SIXTH FORM SUBJECTS AT RGS
Applied Science (BTEC)
Art and Design
Biology
Business (BTEC)
Chemistry
Classical Civilisation
Computer Science
Drama and Theatre
Economics
English Literature
French
Further Maths
Geography
1675 - 2025
Psychology
Spanish
Sport (BTEC)
Theology and Philosophy
SIXTH FORM PROGRAMME
Students are encouraged to study the right programme for them. We are hugely flexible in what this looks like, from a combination of A Levels, BTECs, EPQs or other courses. Whichever route you choose, our programme will set you up for further study at top universities or prepare you to join the world of work or degree apprenticeship.
While most students will study three A Levels or a combination of BTEC and A Level, there will be some students who study four A Levels over two years, because they have a specific degree and professional pathway in mind, such as Engineering or Natural Sciences at specific universities such as Oxford or Cambridge. In most cases, Further Maths is taken as a fourth A Level or a combination of A Level and BTEC, and a fourth option is usually not needed. Universities are looking for top grades in your chosen subjects so your choice of subjects should be based on your own interests and aspirations with guidance from your teachers and the careers team.
Teachers are there to support you with your decision making, helping you choose subjects likely to bring the greatest success and these are usually the ones you enjoy the most!
HOW SHOULD I CHOOSE MY SUBJECTS?
How do I choose the right courses for me?
Because of the range of subjects on offer the choice is not always easy: it requires research and thought. Advice should be obtained through discussion with subject and pastoral staff. The following factors should be considered:
Interest and enjoyment: Choose subjects that interest you and that you enjoy. You will do better in these subjects and achieve higher grades at A Level or BTEC.
University requirements: Some university courses are vocational (especially in the sciences), so if you are set on a particular course this may largely dictate your choice of A Levels or BTECs. However, many degree courses have no specific subject requirements and so allow the choice of any combination. At this stage though it is wise to leave university options as open as possible so tried and tested combinations are strongly advised.
Careers: As with university requirements, certain career aspirations will determine the choice of both the subjects to be studied at A Level and the degree course. It is important to obtain early and good advice in these cases.
Choosing Between BTEC and A Levels:
If you are trying to choose between a BTEC and A Level route there are a few things to think about. Our BTEC courses are the equivalent to three A Levels and offer a standalone route to undergraduate degrees at world class universities such as Durham, Bristol and Bath. The distinctive feature of BTEC is the continuous assessment pathway which provides the opportunity to refine learning and assessment skills throughout the two years. At RGS in 2024 students on average secured BTEC outcomes equivalent to A Level grades of A* A* A.
HENRY SMITH DIPLOMA
The Henry Smith Diploma brings together all the elements of what we believe to be an excellent all-round education. It is hoped that Sixth Form students will leave RGS with outstanding A Level or BTEC results, but will also have been enriched and fulfilled by various extra-curricular and cocurricular opportunities. These are designed specifically to develop personal characteristics which will set students on a path for a happy and successful life. Students will complete their own learning journey as they personally construct a pathway, choosing what they are interested in and learning about themselves at the same time.
6 PLUS
What is 6Plus?
The 6Plus Programme is a bespoke, flexible curriculum tailored to students’ academic curiosities and abilities. It includes a range of choices and options including the EPQ, RGS Research Project, the Cyber EPQ and the CISI Fundamentals of Financial Services qualification.
At its heart, 6Plus is an outstanding opportunity for students to develop their independent academic skills and engage with academic enrichment in a way that best suits them. 6Plus also includes a bespoke UCAS module that introduces students to the application process with guidance from key staff. These lessons take place in two timetabled lessons a week.
How will 6Plus help Lower Sixth Form students?
The primary purpose of 6Plus is to encourage all students to broaden their academic horizons beyond the confines of A Level study. They will engage in new, interdisciplinary topics and develop undergraduate-level skills in preparation for university applications and subsequent independent study at a higher level.
6Plus gives students tangible and credible evidence of independent study interest, intellectual ambition, and undergraduate quality skills, boosting the quality of their university applications.
However, the main purpose of 6Plus is to encourage students to engage in intellectual debate, discourse, and research in areas of academic life which pique their interest. It is a great opportunity for all students to tackle an area of study because they are enthused by it and have something to say about it, not because it is on the curriculum.
What will students complete?
Over the course of the year, students will complete one of the following:
Reigate Research Project
Extended Project Qualification (EPQ)
An internally assessed extended essay at least 2500 words, artefact with commentary or a suite of MOOCs (Massive Open Online Courses) from providers such as Future Learn and Open Learn.
Includes a presentation to peers at the end of the course.
May be used in conjunction with qualifications, such as Oxbridge competitions, CREST Award etc.
May be an extension of A Level study.
An externally assessed essay of no more than 5000 words or an artefact or performance. Accredited by AQA – worth approximately half an A Level, graded A*-E.
Includes a presentation to peers at the end of the course.
Must be fundamentally distinct to content of A Level courses being studied. This option suits those study three A Levels or a BTEC course. Cyber EPQ
An externally assessed project based qualification, similar to EPQ.
Accredited by City and Guilds.
Content deals with issues such as cryptography and GDPR.
CISI Level 2 Qualification in Fundamentals of Financial Services
Teaching English as a Foreign Language (TEFL)
Mandarin Chinese Studies
An externally assessed taught course provided by the Chartered Institute of Securities and Investments.
Topics include Bonds, Derivatives and Equities – assessed by a 30 question online exam.
The online course is ideal for those looking to pursue a career in Teaching English as a Foreign Language. Anyone can take the course, from beginners with no TEFL experience, to those who have had previous TEFL training. The course takes approximately 120 hours to complete and you will have 90 days to finish the course.
This interactive course provides an introduction to Chinese language and culture as well as an enhanced awareness of global economy and international affairs. It is for complete beginners and those who have learnt some Chinese expressions through travel or socialising.
UNIVERSITIES AND CAREERS ADVICE
The biggest piece of advice we can give is that students must find out as much as they can about the Sixth Form courses that they are considering. This applies particularly – but not exclusively – to subjects they have not studied before. The A Level and BTEC courses in many subjects are very different to what students have studied at GCSE. It is important that students ask their teachers about the courses, but we would also strongly advise that they ask current Sixth Form students about the subjects they are studying. The Careers department is very happy to put Fifth Formers in touch with students who are studying any subject they are considering for A Level or BTEC.
Choices of A Levels or BTEC sometimes depend upon your intended career or degree course. University entry requirements vary widely and it is necessary to refer to university websites or www.unifrog.org and https://digital. ucas.com/search
There follows on the next page, the normal A Level subject requirements for some common honours degree courses. Please be aware that this is a very general list and is by no means exhaustive. You may of course speak to the Head of Careers, Mr Buzzacott, at any time to discuss careers and university entry issues.
Please do not feel that your child has to do maths and sciences at A Level to get on in life. This is not the case. It is merely that, where a course stipulates certain subjects, it tends to be on the maths/science side.
