 15 minute examination worth 30% of total A Level
Paper 3 Themes in Breadth and Depth
First assessed Summer 2017
Externally assessed in 2 hour and 15 minutes examination and worth 30% of total A level
Coursework
First assessed Summer 2017
Internally assessed and externally moderated worth 20% of total A Level
What could I go on to do at the end of my course?
Foreign Language it would provide a good basis for an Arts or Languages-based Degree.
Students who study A Level History have access to a wide range of career and Higher Education opportunities. By the end of your course you will have learned how to evaluate and analyse information, how to weigh up evidence and how to communicate complex ideas effectively.
History provides an excellent foundation for a number of popular careers including Journalism, Law and Business.
These skills are recognised and valued by employers, Universities and Colleges. History combines well with Maths and Science subjects to create an attractive portfolio of qualifications, enabling a student to move on to a University Sciencebased course. Combined with English and a Modern
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A Level History of Art
AQA 2250
The British School of Paris offers an excellent opportunity to study History of Art in the unique surroundings of Paris. History of Art is an exciting multi-faceted subject that studies the process of artistic creation and the meaning of works of art. In seeking to give our students knowledge of the roles and achievements of past and contemporary artists, they learn to understand and appreciate works of art from the perfection of Greek sculpture to the expressive beauty of Picasso and modern art.
The course concentrates on painting, sculpture and architecture and includes visits to important collections.
What do I need to know or be able to do before taking this course? History of Art is assessed by formal essays so you will have to be prepared to be exact and careful in your writing. Lessons are illustrated by an interactive whiteboard and PowerPoint. In fact, technology and the iPad play an important role and the department has developed a new online learning facility to help you research and analyse important works of painting, sculpture and architecture both at school and home. We often go outside the school - to museums, galleries and churches – and to places outside the country such as Rome. The cost of the trips abroad is in addition to the school fees. You must be prepared to develop a genuine interest in art and history and find pleasure in discussion.
What will I learn on this AS/A Level course? History of Art teaches you to think differently. It teaches you to ask interesting questions, to reject standard answers and conventional wisdom, to look beyond surfaces and obvious appearances, to see nuances and shades of grey. Art History will help you develop skills in visual analysis and critical reading; you will learn to build solid arguments and to express your ideas effectively, both verbally and in writing. This training will not only help you if you want to become an art historian; it will also enhance your ability to practice a wide range of difference professions. Moreover, History of Art is closely connected with other A Level subjects. Pupils studying Art will already have some experience of the history of their subject and will be familiar from personal experience with the materials of art; oil paint, pastel or acrylic. Students of History will find a major reinforcement and extension of their subject in the study of Art. AS/A Level Historians benefited from accompanying a recent History of Art visit to London. Students of English will find a great deal of common ground in the composition of formal essays and in the description, comparison and analysis of works of art. The subject can also help develop and improve the standard of written English since close attention is paid to the students’ written work. Students interested in
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French, Spanish or German will find an extension and reinforcement of their study by considering the works of art of their country of study; the Spain of Goya, or the Germany of Albrecht Dürer. Those with an interest in Technology will find much to learn from the study of new techniques constantly used in art and design, from the Eiffel Tower to the Stade de France.
What examinations will I have to take to get my qualification?
AS
Unit 1: Visual Analysis and Interpretation This exciting module focuses upon the formal structure of works of architecture, sculpture and painting. The unit teaches students how to look at, think about and engage in critical discussion of the visual arts. Rather than an historical survey it is an analytical study of a number of monuments and artists, which in turn helps to cultivate an appreciation of visual language and an understanding of subject specific terminology. This unit is assessed by a written examination of 1 hour. Unit 2: Themes in History of Art This fascinating module enables students to develop a sense of the chronology of Western art from Antiquity to the present. We look at artists and architects drawn from classical Greece to the end of the twentieth century. Study of particular themes such as patronage, form and style, historical and social contexts as well as materials, techniques and processes is also made central to this engaging introduction to Art History. This unit is assessed by a written examination of 1 hour and 30 minutes.
6th Form Curriculum Guide
A Level Unit 3: Art and Architecture in NineteenthCentury Europe This engaging topic investigates European painting, sculpture and architecture in the nineteenth century. We study different styles, movements and artistic groups from Neoclassicism to Symbolism. At the heart of this period is Impressionism and Post Impressionism which The British School of Paris is ideally situated to study. Candidates will become aware of the predecessors of the Impressionists and of the evolution of plein-air techniques, of scientific theories of colour, and of the influence of photography and of Japanese prints. The major figures studied are Monet, Renoir, Degas, Manet, Rodin and Courbet. Students learn about the relationship between Manet and the Impressionists, the Parisian paintings of Caillebotte, and Cézanne’s works produced under the influence of Pissarro as well as Seurat’s Une Baignade, Asinères and Un Dimanche Après-Midi à l’Ile de la Grande Jatte. The changing face of Paris from 1852 under Baron Haussmann and the creation of new spaces for leisure and entertainment are also considered; the boulevard, the café-concert, the train station and outdoor places of pleasure were amongst the new experiences that the artists of the period sought to capture. This unit is assessed by a written examination of 1 hour and 30 minutes. Unit 4: Art and Architecture in Sixteenth Century Europe – High Renaissance and Mannerism This absorbing study of the Italian Renaissance is closely linked to our obligatory trips to Florence and Rome to study the artistic achievements of these great cities in context. In addition to Michelangelo’s painting, sculpture and architecture, other major figures including Raphael, Bramante and Sebastiano del Piombo are studied. Themes explored include Papal patronage (especially that of Julius II), urban improvement, church building, painted narrative and decorative cycles in religious and private buildings, the concept of the High Renaissance and the emergence of Mannerist tendencies. This unit is assessed by a written examination of 1 hour and 30 minutes
What could I go on to do at the end of my course? History of Art provides a sound basis for progression to higher education and employment. History of Art will provide you with excellent preparation for further specialisation in a range of areas at degree level. History of Art can be studied as a single subject at university or can be combined with many other subjects ranging from the humanities to design and media studies. Graduates in this subject can follow an academic career or find work in museums and galleries. They may become teachers or work in public or private institutions dealing with heritage, exhibitions, environment or tourism. Increasingly there is work to be found in the commercial art world. The arts and culture industry, in all its forms, is a major contributor to the prosperity of both France and Great Britain. History of Art is a practical choice at A Level - besides the pleasure of personal learning - it encourages clarity of thought, exactness of expression and skill in informed communication. The commercial world of the 21st Century is highly visual. The marketing and advertising world is constantly seeking the visually aware. One important aim of History of Art is to produce visual literacy; the ability to assess images of all kinds critically and perceptively and discover proof. This unique combination of visual sensitivity and intellectual rigour has proven valuable in areas such as journalism, advertising, publishing, law and film and television work. More directly related careers include those in teaching and research, conservation and restoration, museum and gallery administration, commercial galleries and auction houses. It must be remembered too that many students study the subject at school but go on to further study in a wide range of other subjects some of which relate to History of Art such as art therapy, archaeology, anthropology and architecture.
