A Guide to Life in UVI 2021 / 22 by Queen's Gate School

A guide to life in UVI 2021/22

Dear Parents, It gives me much pleasure to welcome you as UVI parents to the academic year 2021/22 – and to your daughter’s final year at Queen’s Gate. We hope that the year ahead will enable us all to have a return to some sort of post-Covid normality. We believe that the close link between school and home is of vital importance in ensuring the progress of your daughter during her time with us. This booklet is designed to provide you with as much information as possible so that you have a sound understanding of what goes on during the school day and can support us in providing your daughter with the highest standard of education. General information about the school is followed by details of the curriculum which your daughter will follow during this academic year. The UVI year is demanding, but at the same time I hope that your daughter will enjoy her work, activities and responsibilities. During the year, your daughter will be preparing for the next stage of her education, be it an application to University or College in the UK, US or elsewhere, Art College or plans for exciting Gap Years. We want her to make the best possible application and plans, but these require time and effort and at the same time, she needs to keep pace with the demands of her subjects and School life. University, US applications and college offers come at different times and this can be very stressful; girls have to be patient and their offers will come, but I appreciate that it is not easy when others may have already received all their offers. Staff are on hand to provide support and encouragement, both to you and your daughter, at this time. Throughout the UVI, it is important for girls to aim for a good work/life balance in which they prioritise school work, but also have time for involvement in other school activities and some time for their own social life. Finding this balance and maintaining a sensible and healthy pace and lifestyle are essential and will help to ensure success at A Level - and beyond. We do hope that your daughter will have a successful and enjoyable year in the UVI, but please do not hesitate to contact either me, Dr Lee, Director of Sixth Form and Outreach, Dr Groszewski, Head of UVI or the Director of Pastoral Care, should you have any queries or concerns. With all best wishes. Mrs R M Kamaryc Principal

Data Protection - GDPR

The GDPR (General Data Protection Regulation) is a law that was introduced in the UK (and the EU) in May 2018 to protect people’s data (information). It requires all companies and organisations operating in the UK and EU to have a Privacy Notice to outline the ways in which data is collected and used. At Queen’s Gate, we collect and use data to provide and enhance our pastoral care, to inform our academic tracking and monitoring, to ensure that all policies and risk assessments are informed by accurate data and to ensure that we fulfil our legal duties. You can read the full Privacy Notice on the School’s website here: http://www.queensgate.org.uk/wp-content/terms

Purpose of the booklet This booklet has been written to help you support your daughter during her year in UVI and has two sections: General Information, which explains the School’s routines, organisation and expectations, and Subject Details listed on page 23 which give an introduction to the subjects your daughter will study. For each subject there is a brief outline of the year’s work. Contents - The Principal’s welcome

How may I contact the School?

Who is there to help?

The PTA

Introduction to the Upper Sixth Form

Our Expectations: The Code of Behaviour

The Dress Code

Sixth Form Privileges and Responsibilities

Important Dates for the Year

Tests and Reporting Progress

The School Day

Attendance

Absence

Punctuality

Study Periods in the Library

The Pattern of the Year

Sixth Form Work Tutors

Reports

Examinations

University and College Applications

Work Experience

Careers Information, Education and Guidance

Extra Music Lessons

Clubs

Wider World

Challenge and Enrichment

Rewards

Posts of Responsibility

Queen’s Gate School Anti-Bullying Policy

Personal, Social, Citizenship and Health Education (PSCHE)

Physical Education (PE) IT Acceptable Use Policy for Pupils

16 17

Using School IT systems and devices

Queen’s Gate Online Parent Accounts

Details of A Level Subjects

The information contained in this booklet is correct as at 31st July 2021. However, this information does not form part of any contract or agreement with Queen’s Gate School and the School reserves the right to alter the specifications and/or options, if necessary, during the period for which the booklet is in operation.

How may I contact the School • Who is there to help? • The PTA

How may I contact the School?

• The School Counsellors: Mrs Julie Johnson and Ms Araminta Scarfe are in school weekly to offer individual counselling sessions for the girls. These need to be booked in advance via the Head of Year or Director of Pastoral Care.

Please telephone the School Secretary Mrs O’Rourke on 020 7589 3587 or email secretary@queensgate.org.uk.

• MyQG: Your daughter’s timetable and a list of her teachers are available on MyQG, our e-learning platform, and will also be sent to you in September. Additionally, you will find curriculum resources and revision materials on the platform and some teachers set homework tasks via MyQG as well. All parents are strongly encouraged to make use of MyQG. Should you require any assistance logging in to this useful resource, please contact our IT support team at: itsupport@queensgate.org.uk

Our policy is to route all communications through the School Office. Teachers are not able to be in direct email communication with parents because of their teaching and other commitments in a busy school day. The School Secretary can answer general questions or will pass on a message.

Who is there t0 help?

The Parent Teacher Association

• The Form Tutors and Deputy Form Tutors: These teachers will see your daughter at three points in the School day and take care of any day-to-day problems.

The Queen’s Gate PTA is a working group of volunteer parents set up to provide a support network for parents and to organise Queen’s Gate social and fundraising events throughout the year, such as the Christmas Fair, to raise money for the school and charities. Each Form has one or more representatives on the PTA committee which meets approximately four times a year. PTA representatives also organise information coffee mornings for parents and provide an additional link between parents and the school. We welcome input and involvement from all parents whether for a specific event or as a member of the PTA committee.

• The Head of UVI: Dr Groszewski is responsible for the year group and can help with any matters concerning your daughter’s academic progress or pastoral wellbeing. • The Director of Sixth Form and Outreach: Dr Lee is responsible for the Sixth Form and can help with any matters concerning your daughter’s academic progress or pastoral wellbeing. • The Director of Pastoral Care: Ms Charlotte de la Peña can also help with any matters concerning your daughter’s pastoral wellbeing.

The PTA will contact you soon to ask whether you consent to them using your details for a contact list which will be distributed to you and other parents in your daughter’s Form.

• The Director of Teaching, Learning and Assessment: Mr Crundwell can help with any matters concerning the School Curriculum, examinations and reports. • The Bursar: Mr Cubitt can help with any enquiries about fees. His direct line is 0207 594 4983

Introduction to the Upper Sixth Form Academic Success

Personal Development

Girls will, we hope, be returning to school refreshed and invigorated, ready for the final year of A Level and secondary school study. By this time, each girl should have some idea of the course/s and universities or colleges for which she wishes to apply. Alternatively, she should have started to research a gap year or opportunities for work.

In the Sixth Form there are many ways in which girls can explore new interests, show initiative and develop the confidence which will give them a good start at university or college. Girls may discover new talents by organising clubs, charity fund-raising, taking part in events such as the Pink Fashion Show in support of Cancer Research UK, or the Christmas Pantomime, showing leadership and inspiring younger girls as a House Captain or a School Prefect. Sixth Form girls will also enjoy special privileges which help them to develop independence and demonstrate responsibility.

There is now half a term left to complete UCAS applications, one term left for Art School applications and just over two terms until Study Leave. This will be a very busy time for girls and they will need the support of teachers and parents. For this reason we advise that girls do not take on paid part-time work in the lead-up to these important examinations.

In the UVI, girls enjoy a privileged position in the school. They are closer to the staff who value their contributions both in class and in representing the School when visitors arrive for occasions such as Open Evenings, the Carol Service and the 11+ Entrance Examination Day. Most of the girls know the School very well by this time and are in a special partnership with the teachers who trust them to dress and behave appropriately both inside and around the school. ‘Girls’ are really young women by this stage and will be developing a growing sense of their own identity and direction in life as the UVI year progresses and their futures become more clearly mapped out.

Most girls will study three (or in exceptional cases four) A Levels. They will have received their end of year results which, we hope, will provide a platform on which to build successful A Level results.

Service to the Community

In the LVI, girls found they were expected to take a lead in school events and to act as role models for the younger girls. In the UVI, this will be further emphasised with the younger girls looking to the Sixth Form to inspire and support them. Several UVI girls have been awarded positions of responsibility, such as Prefect, Subject Ambassador or House Officer, and will be expected to carry out these roles assiduously as well as keep up with their studies. All UVI girls are expected to contribute to school and charity/outreach events and we hope that they will find this rewarding as well as an opportunity to take on more adult roles.

Introduction to the Upper Sixth Form

Close Relationships

Our Expectations: The Code of Behaviour refrain from eating and drinking whilst walking near the School.

This Code of Behaviour is printed in each girl’s homework diary. It has been drawn up to ensure the smooth running of our School and to promote consideration for others in the School and in the community.

Personal Property • Never open another person’s desk or bag, or interfere with anyone else’s property. If you leave property (coats, bags etc.) unattended, it is at your own risk. • Outdoor clothes should be hung on pegs in the Form Room or kept in lockers. Bags should always be in lockers. • Money and valuables must be locked in your locker or given into the School Secretary’s office for safe-keeping. • Understand that the permitted use of mobile phones and other personal electronic devices for Sixth Formers is a privilege accompanied by the expectation of responsible use. Mobile phones and other personal electronic devices must only be used in the Sixth Form area and should never be brought to lessons or private study periods in the Library, Library Annexe or Extension. • You may not bring your own laptop, netbook or iPad into lessons unless you have permission from a teacher.

Our Expectations: The Code of Behaviour

At Queen’s Gate • We expect high standards of behaviour at all times both in the classroom and outside. • We aim to create a community where consideration and respect are shown to all its members and their property. • Good manners and politeness are expected in all situations. In the Classroom • You should arrive punctually at each lesson with the correct equipment. • When a member of staff or visitor enters a classroom, you should stand up until he/she has addressed you – you should reply accordingly before sitting down. • You should get on with your work quietly and sensibly in lessons. You should never talk when staff are talking and should put your hand up to ask or answer a question. • Classroom furniture and equipment should be treated with respect and should not be moved without staff permission.

Environment • Help to keep the School tidy; this includes classrooms, corridors, labs and other areas, as well as your Form Room. • Graffiti on furniture, etc. is not permitted and is considered a serious offence. • Eating is not permitted in the corridors or on the stairs and drinks should not be carried around the School. • Always leave the bathrooms as you would like to find them. • Chewing gum is not permitted in School or when representing the School at any event. • Help the School to recycle paper and other materials.

Outside the Classroom • You should walk on the left in corridors and on the stairs and allow others to pass you. You must not create so much noise that it will disturb others. You must take care when examinations take place and obey any ‘Silence’ and ‘No Entry’ notices. • When moving between the school buildings, you need to walk swiftly (without running) and watch out for traffic when crossing roads. • On the pavements you should show courtesy to members of the public; remember that a crowd of young people can be intimidating. You should also

Safety GYM: Nobody is allowed on the apparatus unless a member of staff is present. LABORATORIES: Nobody is allowed in the laboratories, DT workshop or ICT Room without supervision. FIRE ALARM: Silence must be observed. Leave the building in a quick and orderly manner, and line up in silence at the appointed place for registration. SECURITY LOCKDOWN: When you hear the tannoy announcement, stay in your classroom. Shut doors, locking them if possible, otherwise, blocking them with a desk. Close windows and pull down blinds. Silence is to be maintained. Lockdown will stop when you hear a further message via the tannoy system.