Students should visit digital.ucas.com/search to look for specific requirements for different subjects at university. In addition, The Russell Group universities have recently produced a useful website which helps students to decide on which subjects they should choose for specific degree courses at their universities: informedchoices.ac.uk
We will set students up on Unifrog , a university course finder. If students are still concerned they should telephone university departments and ask for advice.
Students and parents should refer to: careers.reigategrammar.org for Careers guides and other useful information. We will contact students with ideas for useful university and career taster courses over the course of the year.
Please look out for the Careers and Enrichment Newsletter, which goes out with the weekly school bulletin.
DEGREES AND CAREERS THAT REQUIRE SPECIFIC A LEVELS
It is good to have breadth for your subject options. For example, you might study a creative subject alongside two STEM subjects or two literacy based subjects. This approach gives balance to your Sixth Form programme which can help with wellbeing and motivation. This approach can equip you with a wider range of skills and aptitudes for life beyond school which might be attractive to both universities and future employers.
Degree Course Normally required
Accountancy Maths
Architecture Some ask for Maths, Physics, Art or DT
Additional Notes
Students should be able to demonstrate good skills in Art and Maths.
Biology Biology and Chemistry/Maths or Physics Psychology usually counts as a science and Geography quite often does as well.
Business Studies Some ask for Maths
BTEC Science would be a strong facilitating subject.
Business Studies BTEC would be a strong facilitating subject.
Chemistry Chemistry and another science/Maths Psychology usually counts as a science and Geography quite often does as well.
Computer Science Maths
Dentistry Chemistry and Biology
Economics Most ask for Maths
Engineering (Chemical) Maths and Chemistry
Engineering Maths and Physics
BTEC Science would be a strong facilitating subject.
Further Maths can be an advantage at a few of the most competitive universities. Occasionally universities have screened out students who did not study Computer Science at A Level.
BTEC Science would be a strong facilitating subject.
Some ask for Further Maths as well.
Physics is certainly recommended and sometimes required.
Chemistry or DT and Further Maths may also be an advantage.
Geology Chemistry and other sciences/Maths Psychology usually counts as a science and Geography quite often does as well.
Law No specific requirements but some universities favour candidates with at least two traditional academic A Levels.
Liberal Arts Creative subjects, languages, essay based subjects would all support an application.
Mathematics Maths
Medicine Chemistry and Biology
Business and/or Sport BTEC would be strong facilitating subjects.
The most prestigious courses may also expect Further Maths.
Quite a few universities are happy with Chemistry and Maths, Physics or Biology. Not doing Biology reduces the number of universities that you can apply to. Some universities will not accept Biology and Sports Science because of a perceived overlap. Quite a few university degree courses require a grade 6 in both English Language and Maths at A Level.
A non-scientific subject is well-regarded as a third choice, for example Art, Drama, Music, DT or a language.
Physics Physics and another science/Maths Psychology usually counts as a science and Geography quite often does as well.
Physical Geography May ask for two sciences; may include Geography as one of them
Physiotherapy Biology
A number of courses are happy with Sports Science instead
Psychology Some ask for sciences and Maths can be an advantage Psychology courses at university often involve considerable science content.
Sciences Often ask for an additional science as well as the one you plan to study
Vet Science Chemistry and Biology
BTEC Science would be a strong facilitating subject.
Maths may also be desirable.
Having a third Science/Maths ensures that a student can access all universities.
BTEC Science would be a strong facilitating subject.
MORE GUIDANCE ON MAKING CHOICES
What do universities want?
Universities want the best grade profile you can offer and for you to be able to demonstrate a sustained interest and passion for your Sixth Form subjects. They are also likely to look at your GCSE grade profile or average point scores (APS). Universities will be most impressed by high grades (7, 8 and 9), an absence of lower grades and a good APS.
They do not want you to do subjects for which you have no deep or lasting commitment and which you have chosen simply to get onto their course.
There is a lot of discussion in the media and elsewhere about the importance of choosing the right subjects and combinations and it is true that for some university courses there are some pre-requisite subjects that students must study. These tend to be at the most selective universities and in areas such as Medical or Veterinary Sciences, Dentistry, Engineering, Natural Sciences.
It is always best to do your own research. We provide details of these subjects in this booklet and via the Sixth Form and Careers teams. Heads of Department are always happy to advise you if you are unsure. You can also search for course details at digital.ucas.com/search.
However, there are a lot of opinions and misunderstandings about other subjects which may, on the surface, not appear to fit with your plans for university study. This is intended to help you pick your way through these many opinions and reassure you.
Above all, our recommendation is that you should choose subjects that you enjoy, want to do, and in which you are doing well. It is certainly not good to choose subjects that you dislike or where you struggle, just because you want to get on a certain path for university. If this applies to a subject that you must do for a certain course, because it is a major part of that course for university study or professional life, then it is very likely that the course you aspire to will not be the right one for you.
Sometimes students want a particular professional pathway after university and are then working backwards doing research to identify the best degree for such a career. However, if you discover that the subjects preferred by universities for certain degrees are not your best and favourite subjects then you should be very careful – you may well be making a mistake.
A few points to consider when making your choices:
Required subjects are those which are directly linked to the degree course or career you aspire to, plus any that are specifically mentioned on the university website for that course. Do your research by going to the specific university website and course description for the course(s) you are interested in and see if they demand any specific subjects. Do not rely on what you have heard anecdotally and remember things change quickly.
The majority of degree courses that ask for specific subjects only list two, leaving you with free choice for your other subject(s). However, there are some that ask for more, particularly those listed on page 7. Do your research!
The Russell Group universities have recently produced a useful website which helps students to decide on which subjects they should choose for specific degree courses at their universities: informedchoices.ac.uk.
A FEW EXAMPLES TO REASSURE YOU
If you really like a subject that is not aligned with your intended course at university, you should strongly consider doing it! All of the subjects offered at RGS are highly valued by universities and they always take great interest in students who study them. Here are just two examples:
Two recent Oxbridge students had Art as one of their A Levels. They were asked a lot about their love of Art in their university interview.
Over the years, students who have gone onto science, medical or vet courses (for example) have studied a language, humanity or creative subject along with their more science-based subjects. For example a number of students who studied Music at RGS are now qualified doctors, dentists and vets. We would certainly advise following your strengths and interests. We would suggest that you keep more options available by securing an A grade in a subject that you enjoy and thrive in than a B or C grade in one that you consider more useful for your intended career.
In the final analysis, you can only do what is right for you. That must come down to doing lots of research, doing it early so you are not making last minute decisions and, if you are not sure, then please do ask. There are lots of staff here, with lots of experience and we are always pleased to help.
WHAT OUR SIXTH FORMERS SAY
Joining the Sixth Form was an easy decision for me as I have enjoyed being a student at Reigate Grammar School for over six years and attended Reigate St Mary’s since Kindergarten. The Sixth Form community is buzzing with energy, and with the range of endless activities available it is a brilliant place to learn.