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A Level Information and Communication Technology
AQA 1521 & 2521
With Information & Communication Technology (ICT) impacting many aspects of our daily lives, the ability to use information systems to a high level becomes an invaluable skill in both academic study and many aspects of our working lives.
At AS level the two units are complementary and aim to develop students’ ability to use ICT to solve problems, together with an understanding of the opportunities and impact of ICT in modern life. Students will be able to use a wide range of software and hardware to create solutions and develop their skills. At A level in the second year, students study the concepts associated with the use of ICT in the real world, as well as making practical use of this knowledge. They’ll have the opportunity to work alongside people from organisations outside their school or college - in real, or realistic, environments and to work on projects that interest them, developing valuable life skills of project management and working co-operatively with others. This specification is designed to encourage candidates to: • work co-operatively and manage projects • develop personal learning and thinking skills • provide quality ICT-based solutions to a range of realistic problems • develop an awareness of developments in technology The AQA specification has recently been updated to reflect changes in the ICT environment and has the backing of a range of industries, higher education and the National Computing Centre. The specification allows greater opportunities for practical work that can be carried out using a wide range of software and hardware. The course is designed for students who wish to go on to higher education or to the world of work where understanding how ICT can be used in society and organisations, and the implications of its use, will be a valuable asset.
What do I need to know or be able to before taking this course? To study Information and Communication Technology (ICT) at AS or A2 level you will normally be expected to have achieved a high grade in GCSE ICT particularly since the practical coursework elements build on skills learnt at GCSE, students should also have a good standard of Maths and English at GCSE. The most important factor however is that you have an interest in, and are enthusiastic about Information and Communication Technology.
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What will I learn on this AS/A2 level course? • The study of ICT at AS/A level will enable you to learn about the administration and management of Information and Communication Technology systems. • You will learn a good deal of technical background knowledge to support your study of the running of Information and Communication Technology systems. • The course is designed to encourage you to develop your problem solving skills and examine your solutions not only from an academic, but also from an ethical or social point of view. • You will need to apply the theory of managing and developing ICT systems into practice at AS level to produce project work to be taken into the examination and at A2 level to be submitted as an assessed coursework module.
What examinations will I have to take to get my qualification? At AS, the two units are complementary and are concerned with applying ICT to solve problems and the study of the opportunities for and affects of using ICT in the world today. Candidates will have the opportunity to put into practice a wide range of software and hardware to create solutions to solve problems. At A2, students will study the concepts associated with the use of ICT in the 21st century. They will also have opportunities for acquiring skills needed in the IT profession such as co-operative working and project management. These practical skills can be developed in areas of ICT that are of interest to them. Students can also use these newly acquired skills as a springboard into other qualifications and working environments.
AS
AQA 1521
AS Unit 1: Practical Problem Solving in the Digital World INFO1 This unit includes practical use of ICT, identifying, designing, producing, testing, documenting and evaluating solutions. Data entry, storage, output of information, use of software, current health and
6th Form Curriculum Guide
safety legislation. The examination consists of a 1½ hr question paper/answer booklet examination, externally marked by AQA. Section A: short answer questions; Section B: 3 or more structured questions requiring discursive answers. All questions are compulsory, and the paper comprises 50% of the total AS marks 25% of the total A-level marks. In the course of studying this module, students gain practical experience of using a wide range of hardware, software and communication technologies in a structured way, so that they can apply transferable skills, knowledge and understanding gained from this practical work to the solution of problems. Candidates must take into the examination room sample project work to which they must refer in the course of the examination AS Unit 2: Living in the Digital World INFO2 This unit includes ICT systems, their components, uses, users, safety and security. Data and information, data transfer, backup and recovery. The examination consists of a 1½ hr question paper/answer booklet examination, externally marked by AQA. Section A: short answer questions; Section B: 3 or more structured questions requiring discursive answers. All questions are compulsory, and the paper comprises 50% of the total AS marks 25% of the total A-level marks. Unit 2 is designed to give students the wider picture of the use of ICT, to enable the understanding of basic terms and concepts involved in the study of the subject. Students should be able to discuss and comment on issues from a position of knowledge and they can only do this if they have the knowledge and understanding that underpins the subject.
A2 Level
affect the world that makes use of ICT. The content is designed to address issues associated with the management of ICT and its use within organisations. The examination consists of a 2hr Question paper/ answer booklet examination that is externally marked by AQA. Section A: structured questions based on pre-release ‘case study’ material; Section B: questions requiring extended prose answers. All questions are compulsory. This unit comprises 60% of the total A2 marks 30% of the total A’ level marks. A2 Level Unit 4: Practical Issues Involved in the Use of ICT in the Digital World INFO4 This unit includes practical issues involved in managing the use of ICT in organisations; investigating, analysing, defining requirements; selecting and using appropriate technologies, designing solutions, methods for testing and installation, documenting and evaluating. Students produce a written project report based upon their practical work/investigation. The report will be internally marked and externally moderated by AQA. This module provides candidates with the opportunity to complete a project involving the production of an ICT-related system over an extended period of time and in so doing candidates will enhance their transferable practical skills. This comprises 40% of the total A2 marks 20% of the total A level marks.
What could I go on to do at the end of my course? A Level ICT is an exciting and ever changing course. Students acquire technical and personal skills which complement other A Level subjects. Whether you wish to pursue a career in an ICT related industry, or whether you are merely interested in the subject, this course offers a strong foundation for further study at university, or a path which leads straight to employment.
AQA 2521
A2 Level Unit 3: The Use of ICT in the Digital World INFO3 This unit includes the study of developments in technology, information needs of organisations, ICT systems, and management of ICT. Developing ICT systems, introducing large ICT systems into organisations and training and supporting users of ICT systems. This module looks at the fast changing subject of ICT, including developments in technology and ICT system capabilities, and how this might
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A Level Mathematics and Further Mathematics
AQA 6361 AQA 6371
Mathematics is an important and useful discipline; its special power lies in its capacity not just to describe and explain but also to solve and predict. The subject itself is an endless source of wonder and delight.
To encourage all pupils to be robust when faced with challenging situations, the AS/A2 Level mathematicians enter the UKMT Senior Challenge with the intention of inspiring the talented maths pupils. The BSP also sends teams to represent the school at the annual International Schools Maths Competition. We offer Further Maths for our most gifted mathematicians.
What do I need to know or be able to do before taking this course? Due to the testing nature of A Level Maths, it is essential students have a strong understanding of Algebra. They must have a good knowledge of Trigonometry, of forming and solving Quadratic Equations and of Coordinate Geometry. An A or A* at GCSE Mathematics is recommended as a prerequisite for the course. Students who have achieved less than this at GCSE must meet with the Head of Faculty in order to discuss their suitability. Depending on the number of students who take up the subject there may be the possibility to offer an AS in Mathematics over two years for some students. Further Mathematics builds on and extends the work of A Level Mathematics. The techniques studied are more challenging and are an excellent preparation for students considering Mathematics, Computer Science, Engineering or Economics courses at Oxbridge or other top Universities. Only students with an A* at GCSE would be considered for this course.