If you need to take medicine at school, you should bring a letter from your parents stating when you need to take it. Your medicine must be left in the School Office. The only exception is if you have an Epi-pen or an inhaler for asthma. If you need Paracetamol, the School Secretary will only be able to give you a tablet if your parents have given written permission.

The Dress Code

If you see something which is a health and safety risk, you must tell a teacher or a member of the caretaking staff.

Girls may not wear: • Any jewellery in piercings other than the ear lobes • Any other jewellery (Sixth Formers may wear discreet jewellery) • Make-up, including nail varnish (Sixth Formers may wear discreet make-up and nail varnish) • Mini-skirts or floor-length skirts • Torn trousers, shorts or jeans (Sixth Formers may wear neat jeans) • Cropped or low-cut tops which are too revealing • Tops with sequins, large multi-coloured motifs or slogans • Frayed or ripped clothing • Exaggerated fashion shoes e.g. backless sandals, high-heeled or platform shoes which are not only impractical but dangerous in a building with so many stairs. • Tattoos of any description.

You must not • Bring any illegal substance, tobacco, e-cigarettes/vaporisers, or alcohol into School. • Smoke or vape in the School or within 500 meters of the School. The above are matters for suspension or expulsion. Illness and Accidents If you feel unwell or have an accident, you must tell a member of staff straight away. Normally you will be sent to the School Office where a trained First Aider will take care of you. If you are too ill to remain at School, or if hospital treatment is necessary, then your parents will be contacted and suitable arrangements will be made. Under no circumstances should you leave the School or go home without permission, nor should you contact your parents directly on a mobile phone

In addition, noticeably dyed hair is not acceptable and expensive clothes and bags are not suitable for school.

The Dress Code

Girls may wear: • Skirts or dresses which are no shorter than 8cm above the knee or no longer than midway between calf and ankle; or formal trousers of a plain subdued colour, eg; black, navy or dark grey. • Small, plain studs for pierced ears (one in each lobe) • A simple neck chain with a religious symbol.

Sixth Form Privileges and Responsibilities In recognition of the maturity of Sixth Formers, girls are permitted to use their personal digital devices such as mobile phones, iPods, and tablets in the Sixth Form area only. These devices must never be brought to lessons and private study periods in the Library, Library Annexe and Extension. Girls may bring their personal laptop or netbook into lessons with permission from a teacher.

school to study elsewhere if they do not have any classes in the afternoons. They may also leave after their last timetabled lesson. This is called Study Leave but it is a privilege that will be revoked if girls are not punctual for morning registration and lessons, or if they fail to hand in work. Girls must also sign out with the Head of Sixth Form each time they take Study Leave. This is so that, in the case of fire, we know who is in the building.

Sixth Form Privileges & Responsibilities

The kitchen and Common Room are offered to Sixth Formers as a privilege. This privilege can be withdrawn if the areas are not treated with respect and kept clean and tidy. Packed lunches should be eaten in the kitchen; school lunches should beeaten downstairs in the White Dining Room. Alternatively girls may go out for lunch.

We ask parents to respect the rules pertaining to Study Leave by not booking appointments in the mornings when all UVI girls are expected in school regardless of whether they have a lesson. This discipline ensures that the girls start each working day promptly and that they do not miss important notices that are distributed during registration.

Girls who have school lunch are given a card displaying their name and photograph, which they are required to show the lunch staff. Anyone who does not have a card with them, and who requires lunch, is asked to fill out a slip in the Bursar’s Office before getting lunch. Please notify the Bursar by the end of term if you have selected school lunch and your daughter wishes to change to packed lunch for the following term.

In summary, with parents’ written permission, UVI girls may go out at morning break (10.1510.40) and at lunchtime (1.05-2.00). In addition, if Study Leave has been agreed with Dr Lee, they may leave at 1.05 or after their last lesson. The exceptions to this are: • When a Wider World talk is scheduled. • If a girl has a lunchtime lesson. • If a girl is serving in the Tuck Shop at Break. • If a girl is helping to run a club.

With more responsibility comes additional privileges and the UVI are allowed to leave

Important Dates for The Year

Autumn Term 2021

Spring Term 2022

Summer Term 2022

Term starts End of term

Mon 6th September Fri 10th December

Wed 5th January Fri 1st April

Wed 20th April Fri 8th July

Half term

Mon 18th October Fri 29th October

Mon 14th February Fri 18th February

Mon 30th May Fri 3rd June

Please support the work of the school by respecting the term dates given and make travel arrangements accordingly.

Special Events UVI Parents’ Evening

Monday 27th September 5.30pm

Pastoral Days (girls only)

Wednesday 6th October and Thursday 3rd March 2022

Remembrance Service (girls only)

Thursday 11th November 10.45am

Christmas Fair

Saturday 4th December 11.00am

Carol Service (to which parents are invited)

Wednesday 8th December Holy Trinity Church, Prince Consort Road

Staff/Sixth Form Pantomime

Thursday 9th December

Tests & Reporting Progress Autumn Term

Parents’ Evening Academic Review sent to you at end of term

Spring Term

Upper Sixth Mock Examinations early in the Term Full Report at Half Term Academic Review sent to you at end of term

Summer Term

Leaver’s Report sent to you at the end of term

Important Dates for The Year • Tests & Reporting Progress

Term Dates

The School Day 8.35

Girls may wish to visit universities or colleges for Open Days. We recommend that no more than two school days are used for such visits. Most universities will arrange individual tours at weekends or during holidays; too many days out of school simply fragments the very learning that may lead to a place at one of these universities.

Girls must be in school by this time

8.40

Registration

8.45- 9.05

Assembly/ Form period/ House Meetings/ Hymn Practice

9.05-9.40

Lesson 1

9.40-10.15

Lesson 2

171 days in school this year for your education

8 days missed (i.e. a week and three days of school missed)

10.40-11.15

Lesson 3

100%

95%

11.15-11.50

Lesson 4

GOOD

11.55-12.30

Lesson 5

Best chance of Success.

12.30-1.00

Lesson 6

EVERY SCHOOL DAY COUNTS 171 days in school year and 194 days to spend on family time, appointments, visits, and holidays.

The School Day • Attendance • Absence

Break

Lunch 1.00-1.25 Activities 1.25

Clubs or free time

2.05

Registration in Form Room

2.15-2.50

Lesson 7

2.50-3.25

Lesson 8

3.25-4.00

Lesson 9

4.00

Registration in Form Room on non-PE Days

4.10

Girls leave school

17 days missed (i.e. 3 weeks and 2 days of school missed)

25 days missed (i.e. 5 weeks of school missed)

90%

85%

COULD DO BETTER

Losing valuable time in lessons and getting behind with homework and revision.

34 days missed (i.e. nearly 7 weeks, or half a term of work missed)

42 days missed (i.e. more than 8 weeks of school missed

80%

75%

NEEDS DISCUSSION

It would be challenging to catch up effectively.

Days off School add up to lost learning

Attendance

Absence

Full attendance at School is essential for success at A Level. Problems with attendance or punctuality may prevent girls from continuing their studies. Furthermore there will be little time to catch up on missed work. Girls should be in school except in cases of extreme illness.

In the case of absence, the School Secretary should be telephoned (020 7589 3587) or emailed (secretary@queensgate.org.uk) well before 8.30am. Girls are asked to keep absence to a minimum or they will find it very hard to catch up with work and assignments missed.

Girls work in the UVI Work Room during study periods. This area should be silent so that all girls can concentrate on their work free from distractions.

Girls may not leave the premises, except during break and lunchtime, or during agreed Study Leave, without permission from the Head of Sixth Form. Parents may receive a phone call from the School to follow up on absences.

If UVI girls wish to work elsewhere, such as the Art Room, or the DT Workshop, they are trusted to do so without permission from a teacher. Occasionally a member of staff may ask a girl to work out of school, at a gallery or museum, but this must be discussed in advance with the Head of Sixth Form.

Punctuality Girls must be punctual for school and for all lessons. School starts at 8.35 each morning and the school day ends at 4.10 (except where Study Leave has been agreed). Some lessons may start at 8.00am or last until 5.30pm or be timetabled at lunchtime; this is because we offer 28 A Level subjects and it is the only way in which such a range can be accommodated.

The Pattern of the Year Autumn Term • Old Girls’ Party (Sixth Form help needed) • Open Evenings when Sixth Form support is essential (Sept/Oct/Nov.) • Parents’ Evening • Pastoral Day • Careers Convention • Academic Reviews • Christmas Fair • Carol Service • Staff/Sixth Form Pantomime

Registration A register is taken at 8.40, 2.05 and 4.00. Girls must be in school by 8.35 in the mornings. If a girl arrives at School after 8.35, she should sign the Late List at 132 door. She should go straight to Assembly on Assembly days and not to her Form Room. If she arrives at School after 8.50, she must report to the School Secreatary’s office to sign the Late List. Parents will be contacted if a girl is repeatedly late. She will be detained after school on a Friday if she is late for school more than three times in one term. In addition, as a further sanction for Sixth Formers, mobile phones will be confiscated on days that girls are late.

Spring Term • 11+ Day • Full Reports • Pastoral Day • School play • Academic Reviews Summer Term • A Level Examinations • Leavers’ Drinks Party and Dinner the day before the end of term • Final Assembly on last day of term • Valedictory Reports

All Sixth Formers are expected to attend Assembly, Hymn Practice and House Meetings. These take place from 8.50-9.05. Monday: Full Assembly Tuesday: Form Period Wednesday: House Meetings/Hymn Practice Thursday: Full Assembly Friday: Sixth Form Assembly

Punctuality • Study Periods in the Library • The Pattern of the Year

Study Periods in the Library

Medical appointments should be made outside school hours but, in the event that this is not possible, a note should be given to the Head of Sixth Form. Any other special requests for permission to miss or leave school early should be dealt with in the same way.

Work Tutors • Reports • Examinations • Applications

Sixth Form Work Tutors

Examinations

Every Sixth Form girl is allocated a Work Tutor. This is the teacher who will help guide her through the Sixth Form. Her Work Tutor will see her regularly, arranging individual interviews during the course of each term. S/he will: • Monitor academic progress and extracurricular involvement • Provide her with ideas for extending her study and revision skills • Discuss ideas for Higher Education • Help her tackle any problems she may encounter. • Write the general report posted home at end of Spring and Summer Terms.

In the Summer Term, UVI girls have Study Leave for the examination period and return to school only for Final Assembly and the Leavers’ Drinks Party and Dinner in the last week of term. Mock examinations for all subjects will be set early in the Spring Term. Other tests will be set by individual teachers at an appropriate time in the course. These may take place during or outside lesson time. These allow the girls to gauge their progress on courses, and to identify areas for development so that they can be addressed before the final A Level examinations .

University and College Applications

Reports In the first half of the Autumn and at the end of Spring Term, Academic Reviews are completed by teachers to monitor each girl’s progress. Teachers will be asked if they have any concerns about the following areas: • Attendance • Attitude to learning and focus • Commitment in lessons • Organisation • Punctuality • Quality of homework • Current Working Grade.