The Sixth Form provides many opportunities for students to get involved, there is much more than just our A Level options. We are encouraged to make the most of our time by joining as many co-curricular activities as we can.
As you go into the Upper Sixth Form, there are leadership roles you can apply for, allowing you a say in how things work around the school which is a great privilege. I was lucky to receive a Sports Committee role. Sport has played a huge part throughout my life, learning a range of qualities that are key to me to this day. Being Captain of the Chelsea Development Centre Squad for my age group taught me how to be a leader; to lift people up when mistakes are made, and how to achieve collectively and maintain high performance. Representing Surrey at the County level was a big step for me and took me out of my comfort zone. Many of the qualities I developed from football I use when working with the Sports Committee.
Dealing with disappointment after having surgery on a broken leg has been hard. However, the Sports Committee has given me a platform to get involved in Sport again despite not playing, to help provide opportunities for others in the school to achieve the sporting dreams they desire.
The Sixth Form has provided me with a supportive learning environment, allowing me to engage more with subject teachers during the first year of A Levels, and I will continue to use this support to enhance my learning in the Upper Sixth Form.
Sophie Featherstone
Joining the Sixth Form was something I was looking forward to for a long time, being able to focus on the subjects that I have a true passion for.
I study three creative subjects which include a lot of coursework, so it’s useful having study periods and smaller classes as I can get more work done during school time.
Now that I’m able to take more responsibility, I joined the Arts Committee where we have the joy of helping implement new and exciting events related to the creative arts. I have always had a passion for drama and being at this school and taking part in the productions, helped me to fire that passion and take it even further as I’m hoping to work in the theatre industry as a career.
The opportunities available here at RGS are truly like no other, with music concerts constantly being rehearsed, art clubs and competitions and drama events like the Monoslam and shows. I feel very privileged to be able to contribute even more this coming year through the Arts Committee.
I have also been given the opportunity to run a Technical Theatre Club. It is a privilege to be able to teach younger students all the skills I have learned throughout my journey at the school and get people more interested in the backstage elements needed to put on a school show.
Overall, the Sixth Form is a great time to take opportunities and have more freedom around your studies with your friends.
CASE STUDY
Benjamin McDonald
CASE STUDY
WHAT OUR SIXTH FORMERS SAY
The Sixth Form at RGS provides me with a supportive environment to study, learn, and excel as I transition from school life to Sixth Form life.
The new RGS digital scheme which has been introduced this year has allowed me to utilise the benefits of technology and apply it to my studies. This is coupled with friendly and engaging teachers who are always on hand to help whether it is in person or online. I think the Sixth Form will be an enjoyable experience and a fantastic bridge for my future.
During my time at RGS, not only has the teaching been exceptional but RGS has also given me the opportunity to take part in many co-curricular activities. I have embraced taking part in public speaking and debating. For the last six years I have been part of Model United Nations (MUN) - a club which simulates the UN in terms of debate, discussion, and procedure. This has enabled me to discuss significant issues in the world as they happen such as the Russia-Ukraine crisis and the Covid pandemic. These topics have enlightened my understanding of the wider world as well as allowing me to passionately discuss the topics I care about.
RGS is a brilliant place to develop my interest in subjects I feel passionate about as well as studying for my A Levels.
Jemima Hain
The Sixth Form is a wonderful place to grow and flourish in both academics and co-curricular activities. Not only have my A Level choices allowed me to focus on my favourite subjects, but the Sixth Form has brought new opportunities such as working in committees and helping the younger years in clubs and activities.
I am involved in the Equality, Diversity and Inclusion Committee, within which we organise events and assemblies such as the Cultural Diversity Week which we hosted last year. We are trusted with exhibiting new ideas within the school bringing opportunities for the younger years.
Being the eldest members of the school and having smaller classes during the Sixth Form, the teachers can treat us on a more equal level with subject lessons involving focused discussions between teachers and students. We continue to be supported by teachers who are open to helping us with our needs on a one-to-one basis if required. With such great facilities and staff at RGS, it is always possible to explore your subjects further, or even investigate more broad interests. For example, the library has thousands of great resources and teachers are always open to talking to you about any interests you may have.
RGS has many co-curricular activities and I have loved being involved with music, singing in multiple choirs, and taking part in concerts over the years – even though I do not study music at A Level. Whatever you are interested in, there is something for you and in the Sixth Form you are given great opportunities to immerse yourself further. I believe the motivation and support provided in the Sixth Form are preparing me greatly for my future, both inspiring me to work hard independently whilst allowing me to express myself and experience broader aspects of school life.
CASE STUDY
Krish Patel
CASE STUDY
ADVICE FOR APPLICANTS TO SELECTIVE UNIVERSITIES INCLUDING OXBRIDGE
The myth of the All Rounder Oxbridge, along with other top UK universities, make offers solely on the basis of academic ability and engagement in the subject they wish to apply for. As students prepare for GCSE exams and start to consider their A Level choices, they would do well to bear this in mind. Do not be under the misapprehension that an average academic profile can be countered by exceptional involvement and achievement in other areas of school life: it cannot.
For example, in addition to outstanding academic results, for top universities you are likely to have made extra-curricular, volunteering and other choices that communicate your commitment to that subject. This will mean that as a History applicant, for example, you might be involved in running a History Society, assist on an archaeological dig or volunteer at a place of historical interest. Most importantly, you will be reading, reading and reading – your subject teachers can guide you towards texts that are directly related to your intended area of study, and help you to engage with them critically. The Henry Smith Studies programme provides the ideal opportunity to demonstrate an interest that goes beyond the syllabus, as does entering essay competitions or Science Olympiads. You should ensure that some of the summer holiday before entering the Sixth Form is spent engaging in such super-curricular activities. Academic results matter most but these linked activities can be key when an admissions tutor is wondering whether your passion for the subject is real.
So, what grades do I need?
The reforms to A Levels mean that admissions tutors are likely to ascribe increasing importance to GCSE results, and GCSE performance is one of the criteria used to help screen candidates. A realistic Oxbridge candidate should have grade 8/9s in the majority of their GCSE subjects; candidates for all subjects should have at least eight 8/9 grades, eight or nine is realistic for most courses; applicants from RGS who gain an offer, average over eight 8 grades at GCSE. Ideally, there should be no grade 6s on the UCAS form of an Oxbridge applicant. The advice published by top selective universities, including and especially Oxford and Cambridge, can be misleading in this regard as it is aimed at widening participation but admissions tutors will expect an almost flawless academic profile from candidates applying from successful schools such as RGS.
Looking forward to A Level, typical offers are A*AA (arts subjects) or A*A*A (science subjects) at A Level and successful candidates usually exceed these offers. A student’s performance in the Lower Sixth Form exams needs to be commensurate with this, and admissions tutors expect predicted A Level grades to be backed up by reference to performance in these exams.