What will I learn on this AS/A Level course? While studying Mathematics you will learn to: • Use Mathematical skills and knowledge to solve a multitude of problems • Resolve complicated situations by using Mathematical arguments and logic. You will also have to understand and demonstrate what is meant by proof in Mathematics • Simplify real life situations so that you can use Mathematics to show what is happening and what might happen in different circumstances • Use Mathematics to solve problems that are given to you in a real-life context • Use calculator technology and other resources (such as formulae booklets or statistical tables) effectively and appropriately; understand limitations and when
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it is inappropriate to use such technology. Mathematics and Further Mathematics at AS and A Level cover 4 branches of mathematics. The major branch is pure Mathematics and there are 3 applied branches: Statistics, Mechanics and Decision Maths. Pure Mathematics - Core modules When you study Pure Mathematics at AS and A Level, you will be extending your knowledge of such topics as Algebra and Trigonometry as well as learning some brand new ideas such as Calculus. If you enjoyed the challenge of problem solving at GCSE using algebra and trigonometry then you should find the prospect of this course very appealing. Although many of the ideas you will meet in pure Mathematics are interesting in their own right, they also serve as an important foundation for other branches of Mathematics, especially Mechanics and Statistics. Applied Mathematics - Mechanics When you study Mechanics you will learn how to describe mathematically the motion of objects and how they respond to forces acting upon them, from cars in the street to satellites revolving around a planet. You will learn the technique of mathematical modelling; that is, of turning a complicated physical problem into a simpler one that can be analysed and solved using mathematical methods. Many of the ideas you will meet in the course form an almost essential introduction to such important modern fields of study as Cybernetics, Robotics, Biomechanics and Sports Science, as well as the more traditional areas of Engineering and Physics. Applied Mathematics - Statistics When you study statistics you will learn how to analyse and summarise numerical data in order to arrive at conclusions about it. You will extend the range of probability problems that you started for GCSE by using the new mathematical techniques studied on the Pure Mathematics course. Many of the ideas you will meet in this course have applications in a wide range of other fields - from assessing what your car insurance is going to cost to how likely the earth is going to be hit by a comet in the next few years.
6th Form Curriculum Guide
Applied Mathematics - Decision Mathematics When you study Decision Mathematics you will learn, amongst other things, how to solve problems involving networks. Problems might include finding the shortest route by road from one city to another or perhaps the cheapest way of laying telephone cables to connect towns. You meet a range of methods and algorithms, which enable such problems to be tackled. Many of the ideas you will meet in this course have important applications in very different areas such as in electronic circuits and the scheduling of tasks in the Construction Industry.
What examinations will I have to take to get my qualification? The Mathematics A’level course is a modular one. The examination modules you will need to take for each qualification are shown below: Each module is assessed with a 90 minute written paper. Further Mathematics students need to complete both the Mathematics and Further Mathematics courses. Consequently they have twice as many periods of Mathematics per week as a Single Mathematics student has. Mathematics Year
Modules
Qualification
Y12
Core 1, Core 2, Statistics 1
AS
Y13
Core 3, Core 4, Mechanics 1
A2
Further Mathematics Year
Modules
Qualification
Y12
Further Pure 1, Statistics 2, Decision 1
AS
Y13
Further Pure 2, Further Pure 3, Mechanics 2
A2
What could I go on to do at the end of my course? An AS in Mathematics is very valuable as a supporting subject to many courses at A Level and degree level, especially in Science, Geography, Psychology, Sociology and Medical courses. A Level Mathematics is a much sought after qualification for entry to a wide variety of full-time courses in Higher Education. There are also many areas of employment that see a Mathematics A Level as an important qualification and it is often a requirement for the vocational qualifications related to these areas. Higher Education courses or careers that either require A Level Mathematics or that are strongly related include: • Economics • Medicine • Architecture • Engineering • Accountancy
AS and A Level Further Mathematics are prestigious qualifications and expected of students applying for Maths related courses at top universities. If you wanted to continue your study of Mathematics after A Level you could follow a course in Mathematics at degree level or even continue further as a postgraduate and become involved in mathematical research.
• Teaching • Psychology • Environmental Studies • Computing • Information and Communication Technology.
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A Level Art & Design: Photography
9PY01
Students choosing this course will learn to use photography as a vehicle for artistic expression, communicating personal ideas about the world around them. You will learn a wide range of analogue and digital processes, and digital editing techniques, to reflect on, refine and apply the observations you make with a camera, and determine which tools or techniques are most appropriate in your exploration of ideas. Students will have the opportunity to inform their practice through day trips, residential trips and artist workshops. The Morisot building houses the Art and History of Art departments. Those choosing to study Photography have access to a dedicated Art library containing Mac computers and digital photography equipment. There are also computer suites at students’ disposition for lessons with Adobe Bridge and Photoshop CS5 software. Students have access to high quality digital SLR cameras and tripods for use in lessons, Lomo cameras, negative scanners, and cyanotype chemicals for analogue photography, as well as Bamboo drawing tablets and photo-quality inkjet printer.
What do I need to know or be able to do before taking this course?
What equipment will I need to provide? The Art department will provide you will all the materials you will need to work during lessons and after school. It will be necessary, however, to have the following in order to be able to carry out photo shoots and edit images: • A digital SLR or Bridge camera (capable of use with manual settings and the ability to shoot in RAW) • Photoshop CS5 or later- this is not obligatory, but it is advantageous for students to have access to this editing software at home.
Students who have previously studied Art or Photography will have an advantage, but this is not a requirement. A successful Photography student is one who is motivated and curious to learn, and who is passionate about taking photographs.
What does the course involve?
What skills will I acquire if I choose to study Photography?
This incorporates three major elements: supporting studies, practical work, and a personal study. It is worth 60% of the final grade, and is submitted in January of the second year of the course.
You will build up a wide range of technical skills, including: • Learning the operations and principles of creating a photographic image, including the use of available and controlled light, lenses, cameras and lightsensitive materials, including digital and non-digital. • Learning to use professional editing software, such as Adobe Photoshop CS5 and Bamboo drawing tablets You will also develop transferable skills, which will be essential to whatever higher education or career path you choose. These include: • Researching and writing a sustained personal study, with Harvard referencing and bibliography (full A level only) • Solving practical problems and finding creative solutions; Adaptability.
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• Self-management and self-development
The A level course is broken down into two components. Component 1: The Personal Investigation.
● Supporting studies and practical work will comprise a portfolio of development work and outcomes based on themes and ideas developed from personal starting points. ● The personal study will be evidenced through critical written communication showing contextual research and understanding in a minimum 1000 words of continuous prose, which may contain integrated images. The personal study comprises 12% of the total qualification. Component 2: The Externally Set Assignment. This incorporates two major elements: preparatory studies and the 15–hour period of sustained focus. It is worth 40% of the final grade, and represents the culmination of the A level course.