In the Autumn Term of UVI, girls finish their personal statements and complete the online UCAS application. This is done with the help of the Head Careers and the Work Tutors no later than October. However, if a girl is applying to Oxbridge or for a medical degree, the deadline is the end of September. Art and Drama School applications are completed in the Spring Term. Students can receive responses to their applications potentially from October to the end of March. Advice and support is given on how to respond to offers as well as guidance on the submission of work. For students with tests and interviews, sample material and help with preparation is given. Also partner companies who offer test and interview services are recommended.

In addition, during the Spring Term, a full report will be sent home. If teachers have concerns about a girl’s work, behaviour, attendance or punctuality, parents may be called into school for a meeting. Finally, a valedictory report will be sent at the end of the Summer Term.

Work Experience

Many organisations such as Projects Abroad, The LEAP, The Great Projects provide quality gap year experiences in the following fields: teaching, research, conservation, medical, language. These can be from two weeks to six months long.

Usually girls will try to organise something over the summer between finishing their GCSE examinations and entering the Sixth Form, as well as during their time in LVI. For certain degree courses such as Medicine, Veterinary Science, Architecture and Archaeology, relevant work experience is important or essential to securing a place at university. For other degrees, work experience can demonstrate skills such as leadership, communication and motivation but, in fact, usually forms a very small part of the UCAS personal statement. A few recent examples of work experiences are: • Assisting at the PR launch of BMW’s largest car showroom in Europe • Financial experience in Hong Kong at a multinational bank • Retail experience with Lulu Guinness’ shop • Photography experience on a shoot for ‘Time Magazine’ in Turkey • Assisting a neurosurgeon consultant at a hospital in Poland • Shadowing a minister in the Houses of Parliament.

Girls in the Sixth Form also receive the publication ‘Personal Development and Work Experience Guide’, which contains suggestions and contact details from diverse fields such as European Youth Orchestra, Art History Abroad and Raleigh International.

If your business or organisation is willing to offer a short (unpaid) placement to an Upper Fifth or Sixth Form girl, we would be very keen to hear from you with details of the nature of the work and experience the girl could hope to gain.

Careers Information, Education and Guidance

We have found, over the years, that it is more effective for girls and parents to organise their own work experience or work shadowing than through a programme run by the School. This is because, typically, schools fix one week in which the work experience must take place and this is not always convenient for those offering the sort of exciting placements mentioned above, or is impractical if the placement is overseas. Some schools offer companies that provide work experience placements but, often, family and friends can organise better quality placements that are tailored to the specific interests of their daughter.

Girls will continue to participate in Careers lessons run by the Head of Careers and other Sixth Form Tutors. The course begins with a focus on UCAS applications; this is followed by Art and Drama School applications. Interview practice is also offered in the Autumn and Spring Terms. This is followed with advice on offers as well as on Clearing procedures. In the final term, lessons on student and personal finance are offered.

The Sixth Form Careers programme includes lessons covering Gap Year Activities, Work Experience and Internships. Speakers to our Careers Convention in November have offered work experience and internship opportunities in fields such as Marketing and Publications (The Lady), Retail (Argent of London), Conservation (international water charity), Finance (Goldman Sachs).

In addition, girls will be expected to attend Wider World talks arranged for Wednesday lunchtimes. These may cover careers, gap year ideas, voluntary work and talks designed to broaden horizons and stimulate debate. All UVI girls are expected to attend Parents’ Evenings.

Work Experience • Careers Information

For degree courses which demand a certain level of placements, girls should see the Head of Sixth Form and Outreach and/or Head of Careers.

Extra Music Lessons • Clubs • Wider World • Challenge & Enrichment

Extra Music Lessons

Wider World

Weekly instrumental and singing music lessons are available for girls who wish to learn for enjoyment or work towards graded examinations. The lesson timetables are posted on the notice board outside the Music Room on the ground floor and girls are expected to make a note and remember the time of each lesson. Girls interested in learning any instrument or singing, may apply via the application form on MyQG, or contact the Director of Music who is always available to help and advise.

Wider World talks take place on Wednesdays specified in the School Calendar from 1.30– 2.00pm. Guest speakers and former girls are invited to the School to speak on careers, charities and general topics of interest. All Sixth Form girls must attend these talks.

Challenge and Enrichment The aims of the many challenge and enrichment opportunities at Queen’s Gate are to offer intellectual and cultural enrichment to all girls and to stimulate their interests outside and beyond the curriculum. Challenge and enrichment provision is incorporated into the academic, pastoral and extra-curricular aspects of the School. Each department works to enrich the educational experience of students in their subjects and to challenge them to excel. This occurs both within and outside of lessons through, for example, extension tasks, wider reading, educational visits, competitions and visiting speakers. This academic provision is enhanced by pastoral and extra-curricular activities such as Model United Nations (MUN), the Wider World lecture series, the Duke of Edinburgh award and the Pastoral Days.

LAMDA If a girl has signed up for LAMDA,

she will be notified of time to meet the LAMDA teacher to arrange a suitable slot for her lessons.

Clubs Music, PE, Drama and lunchtime clubs run throughout the week. There is a programme of sports clubs before School at 7.00am; breakfast is served in School following these activities. Other sports clubs take place after school. There is also a wide range of musical opportunities available to girls in the Sixth Form. Any keen singers are most welcome to join our Senior Choir, which is called upon to perform at a variety of services and concerts throughout the year. There are no auditions for this choir. There is also our Chamber Choir which is an auditioned choir which performs a wide variety of music for the more experienced singers.

Finally, for those Sixth Formers preparing for interviews and special examinations as part of the university application process, particularly to Oxbridge, we also organise sessions for extended reading and discussion, tailored to girls’ individual interests and requirements.

We have a number of instrumental ensembles which rehearse weekly. These include Sinfonietta, String Quartet, Rock Band and Flute Group. Girls will be asked to join these groups as appropriate. We also have a song writing club, who meet once a week. This is open to any girl who is interested in developing her song writing skills. Any girls wishing to put their names forward to perform solos for Open Evenings, recitals or assemblies should inform the Director of Music of their interest.

Rewards We recognise academic achievement, effort and progress, and positive contributions to the life of our School community.

Douglas, Johnston, Spalding or Wyatt are the four Houses, named after former Principals of the School. House meetings take place every other week (alternating with Hymn Practice). The meetings are run by the Sixth Form House Captains and in these meetings they organise the younger girls in a variety of House events such as House Debating, House Music, House Drama and Sports Day. They also raise money for charity and acknowledge younger girls’ achievements by congratulating individuals on their personal totals of House Points and adding these to the House totals.

Our School rewards include: • Merits (1 point) and Commendations (3 points) which count towards House Points • Principal’s Certificate presented in assembly (6 points) • Letters/postcards to parents • Being invited to the Principal’s Lunch which is held once a term (6 Points) • Prizes: Progress Prizes are awarded each term. Subject Prizes and other special awards are presented at the end of the Summer Term • There are also ‘ad hoc’ rewards of gift vouchers for Sixth Form girls.

OTHER OPPORTUNITIES FOR LEADERSHIP Girls can develop their personal skills in a number of ways. Here are some of them: • Following the Duke of Edinburgh Award programme • Running a club at lunchtime • Helping staff to run extra-curricular activities • Organising a sports activity • Running the Tuck Shop • Organising a charity event • Starting up a new initiative • Becoming a Mentor • Becoming a Subject Ambassador.

Posts of Responsibility All Sixth Form girls are expected to give support at school events during the year. Girls are encouraged to take on a post of special responsibility. THE PREFECT SYSTEM A number of Prefects will have been chosen from many LVI applicants during the Spring and Summer Terms and the posts of Head Girl/s, Deputy Head Girl/s and Senior Prefects will have been announced at the end of the Summer Term. It is an honour to be awarded such posts and the girls are expected to perform their duties assiduously as well as keep up with their academic studies. Occasionally more Prefects are appointed in the Autumn Term or the UVI.

Queen’s Gate School Anti-Bullying Policy Queen’s Gate is a small, friendly and supportive school and, thankfully, incidents of bullying are rare. To maintain this supportive atmosphere we must all work together. The aim of the AntiBullying Policy is to ensure that all girls learn in a supportive, caring and safe environment without fear of being bullied. Bullying is anti-social behaviour and affects everyone; it is unacceptable and will not be tolerated. Only when all issues of bullying are addressed will girls be able to benefit fully from the opportunities available at school. For this

THE HOUSE SYSTEM Sixth Form girls play a vitally important part in the running of the House System, as the enthusiasm and involvement of the younger girls depend on the lead the older girls provide. The Sixth Form House Officers will have had a taste of autonomy in running House Drama at the end of the Summer Term and will be expected

Rewards • Posts of Responsibilty • Anti-Bullying Policy

to continue to fulfil their duties until new House Officers are elected in the Spring Term.

Physical Education (PE)

reason, all allegations of bullying or unkindness will be addressed and girls may be questioned about what they have seen or heard. We do not accept banter or bullying is part of growing up. Girls are encouraged to stand up for others and we promote an open door policy so that small incidents are managed before they escalate. We hope that you will support us in this approach.

PE is a compulsory subject for the whole Sixth Form and it takes place every Thursday morning. Girls are offered a wide range of sporting activities to choose from including swimming at Imperial College, membership of Imperial College Gym, rowing, yoga, zumba, kickboxing and CrossFit training. The Director of Sport will help Sixth Formers to organise any other sporting activity that interests them, within reason.

Personal, Social, Citizenship, Health and Economic Education

Girls are expected to wear appropriate PE kit; we suggest tracksuit bottoms, a t-shirt and sweatshirt (plain or with a discreet logo) and a pair of supportive trainers. Leggings are not to be worn at any time, and all jewellery must be removed. We encourage all of the girls to be involved in as many extra-curricular Physical Education activities as possible.

Within the Sixth Form, we have a programme of PSCHE sessions and workshops which nurture the life skills our girls need in the modern, cosmopolitan world in which they live. These sessions are delivered through Form time discussions, assemblies and Pastoral Days.

PE Departmental Policy on Participation Parents are expected to notify the PE department by 8.30am (via PE@queensgate. org.uk) of any reason why their daughter may be unable to participate fully in a PE lesson that day. In these circumstances, the girls are still expected to attend the lesson in their PE kit and help out where appropriate. This allows the girls the opportunity to continue with their understanding of key concepts without having to participate practically.

There are two Pastoral Days each year in the Autumn and Spring Terms, which focus on specific topics related to health and wellbeing. Examples of workshops include Women’s Health, Sexual Reproduction and managing stress for Sixth Form and beyond. Girls have individual interviews with their Work Tutors and attend sessions exploring topics within the PSCHE curriculum.

PSCHE & PE

It is also expected that medical appointments are not made during Physical Education lessons. Absence is detrimental to the continued progress of any girl. We appreciate, however, that there will sometimes be extenuating circumstances; if this is the case, please notify us in writing as soon as possible about any absence.

IT Acceptable Use Policy for Pupils

If you become aware of a breach of this Policy or you are concerned that a member of the school community is being harassed or harmed online, you should report it to the Director of Pastoral Care. Reports will be treated in confidence wherever possible.

At Queen’s Gate, we aim to ensure that girls have good access to digital technologies to enhance their learning and we take every reasonable precaution, including making use of monitoring and filtering systems, to ensure that girls will be safe when they use the Internet and IT systems.