What A Level subjects should I choose?
We expect the vast majority of Oxbridge candidates to study three subjects (with the exception of Further Mathematicians). Potential medics need to study Chemistry and at least one other science; potential classicists will want to choose one or more classical language at A Level. Applicants for all sciences should choose at least three science or maths subjects and applicants for the Physical Sciences, Engineering or Economics should study Further Maths at A Level. Philosophy students benefit from studying a mix of maths/science and arts subjects. Successful candidates tend to be studying the more traditional academic subjects. Beyond this, the grades achieved are more important than the subjects studied. Both universities publish details of where specific courses require specific A Levels to have been taken.
Preparing an Oxbridge application
Admissions tutors are looking, above all, for personal academic interest and motivation – this is not something that can be taught. Successful applicants will be those who are self-motivated and have demonstrated initiative in their engagement with their prospective course outside the confines of the A Level specifications.
At RGS there is an extensive programme to support applicants to selective universities. In the Fifth Form students should be reading around the subjects that interest them most, and take advantage of the opportunities published in the academic enrichment programme. A more formal process of preparation begins in earnest in the Lower Sixth Form, with visits to universities and conferences, advice on courses and colleges and a range of academic extension activities organised by departments.
Course-specific aptitude tests
The vast majority of courses at Oxford and Cambridge now require aptitude tests which are used to shortlist candidates for interview, and provide an extra piece of information to
ADVICE FOR APPLICANTS TO SELECTIVE UNIVERSITIES INCLUDING OXBRIDGE
help the universities select the best candidates. Students are prepared for subject-specific tests in regular sessions organised by departments, and for generic tests (such as the Thinking Skills Assessment). The school organises mock aptitude tests during the autumn term of the Upper Sixth Form. Papers are marked internally and students are advised on how to improve before sitting the tests.
We have a mock interview evening for medics and Oxbridge students when specialists from relevant fields come in to interview pupils. Each candidate is given written and verbal feedback on how to improve in advance of their actual interviews.
Further information and support
Individual students are mentored through the application process by the most relevant Head of Department or appointed member of the department. The Oxbridge application process is overseen at RGS by Mr Chevalier who can be contacted at school if you require any further information.
You can find out more information about the courses offered by Oxford and Cambridge and any pre-requisites at:
undergraduate.study.cam.ac.uk/courses and ox.ac.uk/admissions/undergraduate/courses-listing
SUBJECT INFORMATION
APPLIED SCIENCE (BTEC)
Head of Department: Mr T Thake
Why study BTEC Applied Science?
Science addresses our curiosity about the natural world and is essential to human development – it provides us with the understanding required to develop new medicines and technologies, and to solve global issues, including climate change. The BTEC course includes many key concepts covered in A Level Biology, Chemistry and Physics, whilst also allowing students to explore how scientific knowledge is applied to solve practical challenges and address societal issues. Scientific investigation is at the heart of the course; students develop a diverse range of analytical and practical skills, link their school experience to other scientific contexts and complete an independent research project. We offer the BTEC Extended Diploma, which is equivalent to 3 A Levels and enables progression onto a diverse array of science and allied degree programmes at a range of world-class universities.
COURSE DETAILS
Board: PEARSON
BTEC COURSE STRUCTURE
Content
Students complete seven compulsory units and six optional units, chosen by RGS staff
The compulsory units are:
1. Principles and Applications of Science I – core biology, chemistry and physics
2. Practical Scientific Procedures and Techniques *
3. Science Investigation Skills *
4. Laboratory Techniques and their Application *
5. Principles and Applications of Science II – further biology, chemistry and physics
6. Investigative Project *
7. Contemporary Issues in Science
Those marked with a * involve a high proportion of practical work.
Optional units are chosen based on student interest and staff expertise. Possible choices include:
• Human Regulation and Reproduction
• Biological Molecules and Metabolic Pathways
• Genetics and Genetic Engineering
• Applications of Organic Chemistry
• Materials Science
• Applications of Inorganic Chemistry
• Industrial Chemical Reactions
• Medical Physics Applications
How will the skills and knowledge be taught?
Practical and analytical skills are a core element of the course and are integrated into lessons, and students are taught to keep a lab book as a record of their investigative work. Visits and talks are organised to support students in relating their studies to a variety of contexts. BTEC students are encouraged to engage with the full range of enrichment opportunities offered by the science faculty, including TSI Friday, book clubs, national competitions, and a wide variety of trips. These include turtle conservation in Greece, ecology fieldwork in the South West, an exploration of CERN and trips to museums and lectures more locally.
Assessment
Four units (42%) of the qualification are externally assessed. These are:
1. Principles and Applications of Science I – core biology, chemistry and physics
3. Science Investigation Skills *
5. Principles and Applications of Science II – further biology, chemistry and physics
7. Contemporary Issues in Science
The exams for each unit will be sat at different times in the course, in January and May/June of Lower and Upper Sixth. This allows students to focus their revision on smaller sections of the course at any one time.
The remaining units will be assessed through internally set and marked assignments, which are moderated by Pearson. There is a variety of formats, including research and presentation tasks, practicals and experimental reports. These assignments are completed after students have finished the learning associated with the relevant section of the course.
The BTEC is ideal for students who would benefit from a modular approach to assessment.
SUBJECT INFORMATION
ART AND DESIGN
Head of Department: Mrs
E Burns
Why study A Level Art and Design?
Art and Design gives students the opportunity to develop their investigative, analytical, experimental, practical, technical and expressive skills; develop aesthetic understanding and critical judgement. It is important that students have independence of mind in developing, refining and communicating their own ideas and have a genuine interest in, enthusiasm for and enjoyment of Art and Design. They will have the opportunity to work with a very broad range of materials, techniques and processes and hence students will need to have a passion for experimenting and exploring different ways forward for their ideas.
COURSE DETAILS
Board:
EDUQAS WJEC
A LEVEL COURSE STRUCTURE
Content
The A Level in Art is 60% Coursework and 40% exam. The coursework consists of three major elements, preparatory studies in and outside of sketchbooks, Practical outcomes and a Personal Study. Sketchbook work and practical outcomes will be developed from personal starting points and their portfolio of work should reflect the student’s interest and engagement in their chosen themes.
The personal study is a written piece of 3000 words which again is based on the student’s chosen theme and interest and should tie into what is being produced in their practical work.
The Exam is a theme set by the exam board, published on 1 February of the second year of the A Level. Students then produce preparatory studies and sit a 15 hour sustained focus under examination conditions where students produce a final outcome for the exam unit.
All coursework and exam work will cover the same assessment criteria.
Foundation project will be the theme ‘abstract, distort, enlarge’. This will be an opportunity to experiment, build up skills and knowledge that will help to inform them about what to choose as their personal investigation.
How will the skills and knowledge be taught?