• Critical thinking- analysing, synthesising and reasoning skills
Preparatory studies will comprise a portfolio of practical and written development work based on the Externally Set Assignment.
• Understanding of different cultural and historical contexts
● During the 15–hour period of sustained focus under examination conditions, students will produce final
6th Form Curriculum Guide
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A Level outcome(s) extending from their preparatory studies in response to the Externally Set Assignment. ● The Externally Set Assignment is released on 1 February and contains a theme and suggested starting points. ● Students have from 1 February until the commencement of the final 15–hour period of sustained focus to develop preparatory studies.
Can I choose to do Photography at AS level? The AS level is a stand-alone subject available only to students who are not able to do the full A level. Students who choose the AS level do not complete with the same course at A2 level. The AS level is broken down into two components. Component 1: The Personal Investigation. Incorporates two major elements: supporting studies and practical work, worth 50% of the final grade. ● Supporting studies and practical work will comprise a portfolio of development work and outcomes based on themes and ideas developed from personal starting points. Component 2: The Externally Set Assignment. Incorporates two major elements: preparatory studies and the 10–hour period of sustained focus, worth 50% of the final grade. ● Preparatory studies will comprise a portfolio of practical and written development work based on the Externally Set Assignment. ● During the 10–hour period of sustained focus under examination conditions, students will produce final outcome(s) extending from their preparatory studies in response to the Externally Set Assignment. ● The Externally Set Assignment is released on 1 January and contains a theme and suggested starting points. ● Students have from 1 January until the commencement of the final 10–hour period of sustained focus to develop preparatory studies.
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Can I work outside lesson times? The Art library is a dedicated spaces for students to come and work in their free periods and outside lesson times. You will be expected to spend sufficient time working independently on your coursework and exam projects if you wish to succeed in Photography, and you are encouraged to attend the after-school sessions that take place in the Morisot building.
What trips and visits will be on offer? It is essential to experience artworks first-hand in order to inform your project work and research. Day trips into Paris will be on offer to students taking this course. Joint trips to Florence and Rome with History of Art and Fine Art students are also on offer. Student benefit enormously from the extend photo-shoot opportunities, as well as the rich array of art and architecture to inform their project work. The trips to Italy are optional, as the cost is not included in the school fees.
How will my work be assessed? All work is internally marked by your teachers. You will receive regular written and verbal feedback on your progress against the assessment objectives. At the end of the course, you will organise and mount an exhibition of your work, which will be advertised to students, parents and the local community. The external moderator will come to see the exhibition shortly before it opens to the public, to verify the marks, and will have the final decision on your overall grade.
What could I go on to do at the end of my course? Because of its appeal to many different people, careers in photography are highly competitive. This course would give you the basis to go on to study photography, or another arts-related course at a higher level. Journalism, Architecture, Commercial/Industrial photography, Professional Photographer are just a few of the careers that you could choose. Learning to develop visual language, photographic and related ICT skills will also prove extremely useful to a broad range of careers not directly linked to the industry itself, as well as having a utility in everyday life.
6th Form Curriculum Guide
Physical Education
Physical activity is a fundamental necessity to enhance a healthy lifestyle and at The British School of Paris we seek to promote this through recreational sport and examination courses. As sport and leisure continues to play an increasingly bigger part in many people’s lives, the new look A Level specification reflects the increased interest in this subject area and covers a wide range of topics that are relevant to both the recreation and elite level performer. A Level PE gives students opportunities to discover the science behind sport and sporting performance, gives an insight into the psychological factors that can affect an athlete and looks at the various social and cultural aspects that have a bearing on how sport is perceived.
What do I need to know or be able to do before taking this course? It is not a requirement that you should have studied Physical Education at GCSE in order to take the A Level course in this subject. Several topics covered in the course are developments of work covered at GCSE, but others are new. What is more important is that you should have a lively and enquiring mind, an interest in Physical Education, a willingness to explore new ideas and an ability to communicate your ideas effectively. It is, however, a requirement that any pupil deciding to take A Level PE must be actively and heavily involved in a recognised competitive sport throughout the course, either at School or in a local club. Most sports are accepted but you may wish to consult the AQA website in order to find out more. Whilst A Level PE is a very interesting and enjoyable course, it is important to emphasise that the majority of the work undertaken is theoretical and that students will spend the majority of their time in the classroom. It is a challenging course that must not be taken lightly.
AQA 7582
• Study the various psychological aspects that help optimise performance • Learn to evaluate the effects of contemporary influences on elite sporting performance • Learn how biomechanical analysis can aid performance • Gain an understanding of the various social and cultural issues that can have an effect on sports participation • Have the opportunity to enhance your role as a performer, leader or official. About the course From 2016 the School will be following the new AQA specification for A-level Physical Education. This is a linear course where students follow two years of study before sitting two separate papers in their final year. The content of the first paper will be covered in the first year of the course, the content of the second paper in the second year. It is possible for students to sit the first paper after their first year in order to gain an AS level qualification. Students who complete their exam do not continue their studies at A Level. After two full two years, students complete exam papers set in the summer of their final year. The students will be assessed in one competitive sporting activity of their choice that will include an oral or written analysis of their performance. This will be completed at the end of the two year A level course, Those students opting to take the AS exam after one year will also have to complete this practical element. Subject content 1. Applied anatomy and physiology 2. Skill acquisition
What will I learn on this A Level course?
3. Sport and society
You will:
4. Exercise physiology
• Study applied exercise physiology and discover the effects that exercise and training have upon the systems of the body
5. Biomechanical movement
• Examine the relationships between training and performance
6. Sport psychology 7. Sport and society and the role of technology in physical activity and sport
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A Level
Assessments Paper 1: Factors affecting participation in physical activity and sport: This constitutes the first year of the course and a stand-alone AS exam may be sat at the end of the year. What is assessed?
Non-exam assessment: Practical performance in physical activity and sport What is assessed?
Section A: Applied anatomy and physiology
Students assessed as a performer or coach in the full sided version of one activity.
Section B: Skill acquisition
Plus: written/verbal analysis of performance.
Section C: Sport and society
How is it assessed?
How it’s assessed
Internal assessment, external moderation
Written exam: 2 hours
90 marks
105 marks
30% of A-level
35% of A-level
What could I go on to do at the end of my course?
Questions
Students with AS or A Level Physical Education have access to a wide range of possible career and Higher Education opportunities. You learn and use a variety of transferable skills throughout the course.