CHARTER FOR THE SAFE USE OF THE INTERNET AND ELECTRONIC DEVICES AT QUEEN’S GATE SCHOOL

All girls must follow this Charter which was produced after discussion between pupils and staff.

In return, Queen’s Gate expects the girls to agree to be responsible users. All girls are expected to follow this IT Acceptable Use Policy both in school and outside school. We may impose sanctions for the misuse, or attempted misuse, of IT. Remember that the School monitors use of the School’s IT systems, and that the School can view content accessed or sent via its systems. Girls should be aware that school email and internet usage (including through school WiFi) will be monitored for safeguarding, conduct and performance purposes, and both web history and school email accounts may be accessed by the School where necessary for a lawful purpose – including serious conduct or welfare concerns, extremism and the protection of others. Any personal devices used by girls, whether or not such devices are permitted, may be confiscated and examined under such circumstances. All girls must recognise that the School can and will search for evidence of inappropriate use of technology if an allegation is made that a pupil has not followed this Policy.

Cyberbullying • Not join networking sites if we are under the minimum age indicated by the provider. For Instagram, Facebook, Twitter, Pinterest, Google+, Tumblr, Reddit, Snapchat, Ask.fm, Secret and LinkedIn, this is thirteen; for Whatsapp it is sixteen; for YouTube, Kik, Flickr, WeChat, Foursquare and Keek, it is eighteen, although users above thirteen may use these sites with parental permission. Therefore, no girl in Remove is to use any social networking site. • Tell a parent or teacher if we feel threatened or uncomfortable about anything online. • Use the ‘block’ or ‘report’ feature on social networking sites. • Keep names, addresses, passwords, mobile phone numbers and other personal details safe and private online. • Never put something on a social networking site which we would not pin up on the notice board in any classroom (applies to both words and images). • Use appropriate privacy settings when using social networking sites at home (N.B. Access to all social networking sites is prohibited when in school). • Take a screenshot of offending items, which can be used as evidence that bullying has taken place. • Not tick ‘like’ in response to a message or status which might hurt or offend someone. • Not circulate links to unknown or suspicious websites.

Parents and pupils are requested to read this document and return a signed copy to show their acceptance of this Policy and their support of the School in this important aspect of the School’s work. Acceptance of this Policy is a condition of access to the School’s Internet and IT systems. A deliberate breach of this Policy by a girl will be dealt with as a disciplinary matter using the School’s usual applicable procedures. In addition, any inappropriate use may result in the School restricting or withdrawing that person’s access to school Internet and IT systems.

IT Acceptable Use Policy for Pupils

As pupils we will:

• Not access or share material that infringes copyright, and not claim the work of others as our own. • When we are allowed to communicate online with members of staff, we will use acceptable language which is appropriately formal. Messages should begin with ‘Dear Mr/Mrs/Ms…’ and end with ‘Best wishes,’ or ‘Many thanks’. • Not attempt to discover or contact the personal email addresses or social media accounts of members of staff.

Not create, access or share content that is illegal, deceptive, inappropriate or likely to offend other members of the school community (for example, content that is obscene, or promotes violence, discrimination, extremism or raises safeguarding issues). • Not enrol other pupils in online chats unless we have their express permission to do so. • Not use another pupil’s personal property, details or passwords to access any website or app. • Not engage in any form of upskirting which is a criminal offence.

Safe use of technology and personal electronic equipment

Treating other users with respect

As pupils we will:

• Only access school IT systems using my own username and password, and not share my username or password with anyone else. • Use a unique, complex password, and change it immediately if there are concerns about its security. • Not attempt to bypass the content filters or other security measures installed on the School’s IT systems, and not attempt to access parts of the system that we do not have permission to access. • Not attempt to gain unauthorised access to anyone else’s computer or to confidential information to which we do not have access rights. • Not attempt to install software on, or otherwise alter, school IT systems. • Remember that the School monitors use of its IT systems, and that the School can view content accessed or sent via its systems. • Tell a teacher if we become aware of a data breach; for example, if information has been sent to the wrong person or if someone else has used my account. • Use privacy settings on social networking sites. • Exercise extreme caution in making contact with people we do not know through social networking sites. • Not create, access or share content that we know to be distressing or that encourages harmful behaviour, including material that promotes terrorism and extremist views. We will immediately report any such content, if we come across it.

IT Acceptable Use Policy for Pupils

As pupils we will:

• Recognise that the School’s Code of Behaviour and Anti-Bullying Policy applies equally to online communication. • Recognise that the School cannot guarantee the confidentiality of content created, shared and exchanged via its school systems, and that the School has a duty to report to parents or teachers online conversations which suggest that pupils are at risk, e.g. discussions of self-harming, eating disorders. • Ensure that our online communications, and any content we share online, are respectful of others and composed in a way we would wish to stand by. • Respect the privacy of others and not share photos, videos, contact details, comments or other information about members of the school community, even if the content is not publicly shared. • Treat members of staff and each other online with the same standards of consideration and good manners as we apply in face to face contact. • Pause for reflection before we press the ‘send’ button and read through our message or check an image so that we can consider the effect on the person receiving it. • Look after each other and report any concerns about the misuse of technology, or any other worrying issue, to a member of staff.

Remember that the School monitors use of the School’s IT systems, and that the School can view content accessed or sent via its systems. Girls should be aware that school email and internet usage (including through school WiFi) will be monitored for safeguarding, conduct and performance purposes, and both web history and school email accounts may be accessed by the School where necessary for a lawful purpose – including serious conduct or welfare concerns, extremism and the protection of others. Any personal devices used by girls, whether or not such devices are permitted, may be confiscated and examined under such circumstances All girls must recognise that the School can and will search for evidence of inappropriate use of technology if an allegation is made that a pupil has broken the terms of this Charter.

Zoom Protocols

https://queensgate.zoom.us/ In order to safeguard pupils and staff, it is important that pupils understand and observe the following protocols: A recording of each live session will be made by the School and stored in the School’s Zoom Cloud account. This cannot be distributed due to data protection regulations and will be stored in accordance with our Privacy Notice. Live-streamed sessions must not be recorded, photographed or distributed by anyone else, in any way. • Girls should be prepared five minutes before the Zoom session, in a family room that can be accessed by an adult - rather than a bedroom. Thought should be given to what

Using School IT systems and devices

photograph or make a video within the school day or on school premises, without the express permission of a member of staff. • Not use a classroom computer without permission from a member of staff. All girls are expected to follow this Charter for the safe use of the Internet and electronic devices both in school and at home. Copies are given to all girls and their parents and we may impose sanctions for the misuse, or attempted misuse, of the internet, mobile phones and other electronic devices when in school.

• Be aware that anything that has been deleted may be cached in a search engine, company server or internet archive and cause embarrassment years later. • Not use the internet to distribute malicious software, to damage, interfere with, or gain unauthorised access to the computer systems of others, or carry out illegal activities. • Respect and handle with appropriate care any school computer or other school IT property and will use it only in accordance with any training and policies provided. We will report any problems or damage immediately to IT Support (extn 444). • Log off and shut down whenever we finish using a computer, laptop or netbook. • Return laptops and other School devices to the charging cabinets after use and attach the charging cables properly. • Switch off mobile phones and other personal electronic devices during the school day and ensure they are locked away securely. We will not use mobiles between 8.35 am and 4.10 pm. If we arrive in School early, we will not use our mobiles other than to let parents know of our whereabouts. We, therefore, understand that mobiles used in the mornings anywhere other than the ground floor (as we enter the building to inform parents of our safe arrival) will be confiscated. • Understand that personal devices such as laptops and iPads must not be brought into School, unless in Form V–UVI – devices must then be registered with IT Support and used only for School-related purposes. • Understand that the permitted use of mobile phones and other personal electronic devices for Sixth Formers is a privilege accompanied by the expectation of responsible use. Mobile phones and other personal electronic devices must only be used in the Sixth Form area and should never be brought to lessons or private study periods in the Library, Library Annexe or Extension. • Not bring smart watches to School. • Keep computers and mobile devices out of bedrooms and avoid over-use of messaging and social networking. • Not use any device to record, take a

•

Using School IT systems and devices

•

is visible in the background of the lesson including those who may pass behind the pupil. As soon as she is able to join the meeting, she should check that the microphone/audio on her screen is switched on. The teacher may, however, take control of the audio, in order to control the class discussion. Pupils must have their video on. Girls should ensure that they are dressed appropriately for learning. They should have a neutral background behind them or should choose a virtual background. Staff will also be dressed appropriately and will have a similarly neutral background. Girls should use their full name (or initial and surname) when joining the session. It is strictly prohibited for the girls to record, photograph and/ or share with others, the live streamed sessions, either via the ‘Record’ function on their screens or with any other technology. Should such a recording or photograph come to light, sanctions will be imposed and may include suspension from the virtual lessons. There is a ‘chat’ function on Zoom. Should the teacher wish to use this, girls must address the teacher, and other pupils, briefly but formally. If assigned to a ‘break-out room’ for the purposes of paired or group work, pupils must ensure that their conversation is limited to the topic of the lesson.

•

password - see IT Support if you have forgotten. Make sure you change your password once you have logged in with the default password, and change your password regularly. Use a complex password with upper and lower case letters, numbers and special characters. Do not give your password to anyone else - this is against the School’s Code of Practice and could result in loss of access to the computer system. When using a laptop, always ‘Shut down’, this will log you off and shut down the laptop. When using a desk-top computer always ‘Sign out’, this ensures that your work is safe.

Press the ‘Ctrl Alt Delete’ buttons simultaneously to access these options.

Saving Work You are all allocated an area on the Server to save work. This area is called ‘Documents (P:)’ also referred to as the P drive. You must save work here otherwise you will not be able to access it from other computers. You need to be especially careful that you do not save work ‘locally’, that is, on the hard drive of the computer or laptop you are using. You will not be able to access this work from other computers. See IT Support if you think you may have done this. Housekeeping Set up a folder for each of your subjects. In this way, you can save work into these folders and keep your work organised. Ask for help if you are not sure about folders. Regularly check through your folders and delete out of date or unwanted files.

Using School IT systems and devices Over the coming years, girls will be making extensive use of IT for their studies. They may be asked to word-process essays and make notes; use spreadsheets for graph work in Maths, Science, Geography and History; use graphics programs in Art and DT; create tables to help with revision and use the Internet for research in all subjects. All girls must follow this policy:

Printing There are many printers in the school - all have a name and location so you should take care that you use the one best suited for the purpose. • Always choose ‘File’, then ‘Print’ and choose a printer; Do not click on the print icon. • If the document does not print, Do not print again - check the printer as there may be an error message on it; if so, refer to IT Support.

Logging in and signing out • Ensure that you know your user ID and

Remember that file sharing may only be used for appropriate document-sharing purposes in connection with School-related activities.

• You should not print to the IT Room unless you are working in there, as it disrupts lessons. • Always create a footer with your name and form so that your work does not get lost. • Do not print directly from web pages, as it is more efficient to save the work and print it from a Word document. • Think - ‘do I really need to print in colour?’ • Do not waste paper.