The Art and Design course is taught by two subject teachers. Students are given a broad based theme at the start of the course and work with their own ideas and personal starting points. They will be introduced to a variety of different materials, techniques and processes and guided and supported by staff with their creative journeys – our emphasis is to ensure that every student’s work is individual and personal. There will be opportunities for students to go on gallery visits both in this country and abroad. As the course develops they will be required to decide on a personal brief that they will investigate in depth, creating practical work and research, and also an essay or extended writing piece.
Assessment
Coursework and exam work. Each objective has 25% weighting on each. Coursework is 60% and Exam is 40%. The assessment objectives are as follows:
AO1 Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding.
AO2 Explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining ideas as work develops.
AO3 Record ideas, observations and insights relevant to intentions, reflecting critically on work and progress.
AO4 Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements.
All coursework and exam work is marked and moderated internally and then an external examiner comes in to view and moderate the marking.
SUBJECT INFORMATION
BIOLOGY
Head of Department: Mr W Harvey
Why study A Level Biology?
If you are curious about the natural world and want an intellectual challenge, Biology is the subject for you. Our studies encompass a wide range of topics and scales, from biochemistry to ecosystems, and include a diverse range of practical work. At the same time we explore the scientific method and develop the skills to evaluate data and conclusions. Students become skilful and articulate scientists who are prepared for a diverse range of careers and degrees.
COURSE DETAILS
Board: AQA
A LEVEL COURSE STRUCTURE
Content
The A Level covers a diverse range of concepts and provides an excellent foundation for further study, either in a specialist area such as Biochemistry or Medicine, or on a wider Biology or Natural Sciences degree programme.
The course is divided into eight topics:
1. Biological molecules
2. Cells
3. Organisms exchange substances with their environment
4. Genetic information, variation and relationships between organisms
5. Energy transfers in and between organisms
6. Organisms respond to changes in their internal and external environments
7. Genetics, populations, evolution and ecosystems
8. The control of gene expression
In the Lower Sixth Form we focus on the fundamental concepts of Biology, including biological molecules, cells, genetic information and exchange processes.
In the Upper Sixth Form students apply this knowledge to explore more complex biochemical, physiological and ecosystem processes.
How will the skills and knowledge be taught?
Students will have two teachers who deliver the course evenly between them. Practical and analytical skills are a core element of the course and are integrated into lessons. Students work towards the Practical Endorsement, which holistically assesses their ability to conduct scientific investigations. Our wider curriculum includes lectures, participation in the British Biology Olympiad, residential fieldwork in the South West, a visit to the Natural History Museum and Biology Book Club.
Assessment
Students sit three papers at the end of the Upper Sixth Form.
Paper 1:
2 hour written paper, 91 marks and worth 35% of A Level.
Examines content from topics 1-4.
This consists of a mixture of short and long answer questions, plus 15 marks for extended response questions.
Paper 2:
2 hour written paper, 91 marks and worth 35% of A Level. Examines content from topics 5-8.
This consists of a mixture of short and long answer questions, plus 15 marks for comprehension questions.
Paper 3:
2 hour written paper, 78 marks and worth 30% of A Level. Examines content from topics 1-8, with an emphasis on relevant practical skills.
This consists of a mixture of short and long answer questions, 15 marks for critical analysis of experimental data and 25 marks for a synoptic essay exploring a general theme in Biology. Students’ investigative skills are assessed throughout the A Level course and demonstrating competence in all skill areas results in the achievement of a pass in the Practical Endorsement. Skills assessed include:
• Designing, following and modifying a method
• Assessing risk and working safely
• Presenting and analysing results
• Identifying, using and referencing secondary sources
SUBJECT INFORMATION
BUSINESS
Head of Department: Miss McGinty
Why study BTEC Level 3 Business?
Business is at the core of the economy. With brands such as Apple’s net worth exceeding that of countries such as Italy and Russia, it is easy to recognise the significance business plays in the world we live in today. Businesses are at the forefront of skill development and innovation and provide opportunities for employment and wealth in local, national, and international communities. Studying the Level 3 Business qualification provides learners with a comprehensive understanding of the key processes and functions of business, alongside the development of fundamental transferable skills e.g., presentation, research, and teamwork skills employers are seeking from today’s job market.
COURSE DETAILS
Board: PEARSON
LEVEL 3 BUSINESS COURSE STRUCTURE
Content
The qualification enables learners to demonstrate effective writing, analytical skills, creative development, as well as preparation for assessment used in degrees.
Typical internally assessed units include:
• Unit 1: Exploring Business
• Unit 4: Managing an Event
• Unit 5: International Business
• Unit 8: Recruitment and Selection Process
• Unit 14: Investigating Customer Service
• Unit 15: Investigating Retail Business
• Unit 19: Pitching for a New Business
• Unit 20: Investigating Corporate Social Responsibility
• Unit 28: Branding
Externally assessed units include:
• Unit 2: Developing a Marketing Campaign
• Unit 3: Personal and Business Finance
• Unit 6: Principles of Management
• Unit 7: Business Decision Making
How will the skills and knowledge be taught?
The qualification provides learners the opportunity to learn and be assessed in multiple formats including active discussion and deep learning supported by research. It is more vocational, providing learners with the opportunity to be assessed in traditional and non-traditional formats including: role-plays demonstrating the recruitment process, participation in the management of an event, formal presentations, alongside the development of business reports. Students have opportunities to be immersed in real life business positions for some examinations, including acting in the role of a HR consultant for unit 6: principles of management and for unit 2: developing a marketing campaign acting in the role of a marketing consultant.
Assessment
Learners can study the qualification in multiple formats including the: L3 diploma in business, which is the equivalent of two A Levels, this will be supplemented by a further one or two A Levels (considered on an individual basis). Similarly, students can study the BTEC L3 extended diploma which is the equivalent of three A Levels and a full-time course.
For students undertaking the BTEC L3 diploma in business, learners are required to complete eight units over the two-year course, of which six are mandatory, and three are externally assessed. The externally assessed units are worth 45% of the overall qualification.
For students undertaking the BTEC L3 extended diploma in business, learners are required to complete 13 units over the two-year course, of which seven units are mandatory and four are external. The externally assessed units are worth 42% of the overall qualification.
SUBJECT
CHEMISTRY
Head of Department: Mr T Thake
Why study A Level Chemistry?
A Level Chemistry involves the investigation of substances: what they are made of, how they interact and what role they play in modern industrial society. You will develop a logical approach to problem-solving as well as your ability to understand abstract principles. The course also encourages imaginative and critical thinking and develops your skills in laboratory procedures.
COURSE DETAILS
Board: OCR A
A LEVEL COURSE STRUCTURE
Content
This A Level course covers all of the familiar areas of the subject studied at GCSE but with a much greater focus on understanding the concepts and applying them to unfamiliar situations.