Section A: multiple choice, short answer and extended writing (35 marks) Section B: multiple choice, short answer and extended writing (35 marks) Section C: multiple choice, short answer and extended writing (35 marks) Paper 2: Factors affecting optimal performance in physical activity and sport: The second year of the course What is assessed? Section A: Exercise physiology and biomechanics Section B: Sport psychology Section C: Sport and society and technology in sport How it’s assessed Written exam: 2 hours 105 marks 35% of A-level Questions Section A: multiple choice, short answer and extended writing (35 marks)
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Section C: multiple choice, short answer and extended writing (35 marks)
Section B: multiple choice, short answer and extended writing (35 marks)
These include collecting, analysing and interpreting data, communicating your findings in different ways, and identifying and developing the links between different parts of the subject. These skills are in great demand and are recognised by employers, Universities and Colleges as being of great value. Physical Education combines with a range of AS and A Level subjects. Taken with sciences like Biology it supports applications for a wide range of university courses like Sports Science, Physiotherapy, Recreation, Leisure Studies and Sports Coaching. Many students choose to use their qualification to go straight into employment, rather than go on to Higher Education. Because AS and A Level Physical Education develop the transferable skills and the key skills that employers are looking for, they can lead to a very wide range of employment opportunities. This can include further training in such areas as Recreational Management, Leisure Activities, Armed Forces and the Civil Services.
6th Form Curriculum Guide
Physics
Physics is, without doubt, going through very exciting times. The Large Hadron Collider, in which two new particles were discovered in November 2014; the search for the Higgs Boson (and the discovery in 2012 of a “Higgs-like Boson”); measurements showing neutrinos apparently travelling faster than light; these have all hit the headlines recently. A Level Physics challenges the intellect, but to rise to that challenge and succeed represents a real and satisfying achievement.
What will I gain from studying A Level Physics? • an understanding of natural Science at its most fundamental and the part it plays in the functioning of our world and beyond • an appreciation of how Science works in practice • the relevance of Science beyond the laboratory • analytical, evaluative and synoptic skills • practical skills, including the ability to plan and manipulate information and data The course is taught by highly qualified and experienced teachers. AS and A Level results achieved in Physics over the years have been consistently excellent. Yes, there is some tough theory to assimilate and understand. However, there will also be regular practical work, designed not only to develop and perfect experimental skills but also to discover or verify various theories and relationships. This includes providing opportunities to use data-logging techniques and the Science Department’s new iPadcompatible data-logging equipment. Equally, although traditional hand-drawn tables and graphs remain a very important skill, we encourage pupils to use ICT skills for presenting and analysing their practical work. The teaching is designed not only to instil a thorough understanding of physics principles, but also to make the material interesting, fun and relevant to everyday experiences. We encourage a wide range of reading - much wider than just the textbooks - as well as an appreciation of the history and development of Physics. Our VLE provides many links to interesting video clips and documentaries.
AQA 7408
An optional trip to CERN, home of the Large Hadron Collider, is available to students in Yr13 who will by then be familiar with the world of sub-atomic particles and will have met many of the principles involved in accelerating protons in the LHC. The trip represents a fantastic, not-to-be-missed opportunity to visit the very centre of modern physics research. The cost of the trip is not included in the school fees.
What do I need to know or be able to do before taking this course? In Physics, we follow the course offered by AQA. The methodology and terminology builds on that already met by students and teachers at GCSE, where AQA is also used. The qualification builds on the knowledge, understanding and process skills that were taught in GCSE Science. You will need at the very minimum a GCSE grade C in Physics or Additional Science (or equivalent) although an A or B grade is preferred. You should also be a very keen and competent mathematician with at least a grade C in GCSE Mathematics (or equivalent). Numerical and mathematical skills are vital in Physics. It is also a requirement that students who wish to do A Level Physics must at least also take AS Mathematics. A-level Physics is the right choice if you: • have an interest in, and enjoy, Physics • want to study a relevant, worthwhile qualification of recognised value • want to find out about how things work in the physical world • enjoy applying your mind to solving problems • enjoy carrying out investigations by the application of imaginative, logical thinking • are taking A-levels in the other sciences and/or Mathematics, or other relevant courses such as Design and Technology, and want to take another course that will support your studies. • want to use Physics to move on to further studies in Higher Education, support other qualifications or enter physics-based employment (more information later).
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A Level
What will I learn and how will I be assessed on this A Level course?
The course is made up of the following content: 1.
Measurements and errors: A working knowledge of the fundamental (base) units of measurement. Practical work is underpinned by an awareness of the nature of measurement errors and how we treat them.
2.
Particles and radiation: The nucleus including particles, antiparticles and photons; hadrons and leptons; the quark model. Quantum phenomena including photoelectricity, energy levels and photon emission, wave particle duality.
3.
Waves, including longitudinal and transverse waves, progressive and stationary waves, refraction, diffraction and interference.
4.
Mechanics and materials: Mechanics includes motion along a straight line, projectile motion, Newton’s laws of motion, energy and power. Materials includes density and the Young modulus.
5.
Electricity, including electrical quantities, resistivity, circuits and components, alternating current.
6.
Further mechanics and thermal physics: Mechanics includes momentum, circular motion and simple harmonic motion. Thermal physics includes the thermal properties of materials, ideal gases and the kinetic theory of gases.
7.
Fields and their consequences: includes gravitational fields, electric fields, capacitors, magnetic fields, electromagnetic induction.
8.
Nuclear physics: builds on key ideas about particles and energy from AS physics and covers probing the nucleus, radioactivity, nuclear instability and nuclear energy.
An option of either: 11.
Engineering physics: includes rotational dynamics, thermodynamics and engines.
or 12.
Turning Points in Physics: includes discovery of the electron, wave-particle duality, special relativity.
• The A Level course is assessed in three 2-hour written papers • Paper 1 assesses sections 1-5; it is worth 34% of the A Level • Paper 2 assesses sections 6-8; it is worth 34% of the A Level • Paper 3 assesses section 12 plus practical skills and data analysis; it is worth 32% of the A Level While studying these units you will develop a range of practical skills: planning experiments, collecting data, analysing experimental results and making conclusions. These are primarily assessed in Paper 3. A separate endorsement of practical skills will be taken alongside the A-level. This will be assessed by your teachers and will be based on direct observation of students’ competency in a range of skills that are not assessable in written exams. You will also gain an appreciation of: how scientific models are developed and then evolve the applications and implications of science, the benefits and risks that science brings, and the ways in which society uses science to make decisions.
What could I go on to do at the end of my course? Physics leads on to a wide range of courses and careers. You could use Physics to support other
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qualifications or move on to further studies or employment, including: • a degree course such as Physics, Natural Sciences, Mathematics, Medicine, Metrology, Meteorology, Sports Science, Engineering (including Chemical Engineering) and related programmes. [Note that a good A Level grade in Physics is an essential requirement for nearly all university engineering courses.] • employment in a wide range of areas, including radiography, biotechnology or seismology. Physics is recognised as an entry qualification for a wide range of Higher Education courses and employment opportunities. A good grade in A Level Physics can open many doors.
6th Form Curriculum Guide
Spanish
(Examination Board to be comfirmed shortly)
We are still in the process of researching and comparing the courses offered by different examination Boards and are therefore in a position to provide general information which is applicable for all new Spanish A level courses.