Your Office 365 account also includes access to online versions of Office programs such as Word, Excel and PowerPoint. These are particularly useful when using a device which does not have Microsoft Office installed. MyQG MyQG is the School’s online learning platform. Many teachers set homework tasks on MyQG and the website contains an excellent range of resources for each subject, in addition to a wealth of school information. To log in, go to: https://myqg.fireflycloud.net Click on: ‘Pupil and Staff login’

Shared Work This is an area that you can access - many teachers put resources in this area. This is a ‘Read-only’ area for girls: you must save the document to your own area before you can make changes to it. Office 365 You have a school Office 365 account which can be accessed from any internet-enabled device sign in at: www.office.com Username: initialsurname@qgmail.org.uk Password: use your usual school network password

Username: initialsurname@qgmail.org.uk Password: use your usual school network password You can also access your Office 365 account and the School’s VDI system using the icons on your MyQG dashboard (homepage).

You have an Office 365 email account for school use, which is restricted to internal Queen’s Gate emails and MyQG emails for pupils in Remove-UV. Remember that your school email account should be used for school-related communication only.

VDI (Virtual Desktop Infrastructure) You can log in to the School network from any internet-enabled device; for example, you may need to access documents saved in your ‘P drive’ folder or on Shared Work when you are outside school. To log in, go to: https://desktop.queensgate.org.uk Username: initialsurname Password: use your usual school network password

Remember to use formal language when writing emails; beginning with “Dear ...” and ending with “Kind regards” or “Best wishes” and your formal name. As a courtesy, remember to check your teachers’ preferred form of communication at the beginning of the academic year.

Data security Remember to keep your School accounts secure. Your password should be changed regularly and devices/accounts must be locked and passwordprotected when unattended.

Documents can be saved in OneDrive, and accessed from any device with internet access. Documents should also be backed up on the School network drive (the ‘P drive’).

School accounts should only be used outside School on a password-protected device and where there is access to a secure WiFi network. Any confidential school documents should be accessed through Office 365 using the online browser, and not downloaded onto a personal device or local hard drive.

Documents can be transferred or shared using OneDrive or a school email account. Memory sticks and personal email addresses must not be used.

If you become aware of a suspected data breach (for example, if information has been sent to the wrong person, someone else has used your account, information has been inadvertently lost, destroyed or disclosed or a lap-top or USB stick has been lost or stolen, you must immediately notify a member of staff.

Queen’s Gate Online Parent Accounts

Appropriate use of School accounts and breaches of this Policy The provision of school email accounts, WiFi and internet access is for official school business, administration and education. Girls must keep their personal, family and social lives separate from their school IT use. Remember that the School monitors and can access web history and email use.

Your MyQG parent account can be used to access a wealth of information, including the School Calendar, School reports, trip letters and permission forms, information about clubs, your daughter’s timetable, any homework tasks set on MyQG and your daughter’s attendance and behaviour (rewards and sanctions) data. Once logged in to MyQG, you will need to select ‘Your Child’, or ‘Your Children’ should you have more than one daughter at Queen’s Gate, in order to display your daughter’s profile.

MyQG (Firefly) MyQG can be accessed using the following web link: https://myqg.fireflycloud.net

Any inappropriate use of the School’s IT facilities or a deliberate breach of this Policy will result in a sanction being issued in accordance with the School’s behaviour policy. This may include the restriction or withdrawal of access to School IT facilities.

MyQG can also be accessed using the ‘Firefly for Parents’ app. iSAMS Parent Portal The iSAMS Parent Portal can be accessed using the following web link: https://parents.queensgate.org.uk

Online Parent Accounts

If you become aware of a breach of this Policy or you are concerned that a member of the School community is being harassed or harmed online, you should report it to the Director of Pastoral Care. Reports will be treated in confidence wherever possible.

You will need a separate iSAMS Parent Portal account to access this website. The iSAMS Parent Portal displays your daughter’s reports, assessment cards and information relating to GCSE and A Level public examinations (such as timetables and results).

There are regular e-safety briefings and reminders about these rules. Data Protection All personal data on the School’s IT facilities is processed in accordance with the General Data Protection Regulations 2016 (as applicable), the UK GDPR, the Data Protection Act 2018 and the School’s Privacy Notice at http://www. queensgate.org.uk/terms

You are also able to update your contact details using the iSAMS Parent Portal. Website links to parent accounts Both MyQG and the iSAMS Parent Portal can be accessed using the ‘Portals’ link at the bottom of the main School website homepage: http://www.queensgate.org.uk/

IT Support If you are unsure about anything regarding IT, please see IT Support. You can also email; itsupport@queensgate.org.uk or phone 444 from a school phone to report an issue when in school.

IT Support Should you have any questions, please do not hesitate to contact our IT Support team at itsupport@queensgate.org.uk

Art & Design - Fine Art

Art & Design Graphic Communication

Classical Civilisation

Classical Greek

Ancient History

Biology

Chemistry

Computer Science

Drama and Theatre

Economics

English Literature

French

Geography

German

History

History of Art

Italian

Latin

Mathematics

Further Mathematics

Music

Philosophy

Physics

Product Design

Psychology

Religious Studies

Sociology

Spanish

Subject Details UVI

Subject details UVI

Art & Design - Fine Art Subject detail

Skills and techniques Girls will be expected to demonstrate skills, as defined in Overarching knowledge, understanding and skills, in the context of their chosen area(s) of fine art. In addition, girls will be required to demonstrate skills in all of the following: • appreciation of different approaches to recording images, such as observation, analysis, expression and imagination • awareness of intended audience or purpose for their chosen area(s) of fine art • understanding of the conventions of figurative/representational and abstract/ non-representational imagery or genres • appreciation of different ways of working, such as, using underpainting, glazing, wash and impasto; modelling, carving, casting, constructing, assembling and welding; etching, engraving, drypoint,mono printing, lino printing, screen printing, photo silkscreen and lithography • understanding of pictorial space, composition, rhythm, scale and structure • appreciation of colour, line, tone, texture, shape and form.

Specification: AQA Requirements: A grade at GCSE level and interest in the area of Art and Design.

Art & Design • Fine Art

Girls will be introduced to a variety of experiences that explore a range of fine art media, processes and techniques. They will be made aware of both traditional and new media. Girls have to explore the use of drawing for different purposes, using a variety of methods and media on a variety of scales. Girls may use sketchbooks/workbooks/journals to underpin their work where appropriate. Girls have to explore relevant images, artefacts and resources relating to a range of art, craft and design, from the past and from recent times, including European and non-European examples. This should be integral to the investigating and making processes. Girls’ responses to these examples must be shown through practical and critical activities that demonstrate their understanding of different styles, genres and traditions. Girls should be aware of the four assessment objectives to be demonstrated in the context of the content and skills presented. They should be aware of the importance of process as well as product.

Girls are expected to produce 4-5 final outcomes with extended sketchbook research and experimentaion.

Areas of study Girls are required to work in one or more area(s) of fine art, such as those listed below. They may explore overlapping areas and combinations of areas: • drawing and painting • mixed-media, including collage and assemblage • sculpture • ceramics • installation • printmaking (relief, intaglio, screen processes and lithography) • moving image and photography.

Art & Design Graphic Communication Subject detail

Component 2 is an externally set assignment for which girls respond individually to one of eight starting points which are announced in February of the second year.

Specification: AQA The Graphic Communication course enables girls to develop skills in conveying information and messages to specific audiences. Girls will gain an overview of historical and contemporary influences on graphic design. They will undertake projects including advertising, illustration and branding. Outcomes from projects are generally design for print, packaging design and digital media. The course builds on the foundation of Art or Product Design GCSE as these practical skills and knowledge are used to help generate the most effective methods communication. A range of further digital and practical skills will be taught during the course to give girls more advanced industry-standard techniques to employ in their work. These include, but are not limited to: • Adobe Photoshop • Adobe Illustrator • GIF production • Photo-emulsion screen printing • Photography • Screen printing • Typography

Possible career options • Advertising • Animation • Graphic design • Interior design • Illustration • Marketing • Production design • Typography • Web design

All projects enable the girls to direct their own research and experimentation and develop their own individual responses to a given brief. Course outline This two-year course consists of two components: Component 1 is a personal investigation which counts for 60% of the marks and begins at the start of the course. In year one girls are given a series of project briefs that allow them to expand their skill set and explore different areas of the subject. In the second year girls decide independently on their own design briefs and produce 4 final outcomes.

Art & Design - Graphic Communication

Career opportunities and further study Girls often go on to study Art foundation or Graphic Design courses although this A level is excellent preparation for a number of other degree options including: • Animation • Architecture • Graphic Communication • Media Design • Illustration • Printmaking • Product Design

Classical Civilisation

Classical Greek

Subject detail

Specification: OCR Examination format: Four papers Coursework: NO

Specification: OCR Examination format and Course outline: Classical Civilisation is a wide ranging subject which focuses on the civilisations of Greece and Rome. It involves the study of literature in translation and visual source material, exploring ancient thought and ideas and the ancient historical context. Classical Civilisation explores topics directly relevant to today’s world such as the position of women, the politics of power, the nature of war and religious beliefs and practices.

Component 1 - Language Vocabulary, accidence and syntax are prescribed. Translation and comprehension of unseen passages. Identification of accidence and syntax. Written exam: 1.5 hours two sections 50% of total

Component 2 – Literature Study of prose and verse set texts totalling between 110 and 120 lines in length. Comprehension, translation and literary analysis.

Prior knowledge is not a requirement for study; girls need nothing other than genuine interest in the classical world.

Classical Civilisation • Classical Greek

Assessment: extended response and commentary questions.

Written exam: 2 hours 50% of total

Areas of study: • The world of the hero: an in depth study of Homer’s ‘Iliad’ and Virgil’s ‘Aeneid’. • Culture and the arts: Imperial image. • Beliefs and ideas: Greek religion.

Literature options include: • Herodotus Book 7 • Plato Phaedo • Homer Iliad 18 and 9 • Euripides Medea • Aristophanes Peace

Ancient History

• Develop essential knowledge and understanding of different areas of biology and how they relate to each other. • Develop your practical and investigation skills.

Subject detail

Examination format and course outline: Coursework: NO In the first year, the girls pursue one Greek and one Roman topic. The Greek topic focuses on relations between Greek city states in the fifth century, the Roman topic on the Julian and Claudian Emperors 31BC - 68AD. This year of study concentrates on reading and evaluating ancient sources, and the examination assesses girls ability to evaluate the ancient sources critically. In the second year, the girls again study Greek and Roman history simultaneously. The focus here is on using the knowledge and understanding gained through study to make independent evaluations. Topics studied include the politics and culture of Athens, the breakdown of the late Republic and the Flavians.

Paper 2: Advanced Physiology, Evolution and Ecology This paper will examine the following topics: Topic 1: Biological Molecules Topic 2: Cells, Viruses and Reproduction of Living Things Topic 3: Classification and Biodiversity Topic 4: Exchange and Transport Topic 8: Origins of Genetic Variation Topic 9: Control Systems Topic 10: Ecosystems The assessment is 1 hour 45 minutes. 30% of the total qualification

Biology Subject detail

Specification: Edexcel B Examination format and Course outline:

Biology is a diverse, interesting and broad based subject. The course encompasses many areas of study including, cellular activity, human biology, health and disease as well as the impact of human activity on the environment, transport systems and homeostasis.