The course is divided into the following topics:
• Atomic structure and bonding
• Moles, formulae and equations
• Energetics
• Redox & periodicity
• Inorganic Chemistry
• Organic Chemistry
• Acids, bases & buffers
• Electrochemistry
• Kinetics
A good grounding in all of these topics is essential for students wishing to continue to undergraduate study in Chemistry, Chemical Engineering, Biology and Biochemistry, as well as Medicine, Dentistry and Veterinary Sciences.
Practical endorsement
In class assessment - The practical endorsement is a separately reported component and does not contribute towards a student’s overall A Level grade. It is achieved through a series of required practicals during lessons where students complete specific tasks to a certain level designed to prepare them for undergraduate level work.
How will the skills and knowledge be taught?
Chemistry students will have two teachers; the subject content of the course is split evenly between them.
The course includes a large emphasis on practical work and pupils will learn many of the concepts and ideas through these sessions as well as working towards a Science Practical Endorsement over the two years. Outside of the classroom students have the opportunity to participate in national competitions such as the Chemistry Olympiad and attend several lectures and demonstrations to enrich and develop their interest in the subject.
Assessment
Students sit three papers at the end of the Upper Sixth Form:
Paper 1: Periodic table, elements and physical chemistry
Written exam: 2 hours 15 minutes
Total marks: 100
Weighting: 37%
This paper consists of a multiple-choice section and a written section comprising of a mixture of short and longer answer written questions along with structured and unstructured calculations.
Paper 2: Synthesis and analytical techniques
Written exam: 2 hours 15 minutes
Total marks: 100
Weighting: 37%
This paper consists of a multiple-choice section and a written section comprising of a mixture of short and longer answer written questions along with structured and unstructured calculations.
Paper 3: Unified chemistry
Written exam: 1 hour 30 minutes
Total marks: 70
Weighting: 26%
This paper examines all aspects of the A Level Chemistry course. This paper consists of a mixture of multiple choice, short and long answer written questions along with structured and unstructured calculations.
SUBJECT INFORMATION
CLASSICAL CIVILISATION
Head of Department: Mr J Blenkinsop
Why study A Level Classical Civilisation?
Since Classics is the study of a complete civilisation – from political theory to literature, from history to art – it is a highlyregarded way of demonstrating all-round academic ability. An A Level in Classical Civilisation offers a profound experience of another culture, broadening intellectual horizons alongside instilling academic rigour. Classical Civilisation develops skills in analytical writing, textual interpretation and critical reasoning, which are skills valued by top employers. This subject may be taken at A Level without having studied the subject at GCSE.
How will the skills and knowledge be taught?
Classical Civilisation students have three teachers; the subject content of the course is split evenly between them. Debate and discussion are hallmarks of Classical Civilisation lessons, where students are encouraged in a tutorial-style setting to develop their own ideas, justify their points of view and respond to challenges to their arguments. A wealth of opportunity for enrichment outside the classroom is available also, in the form of university lecture days, theatre trips, museum visits and overseas study tours.
COURSE DETAILS
Board: OCR
A LEVEL COURSE STRUCTURE
Content
The world of the hero – The Iliad and Aeneid In this core component candidates will read Homer’s Iliad and Virgil’s Aeneid , both cornerstones of western literature. The epic poem The Iliad describes the Trojan war, with its heroes, villains, gods and mortals. In The Aeneid Virgil explored what it was to be a hero in the Roman world and created a work which has proven enduringly popular. These brilliant and fascinating works of literature are studied within their context, evaluating and comparing the heroic world they each create. This is a broad core module looking at character, theme, culture and language and provides a fantastic opportunity to get both an indepth study of the societies and a close analysis of enormously important works.
Culture and the arts – Greek Art
The 6th-4th centuries BC was a period of great change in the Greek world, and this is reflected in the art which was produced. In this component learners will gain a thorough knowledge of the selected aspects of Greek art, but they will also gain some understanding of, and insight into, the context in which it was created, particularly the areas of religion, society, values and history/politics.
Beliefs and ideas – Politics of the Late Republic
The Late Roman Republic was a period of huge upheaval and conflict, which eventually led to the downfall of the Republican state and the rise of the Roman emperors. In this component learners will examine three key political figures – Cato the Younger, Caesar and Cicero. The exploration of their different ideas brings this tumultuous period to life for learners and moves beyond simply studying ideals and abstracts, and into discussion of the practical difficulties familiar to states throughout history.
Assessment
The course is assessed via three written examinations.
Component 1 – The world of the hero
This written examination consists of literary analysis of a stimulus passage, mini-essays and a comparative analysis essay of Greek and Roman epic where candidates are expected to make use of secondary sources and academic views to support their argument.
Duration: 2 hours 30 minutes
Weighting: 40%
Component 2 – Culture and the arts
This written examination consists of short answer questions, analysis of a visual stimulus from a list of prescribed sources, a mini-essay and a longer essay where candidates are expected to make use of secondary sources and academic views to support their argument.
Duration: 1 hour 45 minutes
Weighting: 30%
Component 3 – Beliefs and ideas
This written examination consists of short answer questions, analysis of a stimulus source from a list of prescribed material, a mini-essay and a longer essay where candidates are expected to make use of secondary sources and academic views to support their argument.
Duration: 1 hour 45 minutes
Weighting: 30%
SUBJECT INFORMATION
COMPUTER SCIENCE
Head of Department: Mr
A Smith
Why study A Level Computer Science?
Computer Science is a practical subject where students can apply the academic principles learned in the classroom to real-world systems. It is an intensely creative subject that combines invention and excitement, and can look at the natural world through a digital prism. Computational thinking helps students to develop the skill to solve problems, design systems and understand the power and limits of human and machine intelligence.
COURSE DETAILS
Board: OCR
A LEVEL COURSE STRUCTURE
Content
Computational Thinking and Problem Solving
• Programming techniques
• Algorithms
Computer Systems
• Structure and function of the processor
• Type of processor
• Input, output and storage hardware
• Systems software
• Applications generation
• Software development
• Types of programming language
• Compression, Encryption and Hashing
• Databases
• Networks
• Web technologies
• Data types
• Data structures
• Boolean algebra
Legal, Ethical, Moral and Social Issues
• Automated decision making
• Artificial intelligence
• Censorship
• Behaviour monitoring
• Piracy
Programming Project
How will the skills and knowledge be taught?
Students will be taught through a mixture of practical programming and theoretical lessons. You will be able to apply the fundamental principles of computer science: abstraction, decomposition, logic, algorithms and data representation.
A key feature of the course is the real-world programming project. You will be able to pick your own problem to solve, allowing you to tailor your project to fit your individual needs, choices and aspirations.
Assessment
Computer Systems
Written exam 2.5 hour
Total marks: 140. Weighting 40%
Algorithms and Programming
Written exam 2.5 hour
Total marks 140. Weighting 40%
Programming Project
Total marks 70. Weighting 20%
SUBJECT INFORMATION
DRAMA AND THEATRE
Head of Department: S
Branston
Why study A Level Drama and Theatre?