Aims and objectives The aims and objectives of the new Spanish specifications are to enable students to: • Enhance their linguistic skills and promote and develop their capacity of critical thinking on the basis of their knowledge and understanding of the language, culture and society of the country/ countries where the language is spoken. • Develop control of the language system to convey meaning, using spoken and written skills. • Develop their ability to interact effectively with users of the language in speech and in writing, including through online media. • Develop language skills and strategies including communication strategies to sustain communication, build fluency and confidence. • Engage critically with intellectually stimulating texts, films and other materials in the original language, developing an appreciation of them in their cultural and social contexts. • Develop knowledge about matters central to the society and culture (past and present). • Mediate between cultures and between speakers of the language and speakers of English through a translation component. • Foster ability to learn other languages. • Equip students with transferable skills such as autonomy, resourcefulness, creativity and critical thinking, linguistic, cultural and cognitive flexibility. • Develop capacity for critical and analytical thinking through the language of study. • Develop as independent researchers through the language of study.
What exams will I take? Spanish A Level consists entirely of externallyexamined exams assessing listening, reading, writing and speaking. The qualification is linear and will be taken at the end of a 2 year period (5 hours per week).
culture you wish to study and be prepared to work independently. • Demonstrate an ability to read critically and to analyse material would also be very useful: you will, for instance, be required to study some literature, to analyse characters or themes in films, to keep abreast of current affairs and to form your own opinions about sociological issues. • Have (or be prepared to develop) strong debating/ discursive skills as you will be expected to engage in debates on potentially controversial issues linked to worldwide events. • Display intellectual curiosity, initiative and perseverance
What do I need in order to be successful? You should: • Be a competent linguist with a secure command of Spanish grammar and vocabulary and be prepared to continue developing your language skills (minimum recommend GCSE grade: A / A*) • Have a genuine interest in the language and
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A Level
What could I go on to do at the end of my course? There will be a range of opportunities open to you, where you can continue to use and further develop your language skills and knowledge of contemporary society. Some students choose to do degree courses in languages; others choose to pursue a Higher Education course in another subject, but choose a language option alongside it. Studying a language at A Level will certainly improve your employability, in particular with companies which have international branches. Whether you are interested in continuing your studies or working at home or abroad, a language course at A Level is an excellent step towards achieving your goals.
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6th Form Curriculum Guide
The Foundation Year
For those students unable to contemplate moving straight into AS and A Level courses, we offer a one year Foundation Programme. This could lead to vocational courses or be a preparation for a two year 6th Form programme at the BSP. Students will typically aim to achieve at least 5 GCSE passes during this year: English and Maths GCSE, one AS Level subject as well as a combination of Level 2 BTEC courses which have GCSE equivalence, or GCSEs (Psychology or Media Studies). There will be the possibility of Learning Support if that is required.
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A Level GCSE English Language
Edexcel A 4EA0
A pass at C grade of above in English Language GCSE is a prerequisite for entrance to UK Universities. We strongly advise students who do not have a GCSE English Language qualification and who wish to pursue a university career in the UK to follow this course in Year 12. The study of English Language encourages students to develop the skills of enquiry and investigation. Students learn to make informed personal responses, supporting interpretations with evidence from texts. GCSE English Language allows students to demonstrate the ability to use English in real life contexts and uses an analytical approach to language topics drawing on personal experience. The Edexcel International GCSE in English Language (Specification A) has the option of two assessment routes: we shall be taking Route two, which consists of 70% written examination paper and 30% internally assessed coursework (Paper 1, Paper 3 and Paper 4). Details of these three papers:
Paper 1: 70% of the total examination 4EA0/01 Externally Assessed Overview of content Reading: Unprepared passage • Section A of the Edexcel Anthology for International GCSE and Certificate Qualifications in English Language and Literature. Writing • Topic of Section A of the Edexcel Anthology for International GCSE and Certificate Qualifications in English Language and Literature • To inform, explain and describe Overview of assessment: • The assessment of this unit is through a two-hour and 15 minute examination paper, set and marked by Edexcel
Paper 3: Written Coursework 20% of the total International GCSE 4EA0/03 Internally Assessed Overview of content Reading • Section B of the Edexcel Anthology for International GCSE and Certificate Qualifications in English Language and Literature Writing • To explore, imagine and entertain • To argue, persuade and advise Overview of assessment • The assessment of this unit is through two coursework assignments, internally set and assessed and externally moderated by Edexcel • The total number of overall marks available is 80 (40 marks doe each assignment)
Paper 4: Speaking and Listening Coursework 10% of the total International GCSE 4EA0/04 Overview of content Speaking and listening: • To explain, describe and narrate • To discuss, argue and persuade • Formal and informal contexts • Individual talk • Pair work
• Single tier of entry
• Group work
• The total number of marks available is 60
Overview of assessment • The assessment of this unit is through three coursework assignments, internally set and assessed and externally moderated by Edexcel
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• The total number of overall marks available is 120 (40 marks for each assignment)
GCSE Courses
6th Form Curriculum Guide
GCSE Mathematics
Mathematics provides the oral, written and practical skills needed to solve everyday problems and to acquire knowledge in other subjects particularly Science and Technology. Mathematics is an important discipline; its power lies not only in the capacity to explain and describe but also to predict and solve. An GCSE qualification in Maths is highly recommended for those wishing to pursue a university career in the UK. Willing students will find mathematics challenging but accessible, useful and enjoyable. The Maths department teaches the Edexcel GCSE syllabus and students are entered for written papers appropriate to their ability.
Edexcel 4MA0
Paper 2 Written paper (calculator allowed) 50% of the assessment Foundation Tier
2 hours
100 marks
Higher Tier
2 hours
100 marks
The maths teachers are keen to help students enjoy mathematics and to be successful in the examinations. However, to benefit fully from lessons students must bring to each maths class: • a simple scientific calculator • a simple sturdy compass with pencil • a 20cm flat ,clear plastic ruler
• Foundation, aimed at grades G – C
• a small clear plastic protractor
• Higher, aimed at grades D – A*
• an eraser, a sharpener with a box, an HB pencil
The specification requires candidates to demonstrate their knowledge, understanding and skills in following units:
• 3 or 4 colouring pencils.
Number Algebra Geometry Statistics
The Scheme of Assessment: At both Higher and Foundation Tier the assessment consists of two externally marked papers. Paper 1 Written paper (calculator allowed) 50% of the assessment Foundation Tier
2 hours
100 marks
Higher Tier
2 hours
100 marks
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GCSE Courses GCSE Media Studies
GCSE Media Studies is offered as a two-unit GCSE and a four-unit Double Award. Units 1 and 2 comprise the GCSE, offering a complementary package which provides a useful preparation for units 3 and 4 which combine with units 1 and 2 to make up the Double Award. For both awards pre-production and production skills are fully integrated into both the Controlled Assessments and the External Assessments. Controlled Assessments make up 60% of each award and the External Assessments count for 40%. The current AQA GCSE Media Studies course attracts an increasingly large number of students every year because it makes learning interesting, challenging, creative and fun. It offers rigorous but accessible learning on a subject of key importance for young people’s understanding of the world they experience.