Paper 3: General and Practical Principles in Biology Questions draw on content from across all topics. The assessment is 2 hours 30 minutes. 40% of the total qualification.

The main aims of the new AS/A2 courses are to encourage you to: • Develop your interest in and enthusiasm for Biology, including developing an interest in further study and careers in Biology. • Appreciate how society makes decisions about scientific issues and how the sciences contribute to the success of the economy and society.

Science Practical Endorsement: Internally assessed and externally moderated by Pearson. Throughout the two years of study, there will be 12 core practicals to cover all of the techniques required for the practical competency measure. Practical competency is a simple Pass or Fail.

Ancient History • Biology

Assessment: Paper 1: Advanced Biochemistry, Microbiology and Genetics This paper will examine the following topics: Topic 1: Biological Molecules Topic 2: Cells, Viruses and Reproduction of Living Things Topic 3: Classification and Biodiversity Topic 4: Exchange and Transport Topic 5: Energy for Biological Processes Topic 6: Microbiology and Pathogens Topic 7: Modern Genetics. The assessment is 1 hour 45 minutes. 30% of the total qualification

Chemistry

Computer Science

Subject detail

Subject detail Specification: OCR

Specification: Edexcel 9CHO/01, 02 & 03 Examination format and Course outline:

Examination format and Course outline: The first year of the A Level course will cover the characteristics of contemporary processors, input, output and storage devices, software and software development, exchanging data, data types, data structures and algorithms as well as legal, moral, ethical and cultural issues. The practical component of the course includes elements of computational thinking, problem solving and programming as well as algorithms.

The second year of A Level will include the topics: Equilibrium, Acid-base Equilibria, Energetics, Redox, Transition Metals, Kinetics, Organic Chemistry and Modern Analytical techniques. The final examination will consist of three papers: Paper 1: Advanced Inorganic and Physical Chemistry

The second year of the A Level course expands on many of those topics and covers some aspects in greater depth, such as types of programming languages, softwaredevelopment, Compression, Encryption and Hashing, Web Technologies as well as Concurrence. It also requires students to complete a programming project. Students will choose a computing problem to work through according to the guidance in the specification. This will include analysing the problem, designing and developing the solution as well as evaluating the success of the project.

Paper 2: Advanced Organic and Physical Chemistry each with 30% of the weighting, out of 90 marks and 1 hour 45 minutes in length.

Chemistry • Computer Science

Paper 3: General and practical Principles of Chemistry with a 40% weighting, out of 120 and 2.5 hours long. All papers include assessment of maths. Throughout the two years of study, there will be 16 core practicals to cover all of the 12 techniques required for the practical competency, which is a simple Pass or Fail.

At A Level, there are two equally weighted papers with a duration of 2.5 hours and out of 140 marks. Each paper is weighted at 40%, with the remaining 20% of the final A Level Grade being allocated to a programming project, which is assessed internally and moderated by the examination board. Calculators are not allowed in any of the paper.

Study Aids will include two text books for Chemistry in both Years 1 and 2 of the course by George Facer and Curtis, Hill and Hunt.

Drama and Theatre A Level : TWO YEAR COURSE of three components: Component 1: Drama and Theatre • Knowledge and understanding of drama and theatre • Study of two set plays – one from List A (significant drama through the ages) and one from List B (20th and 21st c plays) • Analysis and evaluation of the work of live theatre makers

Subject detail Specification: AQA

Examination format and Course outline: AS: ONE YEAR COURSE (which can be combined with A Level) Students will see live theatre and study set texts from a performance perspective. They will explore extracts from scripts and perform them in front of an audience. They will apply a theatre practitioner’s theory and methodology to one of the extracts. Students will support their practical work with a portfolio outlining their aims, methods, and analysis.

Assessment: Written examination 3 Hours OPEN BOOK. 40% of A Level Marked by AQA.

Component 2: Creating Original Drama (practical) • Process of creating devised drama. • Performance of devised drama (students may contribute as performer, designer or director). • Devised work must be influenced by the work and methodologies of one prescribed practitioner.

Component 1: Interpreting Drama • Knowledge and understanding of drama and theatre • Study of one set play from choice of seven • Analysis and evaluation of the work of live theatre makers Assessment: Written examination 2 hours OPEN BOOK. 40% of AS Section A: One two part question (from a choice) on a given extract from the set play chosen . Section B: One two part question (from a choice) on the work of theatre makers in a single live theatre production. Marked by AQA.

Component 3: Making Theatre (practical) • Practical exploration and interpretation of three extracts, each from a different play. • Methodology of a prescribed practitioner must be applied to Extract 3. • Extract 3 must be performed as a final piece and students may contribute as performer, designer or director.

Component 2: Process and Performance (Practical) • Practical exploration and theatrical interpretation of two extracts each taken from a different play. • Methodology of a prescribed practitioner must be applied to Extract 2 which is to be performed as a final assessed piece. • Students may contribute as performer, designer or director. • Portfolio evidencing interpretive process and analysis and evaluation of performance.

Assessment: Performance of Extract 3 and Reflective Report which analyses and evaluates the theatrical interpretation of all three extracts. 30% of A Level Marked by AQA.

Assessment: Performance of Extract 2 and Portfolio. 60% of AS Marked by teachers and moderated by AQA.

Drama & Theatre

Assessment: Working Notebook and Devised Performance. 30% of A Level Marked by teachers and moderated by AQA.

Economics

English Literature

Subject detail

Specification: Edexcel Examination format and course outline: Coursework: NO A Level (2 year course)

Specification: Edexcel Examination format and course outline: A Level (two year course) Unit 1: Drama (60 marks) Having studied ‘A Streetcar Named Desire’ in LVI, girls will develop their understanding of tragedy through Shakespeare’s ‘Othello’, which we study using a live filmed production at the National Theatre, building on having seen a production at the globe in LVI. Context and critical readings are assessed here.

There are four themes which must be taken across the two year course. In LVI girls complete Theme 1 and Theme 2. In UVI, girls complete Theme 3 and Theme 4. Theme 1 - Introduction to markets and market failure. Theme 2 - The UK Economy, performance and policies. Theme 3 - Business behaviour and the labour market. Theme 4 - A global perspective.

Unit 2: Prose (40 marks) Girls will revise their novels for comparison, building on their study in LVI, and developing essay technique. Unit 3: Poetry (60 marks) The new unit in UVI will be the pre-1900 poetry collection of the teacher’s choice, either of a period or an individual poet, studied in context. This demanding unit will receive plenty of attention and the girls will undoubtedly be pleased to note the progress they have made since beginning with that in LVI.

Economics • English Literature

The Examination. PAPER 1 Markets and business behaviour. Questions from Themes 1 and 3. 100 marks, 2 hours, 35% of qualification. PAPER 2 The national and global economy. Questions from Themes 2 and 4. 100 marks, 2 hours, 35% of qualification. PAPER 3 Microeconomics and Macroeconomics. Questions from all four themes. 100 marks, 2 hours, 30% of qualification.

Unit 4: Coursework (60 marks) This really is the high point of studying English Literature A Level, and will build on the girls’ personal interest, using a core taught text. The essay is 2500-3000 words and must compare two texts through genre, period or theme. The girls began looking at excerpts from a range of novels in LVI and will use these as the starting point for their personal research into potential companion novels.

French Subject detail

Paper 2: Writing Duration: 2 hours; total scaled mark 80

Specification: AQA Examination format and course outline:

Students will answer an essay question in French for each of the two works they have studied. This will be a book and a film. All questions will require a critical and analytical response as well as an excellent knowledge of the book and the film.

The new linear A Level course in French stimulates and enables students to develop their linguistic skills alongside their understanding of the culture and society of countries where French is spoken.

Subject content • Social issues and trends • Aspects of French-speaking society: current trends • Aspects of French-speaking society: current issues • Political and artistic culture • Artistic culture in the French-speaking world • Aspects of political life in the Frenchspeaking world • Grammar • Literary texts and films • Individual research project

Paper 3: Speaking Duration 21-23 minutes (including 5 minutes supervised preparation time); total scaled mark 120 Part one: It starts with the stimulus card. The content of the card will be based on one of the sub-themes in the specification The cards will contain three questions. Then the student must ask the teacher-examiner two questions arising from the material on the card. Part two: The student will present the finding of her research for up to two minutes. This will be followed by a discussion of the findings of the student’s research Students will provide in advance on the Individual research project form, a list of headings to indicate the scope of their research and the sources used.

Scheme of assessment Paper 1: Listening, reading and writing Duration 2.5 hours; total scaled mark 200 Listening and responding: Students will listen to spoken languages. The content of the passages will be based on the themes and subthemes in this specification. This examination will now include a passage students will need to summarise in French. Reading and responding: Students will read a range of stimulus texts adapted from authentic sources. This examination will now include a passage students will need to summarise in French.

French

Translation: Students will translate a passage of at least 100 words from French to English. They will now also translate a passage of at least 100 words from English into French.

Geography Subject detail

The examination may include short open, open response and resource-linked questions. The examination includes 12-mark and 20-mark extended writing questions.

The new linear A Level course in Geography is an exciting, thought provoking and challenging new approach to Geography. The four units focus on the geographical issues that are currently of such concern; Global warming, increasing risk from hazards, globalization and international migration.

Unit 3 – Synoptic Investigation An externally-assessed written examination comprising three sections. A resource booklet will contain information about the geographical issue.

Specification: Edexcel Examination format and course outline: Coursework: NO

Written examination: 2 hours 15 minutes. 20% of the qualification. The examination may include short open, open response and resource-linked questions. The examination includes 8-mark, 18-mark and 24mark extended writing questions.

Unit 1 – Dynamic Landscapes Area of study 1, Topic 1: Tectonic Processes and Hazards Area of study 1, Topic 2: Landscape Systems, Processes and Change, Coastal Landscapes and Change Area of study 3, Topic 5: The Water Cycle and Water Insecurity Area of study 3, Topic 6: The Carbon Cycle and Energy Security

Unit 4 – Independent Investigation 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.

Written examination: 2 hours 15 minutes. 30% of the qualification. The examination may include short open, open response and resource-linked questions. The examination includes 12-mark and 20-mark extended writing questions. Unit 2 – Dynamic Places Area of study 2, Topic 3: Globalisation Area of study 2, Topic 4: Shaping Places, including optional sub-topics from which students choose one from two: 4A Regenerating Places or 4B Diverse Places Area of study 4, Topic 7: Superpowers Area of study 4, Topic 8: Global Development and Connections, including optional sub-topics from which students choose one from two: 8A Health, Human Rights and Intervention or 8B Migration, Identity and Sovereignty

Non-examined assessment 20% of the qualification

Written examination: 2 hours 15 minutes. 30% of the qualification.

German Subject detail

• Section B: Written response to works (prescribed literary texts) (50 marks). Students must write an extended response to either one or two of the literary texts • Section C: Written response to works (films) (50 marks). Students who answer only one question from the literary text in Section B must write an extended response on one of the films listed.

Specification: Edexcel Examination format and course outline: The new linear A Level course in German (Pearson Edexcel Level 3 Advanced GCE in German) consists of two externallyexamined papers assessing listening, reading and writing and a non externally examined speaking assessment. Students complete their speaking assessment in April/May and all other assessments in May/June in any singular year.