Theatre is one of the oldest forms of cultural expression, which has continually evolved in response to changing social, political and cultural landscapes – it offers a provocative response to the burning issues of our times: the governments, technology, cultural events and the changing environment, to name but a few. Drama & Theatre students must be forensic and passionate in equal measure! Our aim at RGS is to promote a wide-ranging understanding of theatre and performance and to enable students to make critical, interpretative and creative judgements about the work they encounter. Students will works as dramaturgs, directors, actors, designers, critics and researchers.
COURSE DETAILS
Board: EDUQAS
A LEVEL COURSE STRUCTURE
Content
The new Eduquas course provides a superb balance between the practical and theoretical aspects of contemporary performance. Students must understand the relationship between culture, society, politics and theatre. Candidates will read, analyse, direct and act from classical and contemporary texts. They will also have the opportunity to develop their own devised work through improvisation. Reviewing live theatre is a vital requirement of the course. Candidates will be given the opportunity to develop both acting, directing and technical production skills.
The specification aims to:
• Develop students’ interest and enjoyment in performance and theatre both as a performer and an informed member of an audience
• Foster an enthusiasm for, and a critical appreciation of theatre, culture, and the Arts
• Develop an understanding and appreciation of the significance of social, cultural and historical influences on the development of drama and theatre
• Give students a range of opportunities to develop a variety of dramatic and theatrical skills
• Integrate theory and practice through understanding of critical concepts, practitioners and the way directors interpret texts
How will the skills and knowledge be taught?
A stimulating, dynamic and vibrant department in which to study. The specification is delivered through practical theatre workshops, seminars and lectures with highly experienced members of staff. Watching, analysing and creating theatre is at the beating heart of each lesson. The Head of Department is currently a consultant for Eduqas. Staff have a range of theatre specialisms, which are additionally developed through their professional theatre practice. Students will therefore have the chance to benefit from these exceptional links within the theatre, film and TV industry. There will be plentiful opportunity for specialist career advice. Independent artistic projects run alongside the course, as well as a diverse and challenging extracurricular programme.
Assessment
Theatre Workshop – 20%
This internally assessed, non-examined unit will develop the learning skills and theatrical knowledge of students of theatre. It will include theatre visits, performances alone and in small groups and workshops from industry professionals. Students will reinterpret texts for a contemporary audience and submit a creative log of the process. They can be examined as actors or designers.
Text
In Action – 40%
The exploration of how text can be explored and understood through use of practical techniques and traditions. This unit will involve creating performances from a script and an original, devised piece of theatre. This unit is externally assessed by a visiting examiner. Students will write an evaluation of the process, analysing the influence of theatre companies and practitioners on their own work. They can be examined as actors or designers.
Text In Performance – 40%
This unit comprises a written examination in three parts. The questions will focus on: the students’ visual concept for realising a text in performance; students’ directing knowledge; and the students’ ability to respond critically to live theatre. Students will study two contrasting texts – one classical text and one contemporary text. In addition, the students will need to create their own theatrical concept for a stage adaptation of the novel, A Monster Calls
SUBJECT INFORMATION
ECONOMICS
Head of Department: Miss F Lee
Why study A Level Economics?
The Economics department attempts to provide a framework to help you make sense of news stories, political decisions and even your own choices made on a daily basis. You will learn to analyse, explain and weigh up the strengths and weaknesses of the market economy and the role of individuals, businesses and government. It is not an easy option because you will need very strong Maths skills and be comfortable writing essays. Strong GCSE grades in both Maths and English are essential prior to undertaking the course.
COURSE DETAILS
Board: AQA
A LEVEL COURSE STRUCTURE
Content
Individuals, firms, markets and market failure
1. Economic methodology and the economic problem
2. Individual economic decision making
3. Price determination in a competitive market
4. Production, costs and revenue
5. Perfect competition, imperfectly competitive markets and monopoly
6. The labour market
7. The distribution of income and wealth: poverty and inequality
8. The market mechanism, market failure, and government intervention in markets
The national and international economy
9. The measurement of macroeconomic performance
10. How the macro-economy works; the circular flow of income, AD/AS analysis, and related concepts.
11. Economic performance
12. Financial markets and monetary policy
13. Fiscal policy and supply-side policies
14. The international economy
How will the skills and knowledge be taught?
You will have two specialist teachers, one will deliver Microeconomics, the other the Macroeconomics side of the course. Lessons are delivered in a variety of ways but always with the emphasis on making reasoned arguments. As a student of Economics you will be expected to broaden your understanding of the subject though wider reading, attendance at lectures and interest beyond the classroom. As a social science, you will need to be able to write longer, detailed essays whilst also being comfortable with figures in order to analyse data.
Assessment
Paper 1: Markets and Market Failure (questions drawn from points 1-8)
Total marks: 80. Weighting 33.3%. Exam time: 2hrs
Section A: Data response, choice of 1 from 2 contexts worth 40 marks
Section B: Essay question, choice of 1 from 3 worth 40 marks
Paper 2: National and International economy (questions drawn from points 9-14)
Total marks: 80. Weighting 33.3%. Exam time: 2hrs
Section A: Data response, choice of 1 from 2 contexts worth 40 marks
Section B: Essay question, choice of 1 from 3 worth 40 marks
Paper 3: Economic Principles and Issues (questions drawn from points 1-14)
Total marks: 80. Weighting 33.3%. Exam time: 2hrs
Section A: Multiple choice worth 30 marks
Section B: Case Study, worth 50 marks
SUBJECT INFORMATION
ENGLISH LITERATURE
Head of Department: Ms C
Harvey
Why study A Level English Literature?
If you have a sharp, inquisitive and critical mind, English Literature is the A Level choice for you. You will have the unique chance to engage with an array of powerful texts which will challenge your perceptions of the world around you. Your critical and creative responses will not only give you a sense of achievement, but also a sense of enjoyment from tackling and succeeding with such challenging subject matter. Your essay writing skills will develop rapidly, giving you the skills you need for your other subjects and a vital aid for your UCAS personal statement.
COURSE DETAILS
Board: WJEC EDUQAS
A LEVEL COURSE STRUCTURE
Content
Component 1: Poetry
Pre-1900 poetry and post-1900 poetry. John Donne, Sylvia Plath and Ted Hughes are studied to give you a well-rounded overview of the developments in poetry across time.
Component 2: Drama
Shakespeare – the incredible opportunity to study King Lear (not to be missed).
Pre-1900 and post-1900 drama with a focus on A Streetcar Named Desire (Tennessee Williams) and The Duchess of Malfi (John Webster). An impressive and challenging range of work.
Component 3: Unseen Texts
This module presents unseen prose and poetry for analysis. You will study a wide range of prose from the Victorian era through to the Modernist movement of the 20th Century. Your wider reading of poetry will also be challenged with a poem from the literary canon to consider how its meanings are shaped through language.
Component 4: Prose Study
In this module you undertake an independent comparative study of a pre and post 2000 novel of your choice.