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AQA 4810
It offers: • Extensive and meaningful coverage of media theory and practice • Practical work which integrates theories and concepts • A choice of assignments for production and preproduction • The chance to study across a range of different media • Opportunities to learn about real media products and industries • Opportunities for progression, especially to GCE Media Studies • A Double Award to increase flexibility and choice
6th Form Curriculum Guide
GCSE Psychology
Edexcel 2PS01
The Psychology course has been designed to draw on five topic areas: • Topic A: How do we see our world? • Topic B: Is dreaming meaningful? • Topic C: Do TV and Video Games affect young people’s behaviour? • Topic D: Why do we have phobias? • Topic E: Are criminals born or made? The topics are all relevant to everyday life and allow students to explore every day questions, for example: How and why do we dream? Why are we scared of things? How de we see and understand the world around us? to name just a few. All the topics ask students to explore and investigate questions and consider why psychology matters. Interpretation, evaluation and analysis of psychology are therefore embedded throughout the topics and the course helps students to explain, theorise and model in psychology. The five topics are all key contemporary debates in society today and include relevant and contemporary scientific research. The topics provide a platform to explore current debates such as nature-nurture, ethical issues and comparisons to see how psychology has developed over time and differ between various cultures. There is a deliberate focus on what Psychologists do and this focus enables students to consider the implications of psychology for society.
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BTEC Courses BTEC Business (Edexcel)
BTEC Travel Services (Edexcel)
BTEC Business (Edexcel)
BTEC Travel Services (Edexcel)
The Edexcel BTEC Level 1/Level 2 First Award in Business has been designed to provide an engaging and stimulating introduction to the world of business. It provides a good introduction for learners in post-16 education, as well as bringing together learning at levels 1 and 2 to ensure that every learner taking the qualification completes it with a level of understanding and skill on which to build at a later date.
This qualification has been developed to provide an engaging and stimulating introduction to the travel and tourism industry. It includes two core units that form the fundamental knowledge and understanding of the travel and tourism sector. The two core units are: Worldwide Travel and Tourism Destination and Principles of Customer Service in Hospitality, Leisure, Travel and Tourism.
The core units cover the essential knowledge and skills required in the business sector. The optional specialist units, covering branding and promotion, customer service, sales, retail business, recruitment and carer development and business support, provide the opportunity to develop assignments and activities to meet the needs of both local employers and learners.
This course involves using a number of employability skills which enable students to adapt to the everchanging roles needed to survive in the global economy. These skills include; self-management, team working, business and customer awareness, problem solving, communication, basic literacy and numeracy, a positive attitude to work, and the use of ICT.
In addition to this, the qualification provides opportunities for learners to develop the communication skills needed for working in the business sector, as they progress through the course. This can be achieved through presentations and in discussions where they have the opportunity to express their opinions. In the two core units, learners will have the opportunity to develop the key enterprise and financial skills and the knowledge necessary to enable them to understand how businesses recognise opportunities and build on them to succeed. Learners will understand how a business makes and manages its money and plans for the future.
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Other Opportunities
6th Form Curriculum Guide
Level 2 Sports Leadership Award (Sports Leaders UK) Level 2 Sports Leadership Award (Sports Leaders UK) Awards in Sports Leadership are nationally recognised qualifications that enable successful learners to lead groups of people in sport/activity sessions, under indirect supervision. The qualification teaches generic leadership skills such as organisation, planning, communication and team work through the medium of sport. There is no entrance requirement but students should have an interest in sport and be willing to engage with younger students in order to lead fun, active and safe sessions. To pass the course and gain a Sports Leaders UK qualification, students must complete seven units of work and 10 hours of supervised leadership in an activity of their choice. - Unit 1: Leadership skills for a sports leader - Unit 2: Adapting sport/activity sessions to be inclusive
- Unit 3: Safeguarding sport/activity participants - Unit 4: Plan, lead and evaluate sport/activity sessions - Unit 5: Assist in organising and leading a sports event - Unit 6: The benefits of physical activity to a healthy lifestyle - Unit 7: Pathways in sport and recreation
The course runs over one year with two hours per week contact time; those two hours are split between theory and practical based learning. This qualification shows employers that you possess many desirable skills required for both university and the work place. It will build your self-confidence and be particularly beneficial if you are interested in pursuing a sporting career or involving yourself in coaching or volunteering in the future.
Learning Support Learning Support An extra charge will be levied for any LS hours. Please consult Admissions for current charges.
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Other Sixth Form Courses As the landscape for 6th form studies begins to change with the introduction of new specifications for A levels and the eventual demise of AS exams, the BSP is looking to offer a wider range of extension courses to support A level core teaching. The value of individual extension work within the overall 6th form package has long been recognised and with the student’s personal statements being an important part of the UCAS application procedure such extension work has real value.
EPQ – Extended Project Qualification The Level 3 (A level equivalent) Extended Project aims to support learners with the transition to Higher Education or into the world of work. It provides opportunities for the development of critical, reflective, problem-solving and independent learning skills through the planning, research and evaluation of a self-selected project. In Year 12 you will attend lessons to introduce you to a variety of planning, research and evaluation tools as well as a multitude of academic questions. During the course you will have the chance to broaden your skills, widen your perspectives and deepen your understanding of a wide range of issues. Throughout your in-depth study, you will develop and apply skills creatively, resulting in one of the four following project outcomes: • A dissertation; • An investigation; • A performance; or • An artefact. In Year 13 you will work with a mentor to demonstrate that you can: • select a topic/area of interest for an in-depth study that provides opportunities to develop skills, knowledge and understanding, • negotiate with your mentor the scope of that project • identify and draft an objective(s) for your project (eg in the form of a question, hypothesis, problem, challenge, outline of proposed performance, issue to be investigated) and provide a rationale for your choice
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(Edexcel)
• produce a plan for how you will deliver your intended outcome • conduct research as required by the project brief, using appropriate techniques • develop the intended outcome using selected tools and techniques safely demonstrating the ability to pursue an extended project through to completion • share the outcome of the project, including an evaluation of the outcome and your own learning and performance with another or others, using appropriate communication methods. The Extended Project outcome is graded A* to E. Level 3 Projects are worth half a GCE for UCAS points.
6th Form Curriculum Guide
Music Opportunities The lively Music department provides the following: Choir, Flute, Guitar Club, Orchestra and Peripatetic lessons for you to pursue your individual musical speciality. In addition the ABRSM and Rock School exams are available. These exams, from Grade 6 upwards, carry UCAS points which may be used towards university entrance.