Paper 3: Speaking Total assessment time: between 21 and 23 minutes (including 5 mins preparation time) 30% of the qualification (72 marks) • Task 1 (30 marks): discussion on a Theme from the specification based on a stimulus containing two different statements. • Task 2 (42 marks): Task 2, Part 1 is an independent research presentation. Students present a summary of at least two of the written sources they have used for their research and give a personal response to what they have read. Task 2, Part 2 is a discussion on independent research. Students answer questions on their presentation and then have a wider discussion on their research.

The course is structured around four themes which address a range of social issues and trends, as well as aspects of the political and artistic culture of Germany and German-speaking countries. Themes 1, 3, and 4 focus on aspects of society or history of Germany only. Theme 2 requires students to broaden their knowledge across any German-speaking country/countries and/or community/communities. Each theme is broken into three sub-themes. These four themes are studied alongside two works chosen from a prescribed list (either two literary texts or one literary text and one film) assessed through two externally-examined papers and one nonexam assessment (speaking). The course will enable the students to develop an advanced knowledge and understanding of the German language, the culture of Germany and other German-speaking countries, as well as practical and valuable language and transferable study skills.

German

History

History of Art

Subject detail

Specification: Edexcel Examination format and course outline: Coursework: No

Specification: Edexcel Examination format and course outline: 4 Units will comprise the A Level and must be taken at the end of the two year course.

Unit 1 Germany 1918-89 (30%) • The Weimar Republic • The Third Reich • West Germany after the war • The Causes of the Second World War

The A Level consists of 5 units examined in two papers Paper 1: Visual Analysis and Themes Visual Analysis: unseen photographic paper for painting, sculpture and architecture 500BC to the present. Themes: Two in depth thematic studies over time and across cultures. Identity in art and architecture Nature in art and architecture. 50% of examination.

Unit 2 Italy 1911-46 (20%) • Giolitti and the Liberal State • The Rise of Fascism • Mussolini’s Domestic Policy • Mussolini’s Foreign Policy

Paper 2: Periods Two in depth period studies. Power and Persuasion: the Baroque in Catholic Europe 1597-1685 Brave New World: Modernism in Europe 1900-1939 50 % of examination.

History • History of Art • Italian

Units 1 and 2 can be taken as an AS Level. The AS examination papers are designed to be slightly easier than the A Level

Unit 3 Rebellion and disorder under the Tudors 1485-1603 (30%) • Henry VII • Henry VIII • Edward VI • Elizabeth I

Italian Subject detail

Specification: Edexcel A Level Examination Format:

Unit 4 Coursework ( 20%) Pupils must submit an independently researched and written essay of 3,000-4,000 words. The question must focus on an issue that has generated disagreement among historians.

Italian A Level is now fully linear, with girls sitting their exams at the end of the two year course. AS students can go on to take the A level in Year 2, but the AS qualification will not count towards the A level. Specification content is now based around social, political and cultural themes, relating to the Italian language, culture and communities. This will enable students to gain a deeper understanding of the culture related to their language of study, and ensure smooth progression to further study. The themes and assessment model are also designed to promote the development of transferable skills.

As well as the grammar you will study the following themes and topics: Theme 1 - Social Issues and trends: Changes in Italian society/Family – changes in attitudes towards marriage and couples; family life. Education – the school system and issues facing students. The world of work – equality; unemployment; family businesses; new working patterns. Theme 2 - Political and/or intellectual and/or artistic culture: Political and artistic culture in the Italian-speaking world Music – changes and developments; impact on popular culture. Media – freedom of expression; printed and online press; impact on society and politics. Cultural heritage – festivals; customs; traditions. Theme 3 - Social Issues and trends: Evolving Italian society The positive impact of immigration – contributions of immigrants to the economy and culture. Facing the challenges of migration – marginalisation and alienation; integration; the impact of emigration. North/ South Divide – travel between the North and South; the role of Italian industry; sociocultural differences; crime. Theme 4 - Political and/or intellectual and/or artistic culture: Fascism and beyond The rise of Mussolini – the birth of the Fascist Party. Fascism in World War Two – the government of Mussolini and dictatorship; life under Mussolini.

in the target language, based on a variety of contexts and sources. Question formats require multiple-choice and open responses. Responses in the target language are required, but students will not be marked on their quality of language. They will also be required to produce a short summary in Italian. Questions do not require students to respond in full sentences. They can respond using single words of phrases. This section is worth 30 marks. Students will have control of the listening player. Section B is a reading assessment based on a variety of text-types and genres, including historical and literary texts. Question formats require both multiple-choice and open response. Questions are set in Italian and responses in Italian are required, though students will not be marked on their quality of language. Section B is worth 30 marks. Section C is a translation into English. This will be an unseen passage and is worth 20 marks. Students are not permitted access to a dictionary during the examination. Paper 2: Written response to works and translation : 2 hours and 40 minutes 30% of the qualification. Section A is a translation into Italian and is worth 20 marks. The content of the passage is related to any of the four themes. Sections B and C comprise a written response to works. The works may comprise one book and one film, or two books. There are two questions for each work and students choose one for each of their chosen works.

Novel and film You will also study a book of contemporary literature: “Io Non Ho Paura”; and a film: “I Cento Passi”. On this you you will carry out two essays; see Paper 2: Written response to works and translation.

Paper 3: Speaking The speaking assessment is conducted internally and it is worth 30% of the qualification. Total assessment time: between 21 and 23 minutes, which includes 5 minutes’ formal preparation time. Task 1 requires students to choose one theme from a choice of two (these can be any of the four themes). They will then discuss one of the two statements on their chosen stimulus. Task 1 is worth 30 marks. Task 2 is the Independent Research Presentation and requires students to give a short summary of their chosen topic, followed by a discussion with the examiner on their research.

Examination Format: At the end of the two year course you will take the following three examinations: Paper 1: Listening, reading and translation: 2 hours - 40% of the qualification. Section A is a Listening assessment based on a recording, featuring male and female Italian speakers, covering Themes 1, 2, 3 and 4. Students will respond to comprehension questions

Latin AS Level Language - Learners build their knowledge of vocabulary and linguistic structures to become familiar with the words contained within the Defined Vocabulary List (DVL) and the prescribed accidence and syntax.

A Level Unseen Translation - Learners build on their knowledge of vocabulary and linguistic structures. There is no Defined Vocabulary List for these components. Learners are expected to become familiar with the vocabulary and linguistic structures used by the authors they study in preparation for these two components. Prose Composition or Comprehension

Literature - Learners study in detail one prose set text and one verse set text. Learners are required to have read a small amount of literature in translation so that they understand the context from where the set texts have been taken.

Prose Literature - Learners study two prose set texts. Learners also study additional literature in translation so that they understand the context from which the set texts have been taken.

Language - Externally assessed written paper 80 marks 1 hour 30 minutes 50% The Language question paper has two sections. In Section A, candidates will translate a passage of unseen prose into English. This is worth 55 marks. In Section B, candidates will either translate five English sentences into Latin or answer comprehension questions based on a passage of unseen prose. This is worth 25 marks.

Verse Literature - Learners study two verse set texts. Learners also study additional literature in translation so that they understand the context from which the set texts have been taken.

Subject detail

Examination format and course outline:

Unseen Translation - Externally assessed written paper 100 marks 1 hour 45 minutes 33% The Unseen Translation question paper has two sections. Candidates answer both sections. In Section A, candidates will translate a passage of unseen prose into English. This is worth 50 marks. In Section B, candidates will translate a passage of unseen verse into English. This is worth 45 marks. They will also have to scan two lines of verse, worth 5 marks.

Latin

Literature - Externally assessed written paper 80 marks 2 hours 50% The Literature question paper has two sections. Candidates answer one question from Section A and one question from Section B. In Section A, candidates will answer questions based on the prose set text they have studied. In Section B, candidates will answer questions based on the verse set text they have studied. In both sections, there will be comprehension questions, set text translation, two analysis questions and an extended response question.

Prose Composition or Comprehension Externally assessed written paper 50 marks 1 hour 15 minutes 17% The Prose Composition or Comprehension question paper has two sections. Candidates answer either Section A or Section B. In Section A, candidates will complete a short translation, answer comprehension questions and grammar questions. In Section B, candidates will translate a passage of English, of at least 100 words, into the ancient language.

Set texts Cicero Phillippic II, 44-50, 78-92. Tacitus Histories I, 4-7, 12-14, 17-23, 26. Cicero Phillippic II, 100-119. Tacitus Histories I, 27-36, 39-44, 49. Apuleius Metamorphoses V, 11-24.

Mathematics Subject detail

Prose Literature - Externally assessed written paper 75 marks 2 hours 25% The Prose Literature question paper has three sections. Candidates answer one question from each section. In Section A, candidates will answer questions on the set text they have studied from Group 1. In Section B, candidates will answer questions on the set text they have studied from Group 2. In both sections, there will be comprehension questions, set text translation and an analysis question. In Section C, candidates will answer an essay on the set text they have studied from Group 2 and drawing upon the additional reading they have done in English.

Specification: Edexcel Examination format and course outline: Coursework: NO

Pure Mathematics: • Topic 1 – Algebraic Methods • Topic 2 – Functions and Graphs • Topic 3 – Sequences and Series • Topic 4 – Binomial Expansion • Topic 5 – Radians • Topic 6 – Trigonometric Functions • Topic 7 – Trigonometry and Modelling • Topic 8 – Parametric Equations • Topic 9 – Differentiation • Topic 10 – Numerical Methods • Topic 11 – Integration • Topic 12 – Vectors

Verse Literature - Externally assessed written paper 75 marks 2 hours 25% The Verse Literature question paper has three sections. Candidates answer one question from each section. In Section A, candidates will answer questions on the set text they have studied from Group 3. In Section B, candidates will answer questions on the set text they have studied from Group 4. In both sections, there will be comprehension questions, set text translation and an analysis question. In Section C, candidates will answer an essay on the set text they have studied from Group 4 and drawing upon the additional reading they have done in English.

Statistics and Mechanics: Section A: Statistics • Topic 1 – Regression, Correlation and Hypothesis Testing • Topic 2 – Conditional Probability • Topic 3 – The Normal Distribution

Set texts Cicero Phillippic II, 44-50, 78-92. Tacitus Histories I, 4-7, 12-14, 17-23, 26. Cicero Phillippic II, 100-119. Tacitus Histories I, 27-36, 39-44, 49. Apuleius Metamorphoses V, 11-24.

Assessment overview: Paper 1 and Paper 2 may contain questions on any topics from the Pure Mathematics content. Paper 3 will contain questions on topics from the Statistics content in Section A and from the Mechanics content in Section B. Each paper is a 2-hour written examination, worth one third of the final mark. Note that questions in each paper will be based on content covered in both year one and year two of the course: Thus the examination is a culmination of two years’ work.

Mathematics

Section B: Mechanics • Topic 4 – Moments • Topic 5 – Forces and Friction • Topic 6 – Projectiles • Topic 7 – Applications of Forces • Topic 8 – Further Kinematics

Further Mathematics

Music

Subject detail

Specification: Edexcel Examination format and course outline: Coursework: NO

Specification: Edexcel Examination format and course outline: Unit 1 Performing 30% A public performance of one or more pieces, performed as a recital. Performance can be playing or singing solo, in an ensemble, improvising, or realising music using music technology. The total performance time across all pieces must be a minimum of 8 minutes. Performances must be recorded after 1 March in the year of certification and all materials for assessment submitted to arrive by 15 May in the year of certification.

Further Mathematics requires the student to take 4 modules, in addition to the modules required for A Level Mathematics.

Further Mathematics • Music

A Level Further Mathematics You must study both Core Pure 1 and Core Pure 2 as part of your Further Mathematics A Level. The remaining two modules are chosen from the following: Further Pure, Further Statistics, Further Mechanics and Decision Mathematics. You may choose two from the list or you have the option to specialise in a particular topic and have both of your elective modules on the same topic. For example, a student could choose Core Pure 1, Core Pure 2, Further Pure 1 and Further Statistics 1. A student who wants to specialise in Mechanics can choose Core Pure 1, Core Pure 2, Further Mechanics 1 and Further Mechanics 2.

Unit 2 Composing 30% Total of two compositions, one to a brief set by Pearson and one either free composition or also to a brief. One composition must be from either a list of briefs related to the areas of study, or a free composition, carrying 40 marks for this component. This composition must be at least 4 minutes in duration. One composition must be from a list of briefs assessing compositional technique, carrying 20 marks for this component. This composition must be at least 1 minute in duration, unless the brief specifies a longer minimum duration. Total time across both submissions must be a minimum of 6 minutes.

The A Level is examined with four papers, each paper taking 90 minutes and each equally weighted in terms of contributing to the final grade. Two papers will relate to Core Pure 1 and Core Pure 2, with questions being drawn from any of the content in either book. The other two papers will examine the elective choices made and all four papers must be taken in the summer of the UVI year.

Unit 3 Appraising 40% Knowledge and understanding of musical elements, contexts and language. Application of knowledge through the context of six areas of study, each with three set works. Vocal Music, Instrumental Music, Music for Film, Popular Music and Jazz, Fusions, New Directions. Application of knowledge to unfamiliar works. The areas of study are: Vocal Music, Instrumental Music, Music for Film, Popular Music and Jazz, Fusions, New Directions. One written paper of 2 hours, with a total of 100 marks. One audio CD with the extracts to accompany questions on the paper will be provided per student.

Please note that it is only possible to study Further Mathematics if you take A Level Mathematics.

Physics Subject detail

This paper comprises two sections: A and B. Section A: Areas of study and dictation (50 marks). Three questions related to the set works (audio and skeleton score provided). One short melody/rhythm completion exercise. Section B: Extended response. Two essay questions - essay one (20 marks) and essay two (30 marks). Essay one asks students to draw links from their study of the set works to the music heard as an unfamiliar extract. Essay two gives a choice of three questions that ask students to evaluate the musical elements, context and language of one set work. Each option will be from a different area of study.

Specification: Edexcel Examination format and course outline: This is a two year linear course with the examinations taking place at the end of the second year. The first year of the course will focus on the material examined in Paper 1. The second year of the course will focus on the material examined in Paper 2. Paper 1: Advanced Physics 1 30% of total qualification • Working as a Physicist • Mechanics • Electric Circuits • Further Mechanics • Electric and Magnetic Fields

Philosophy Subject detail

Examination format and course outline: Coursework: NO

Unit 01 This unit consists of two themes – Epistemology and Philosophy of Religion. Within these themes we explore and analyse a variety of foundational philosophical issues, such as: Definitions of knowledge; theories of perception; whether or not we possess any innate ideas; different arguments for the existence of God; the problem of evil and suffering; the nature and study of religious language; the nature of God.

Paper 3: General and Practical Principles in Physics - 40% of total qualification Questions may draw on any of the topics studied during the 2 year course. The paper will include questions that assess conceptual and theoretical understanding of experimental methods (indirect practical skills) that will draw on girls’ experiences of the core practicals.

Unit 02 This unit consists of two themes – Ethics and Philosophy of Mind. Within these themes we explore, analyse and evaluate a variety of complex philosophical issues, such as: how does one decide upon the right action; what is the meaning of ‘good’ or ‘right’; in practical situations, such as lying, treatment of animals or simulated killing, how ought a person act; is the mind a distinct substance from the body; can the mind and body be reduced to the same thing; should we eliminate the language concerning mental states from our vocabulary.

Science Practical Endorsement The assessment of practical skills is a compulsory requirement of the course of study for A Level Physics. It will appear on all students’ certificates as a separately reported result, alongside the overall grade of the qualification.

Philosophy • Physics

Paper 2: Advanced Physics 2 30% of total qualification • Working as a Physicist • Materials • Waves and Particles • Nature of Light • Thermodynamics • Space • Nuclear Radiation • Gravitational Fields • Oscillations

Girls will carry out a minimum of 12 core practicals prescribed in the specification. These activities will provide opportunities for demonstrating competence in particular skills. Girls’ practical work will be assessed by the teachers using common practical assessment criteria (CPAC) that are consistent across examination boards. Girls who demonstrate the required standard across all the requirements will receive a ‘pass’ grade.

Iterative Design Project (50%) Girls identify a design opportunity and write their own design brief. They will work closely with stakeholders including clients and target markets to develop their design solution. Girls create an electronic design journal documenting their design process. They investigate their brief and develop their design through the processes of explore, create and evaluate. Non-examined assessment

Product Design

Psychology

Subject detail

Specification: AQA Examination format and course outline: Coursework: NO

Specification: OCR

Product Design • Psychology •

Course outline: The Product Design course will be taught over two years. In the second year of the course girls will focus on the Iterative Design Project developing their own design solutions and directing their own research. Theory lessons will cover the wider design considerations and manufacturing processes.

Psychology examines an individual’s experiences, behaviour and motivation. As such, it can lead to a deeper understanding of the self and others. Research findings are at the heart of the topic-based learning specification and students will learn to analyse, evaluate and comment on the conclusions that have been drawn. From data-handling to clear and thoughtful essay writing, the course is broad in skills as well as content and it is hoped students will develop interests, enthusiasms and skills that will endure beyond the course and contribute to lifelong learning.

Examination format: Examinations will be taken at the end of the two year course. Principles of Product Design (26.7%) This component of the course explores • the wider social, moral and environment issues that impact on the design industry • manufacturing processes • material properties • the analysis of existing products Written examination – 1 hour 30 minutes

A Level Psychology will be taught across two years. There will be three components for the A Level which are each assessed via an equally weighted 2 hour examination. There are optional topics available for component 3. Component 1 Social influence Memory Attachment Psychopathology

Problem solving in Product Design (c.23.3%) This component of the course explores • knowledge of how to design and manufacture prototypes and products • problem solving and evaluation skills in order to analyse design solutions Written examination – 1 hour 45 minutes

Component 2 Approaches in Psychology Biological Psychology Research methods

Component 3 Issues and debates in Psychology and one option chosen from each of the following 3 option block. Option 1 - Relationships, Gender, Cognition and development Option 2 - Schizophrenia, Eating behaviour, Stress Option 3 - Aggression, Forensic psychology, Addiction

Written examination: 3 hours 100 marks 50% of A Level Component 2: Study of religion and dialogues Section A: Study of religion – For Christianity the following topics are covered: • Sources of wisdom and authority. • God/gods/ultimate reality. • Self, death and the afterlife. • Good conduct and key moral principles. • Expression of religious identity. • Religion, gender and sexuality. • Religion and science. • Religion and secularisation. • Religion and religious pluralism.

Religious Studies Subject detail

Section B: The dialogue between philosophy of religion and religion. • How religion is influenced by, and has an influence on philosophy of religion in relation to the issues studied.

Specification: AQA Examination format and course outline: Coursework: NO Religious Studies is a thought provoking subject and involves engaging with many contemporary themes that are highly relevant in today’s multicultural, global society. Through studying a religious faith and different philosophical and ethical arguments in detail, students will develop a thorough understanding of a number of issues from a diverse range of viewpoints. Students will gain critical, analytical and evaluative skills sought by higher education and employers. It is a linear course and will be assessed by examinations at the end of the two years.

Section C: The dialogue between ethical studies and religion. • How religion is influenced by, and has an influence on ethical studies in relation to the issues studied. Written examination: 3 hours 100 marks 50% of A Level

Religious Studies

Component 1: Philosophy of religion and ethics Section A: Philosophy of religion • Arguments for the existence of God. • Evil and suffering. • Religious experience. • Religious language. • Miracles. • Self and life after death. Section B: Ethics and religion • Ethical theories. • Issues of human life and death. • Issues of animal life and death. • Introduction to meta ethics. • Free will and moral responsibility. • Conscience. • Bentham and Kant.

Sociology

through two externally-examined papers and one Non-exam assessment (speaking).

Subject detail

The course will enable the students to develop an advanced level knowledge and understanding of the Spanish language, the culture of Spain and other Spanish-speaking countries, as well as practical and valuable language and transferable study skills.

Specification: AQA Examination format and course outline: Coursework: NO

For the A Level course, girls will study a range of sociological theories and methods, assessing their relevance in contemporary society. Component One focuses on the study of education; considering both sociological theory in this field and the different research methods used by sociologists. In Component Two, girls consider the changing nature of religion and religious belief in society, and the development of the family and the changing nature of family life. Component Three involves an in depth study of crime and deviance; again with a focus on sociological theory and research methods. Girls will sit three, two hour examinations on all components at the end of the two year course.

Paper 1: Listening, reading and translation Written examination: 2 hours 40% of the qualification (80 marks) The examination is made up of: • Section A: Listening (30 marks) • Section B: Reading (30 marks) • Section C: Translation into English (20 marks) Paper 2: Written response to works and translation Written examination: 2 hours and 40 minutes 30% of the qualification (120 marks) • Section A: Translation (20 marks) • Section B: Written response to works (literary texts) (50 marks) Students must write an extended response on either one or two of the literary texts • Section C: Written response to works (films) (50 marks) Students who answer only one question from a literary text in Section B must write an extended response on one of the films listed. Paper 3: Speaking Total assessment time: between 21 and 23 minutes (including 5 min preparation time) 30% of the qualification (72 marks) Students need to complete two tasks: • Task 1 (30 marks): discussion on a Theme from the specification based on a stimulus containing two different statements. • Task 2 (42 marks). Task 2, Part 1: is an independent research presentation. Students present a summary of at least two of the written sources they have used for their research and give a personal response to what they have read. Task 2, Part 2: is a discussion on independent research. Students answer questions on their presentation and then have a wider discussion on their research.

Spanish Subject detail

Sociology • Spanish

Specification: Edexcel Examination format and course outline: The new linear A Level course in Spanish (Pearson Edexcel Level 3 Advanced GCE in Spanish) consists of two externally-examined papers assessing listening, reading and writing and a non-examined speaking assessment. Students complete their speaking assessment in April/May and all other assessments in May/ June in any single year. The course is structured around four engaging Themes – La evolución de la sociedad española; La cultura política y artística en el mundo hispanohablante; La inmigración y la sociedad multicultural española and La dictadura franquista y la transición a la democracia. These four Themes are studied alongside two works chosen from a prescribed list (either two literary texts or one literary text and one film) assessed

Notes

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