The Music department offers extension and enhancement opportunities throughout the school in the form of Practical and Theory of music exams outside normal curriculum time, but next year in the 6th form we are very excited to be able to offer the following activities as extension and enhancement activities within curriculum time:- Solo performance in pop, rock or classical styles - Ensemble / group performance - Theory of music for both commercial and classical musicians It is envisaged that students will select from the various components on offer to build a programme individual to their needs in year 12 and onwards into year 13 if so desired. Courses could be tailor made and might lead to qualifications with the ABRSM or Rockschool exam boards; options include practical and theory exams and may even lead to an ABRSM Performance Diploma for some candidates (some prerequisites may be required). All these activities will be certified and accredited either by ABRSM or Rockschool and the following information gives a brief outline of the various possibilities which may be on offer.
Theory of Music (ABRSM) - Grade 5 is a pre-requisite exam before going onto grades 6 - 8 practical examination. - Grades 6, 7 and 8 cover material at a standard equivalent to A level - Grades 6, 7, 8 exams attract UCAS points - Exam in March or June - Taught in class time Ensemble performances (ABRSM) - Offered by ABRSM at three levels, Primary for
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grades 4-5, Intermediate for grades 6-7 and Advanced for grade 8; - Ensembles can be any number and combination of instruments
- Music Practitioners Qualifications are offered by Rockschool for dedicated and enthusiastic musicians Useful Websites
- Exam in June
For classical musicians - www.abrsm.org/en/our-exams
Solo performance (ABRSM)
For commercial/rock or pop musicians - http://www. rslawards.com/music
- Would be overseen by one of the peripatetic instrumental teachers in a weekly specialist lesson on a 1:1 basis, but you would have time built into your week to rehearse and practice with a pianist/ accompaniment in preparation for the exam; - The aural training component of the exam would be taught during class time - The sight reading elements would be covered - Any technical requirements, scales/improvisations would also be taught - Viva requirements would also be covered if necessary - Leads to a qualification from grade 1 to Diploma level and UCAS points can be claimed for Grades 6 8 Popular Music Theory (Rockschool) - Covers commercial notation, tabs/ chord symbols - Learn about instruments other than your own - Learn how to arrange for brass/ wind groups - Claim UCAS points for Grades 6 – 8 - Taught in class time Solo and Group performance (Rockschool) - Depending upon the instrumental strengths of the students opting into the scheme;, usually about
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grade 5 or 5 -6 years playing experience
6th Form Curriculum Guide
Personal, Social and Health Education (PSHE) The PSHE scheme of work follows the UK National Curriculum non-statutory guidelines for Personal, Social and Health Education. Lessons are often discussion based, making use of worksheets, newspaper articles, video, role-play, debate and student presentations. In addition, we make use of a PSHE package of interactive lessons and materials. These and other PSHE resources are now available on the school’s VLE.
In sixth form classes there is an increased emphasis on the pupils making wider progress through development of personal, learning and thinking skills. The aim is to enable our young adults to become: • Independent enquirers and reflective learners • Creative thinkers and effective participators • Self managers and good team workers.
Students are encouraged to develop:
The following specialist inputs are integrated into the PSHE programme:
• A healthy and safe lifestyle
• Careers
• Good relationships while respecting the differences between people
• Study and library skills
• Skills of enquiry and communication • Methodical and successful work habits.
Year 12
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• Sex education and life skills presented by the School Nurses. Our programme for Years 12 and 13 remains flexible and responsive and includes a majority of the following areas:
Term 1
Term 2
Term 3
Class ethos / Presentations Performance Review Drug and alcohol safety Study skills and target setting Time management Debates – topical issues Memorisation strategies
Introduction to Higher Education: understanding your options Performance Review Study skills and target setting E-safety
Careers Work experience: making the most of it Study skills and target setting Sex education
Class ethos UCAS preparation and applications Topical issues: class debate Study skills Memorisation strategies
E-safety Living away from home: DIY, Cooking, Budgeting; First Aid; Mindfulness Transition issues Staying safe: drugs/alcohol/sex
Study skills and Target setting Coping with stress and relaxation techniques
In recent years the tutors have been exploring new topics of relevance and interest and these include the following headings. Year 12
Year 13
Gender differences
Confidence/Self esteem
Positive Thinking
Binge Drinking
Can drugs be recreational?
Media manipulation
Personal Fitness
God is Good
Informed decision making
Pros and Pitfalls of University Life
Personal Finances
Responsible Budgeting
Establishing personal limits
Sex, Drugs and Rock and Roll
Discussion & Debating Skills
Discussion & Debating Skills
Healthy Lifestyle Choices
You are what you eat
Pressure
Personal safety
Adult Peer Pressure
Gap Year possibilities
As with all areas of the curriculum, parents are welcome to contact us to discuss any concerns about the issues we cover.
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Physical Education Core
Each student in the Sixth Form has the opportunity to take part in a range of recreational sporting activities on a Friday afternoon. These sessions are designed to engender enjoyment, social interaction and learning, as well as to hopefully to set a trend for an active life in the future. The sports afternoon has a compulsory element, and all students are expected to take part in at least one activity each week Popular choices include football, netball, weight training, climbing, volleyball, basketball, hockey, badminton and aerobics. Whilst the students will receive help from staff to further improve their skills and techniques, the main focus of the lesson lies in competition and enjoyment. The school fields representative teams in the following sports; Girls and Boys Football, Hockey, Rugby, Netball, X-Country, Climbing and Athletics. If a student is selected for a school team he/she is expected to attend all training sessions and fixtures. The school has an international fixture list for all of its teams with regular fixtures in France, Belgium, Holland, and the UK. To maintain an International fixture list we have to host visiting teams overnight, which is reciprocated when we travel away.
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Additionally, our school is a member of the International Schools Sports Tournament Organisation. Our senior teams compete against all the other major International and American Schools in prestigious tournaments throughout Europe. For a more comprehensive insight into the Sports programme at the School, including the team sports handbook for parents, please consult the Team Sports area on the Activities site of the School FROG OS website.
6th Form Curriculum Guide
Sport (Extra-curricular)
The school fields representative teams in the following sports; Girls and Boys Football, Hockey, Rugby, Netball, X-Country, Climbing and Athletics. If a student is selected for a school team he/she is expected to attend all training sessions and fixtures. The school has an international fixture list for all of its teams with regular fixtures in France, Belgium, Holland, and the UK. To maintain an International fixture list we have to host visiting teams overnight, which is reciprocated when we travel away. Additionally, our school is a member of the International Schools Sports Tournament Organisation. Our senior teams compete against all the other major International and American Schools in prestigious tournaments throughout Europe. For a more comprehensive insight into the Sports programme at the School, including the team sports handbook for parents, please consult the Team Sports area on the Activities site of the School FROG OS website.
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The British School of Paris 38 quai de l’Ecluse 78290 Croissy sur Seine Tel: +33 (0)1 34 80 45 94 Fax: +33 (0)1 39 76 32 21 Website www.britishschool.fr Email ssc@britishschool.fr February 2016