How will the skills and knowledge be taught?
As a lover of reading, you will delve into the literary canon to develop your own interpretations, but will also promote, challenge and debate them with your intellectual peers. You will find the seminar-style lessons centred around high-level discussion and you will be involved in presenting your own ideas, interpretations and evaluations to the class. Regular theatre trips, talks from visiting specialists and engagement with the wider literary world will allow you to develop your analytical skills and become an independent thinker.
Assessment
Component 1: Poetry
Written examination: 2 hours (open-book)
30% of qualification
Component 2: Drama
Written examination: 2 hours (closed-book)
30% of qualification
Component 3: Unseen Texts
Written examination: 2 hours 20% of qualification
Component 4: Prose Study
Non-exam assessment: 2500 –3500 word assignment 20% of qualification
FRENCH
Head of Department:
Mme F Chartrain
Why study A Level French?
It is ideal for students who have enjoyed it so far and want to become fluent, communicate confidently and discover more about the French-speaking world through studying many aspects of its culture, literature and ways of life. The course will complement and enhance any other A Levels and is not designed solely for those who wish to continue with French at university.
It will increase career options, maximise employment in most fields and facilitate travel and business.
COURSE DETAILS
Board: AQA
A LEVEL COURSE STRUCTURE
Content
Theme 1: Aspects of French-speaking society – current trends
• Modern and traditional family values
• Technological advances and cyber-society
• The role of volunteering in society
Theme 2: Artistic culture in the French-speaking world
• French patrimony and its assets for tourism
• Contemporary francophone music
• Cinema
Theme 3: Current issues in French-speaking society
• Positive aspects of a diverse society
• Social exclusion
• How criminals are treated (prevention, prison, rehabilitation, etc.)
Theme 4: Aspects of political life in the French-speaking world
• Young people and politics
• Demonstrations and strikes: who has power?
• Politics and immigration
Literature and film studies
Individual research project
How will the skills and knowledge be taught?
A Level French will be taught by two or three specialists who are also native or near-native speakers. Students will study authentic materials taken from the news, film and literary sources and will engage in many discussions and debates. They will be provided with much guidance and practice to develop listening, reading, speaking and written skills that will increase real fluency and critical-thinking. Students will have a weekly individual oral session with the Assistant to practise the language and themes studied.
Assessment
Paper 1: Listening, reading and writing
2 hours and 30 minutes
50% of the qualification
Listening and responding, summary
Reading and responding, summary
Translation into and from French
Paper 2: Writing
2 hours
20% of the qualification
Written response to a text (300 words)
Written response to a film (300 words)
Paper 3: Speaking
Internally conducted and externally assessed 21-23 minutes (including 5 minutes preparation time)
30% of the qualification
Part 1: discussion on a sub-theme of a stimulus card
Part 2: presentation and discussion of the student’s individual research project
SUBJECT INFORMATION
FURTHER MATHEMATICS
Head of Department: Mr E Hughes
Why study A Level Further Mathematics?
Mathematics is the art of problem solving; it is part of everyday life. From predicting the weather to understanding the origins of the universe, mathematics is used to describe and understand the world (and universe) around us. It is a vital tool in our increasingly technical world, playing an important role in many aspects of modern life, from protecting our details online to predicting the next stock market crash. Further Maths A Level is essential for those who wish to study Mathematics at university and is a facilitating subject for all Science and Engineering related degree courses.
COURSE DETAILS
Board: EDEXCEL
A LEVEL COURSE STRUCTURE
Content
Papers 1 & 2: Core Pure Mathematics
Proof, Complex Numbers, Matrices, Further Algebra and Functions, Further Calculus, Further Vectors, Polar Coordinates, Hyperbolic Functions, Differential Equations.
Papers 3 & 4:
Students take two of the following three options:
Further Pure Mathematics 1
Further Trigonometry, Further Calculus, Further Differential Equations, Co-ordinate Systems, Further Vectors, Further Numerical Methods, Inequalities.
Further Mechanics 1
Momentum and Impulse, Work, Energy & Power, Elastic Strings & Springs and Elastic Energy, Elastic Collisions in One Dimension, Elastic Collisions in Two Dimensions.
Decision Mathematics 1
Algorithms, Graphs & Networks, Algorithms on Graphs, Route Inspection, The Travelling Salesman Problem, Linear Programming, The Simplex Algorithm, Critical Path Analysis.
How will the skills and knowledge be taught?
Students of Mathematics will have two teachers. Lessons are taught in a variety of engaging and stimulating ways that focus on problem-solving and develop the student’s own thinking skills. Going beyond the classroom the curriculum is enriched with UKMT challenges, Hans Woyda Maths competition, National Cipher Challenge, Maths workshops, visits to attend lectures at the Institute of Education and guest speakers such as Simon Singh and Johnny Ball. Students are encouraged to attend STEM taster days at universities, such as those arranged by Headstart and the University of Oxford.
Assessment
A2 Further Mathematics
Each paper is assessed by written examination lasting 1 hour and 30 minutes and consists of 4 units: 2 on Core Pure Mathematics, plus a choice of 2 units from: Further Pure, Further Mechanics or Decision Mathematics units.
AS Further Mathematics
Each paper is assessed by written examination lasting 1 hour and 40 minutes and will consist of 2 units: Core Pure Mathematics, plus a choice of: Further Pure, Further Mechanics or Decision Mathematics.
Each unit carries an equal weighting.
Calculators are allowed in all papers.
GEOGRAPHY
Head of Department: Miss N Innes
Why study A Level Geography?
“In the short span we have available to explore the wonders, problems and possibilities of life on this colourful planet, there is one avenue of curiosity that provides more insight into our dynamic habitat than any other – Geography. It is the spatial discipline that helps everyone understand our world, its places, people and environments. Geography is a journey, a quest for the new that takes us to the edges of perception, to the rim of our imagination and returns us to the centre of the place we call home.” Nick Crane, What Makes us Human on the Jeremy Vine Show.
COURSE DETAILS
Board: AQA
A LEVEL COURSE STRUCTURE
Content
The specification is designed to excite minds, challenge perceptions and stimulate investigative and analytical skills. Each section offers opportunity to exercise and develop geographical skills including observation, measurement and geospatial mapping skills, together with data manipulation and statistical skills including those associated with, and arising from, fieldwork.
Paper 1: Physical Geography
• Water and carbon cycles
• Coastal landscapes
• Hazards
Paper 2: Human Geography
• Global systems and governance
• Changing places
• Population and resources
Paper 3: Geographical Investigation
• A minimum of four days of fieldwork for a piece of independent research
Recent field trips have included:
• Brixton
• Battersea Power Station
• Liverpool
• Camber
• River Mole flood defences at Gatwick
• Norway
An optional trip to Norway is planned every two years in the October half term, so students will have the opportunity to attend in either their Lower Sixth or Upper Sixth year.
How will the skills and knowledge be taught?
Geography students will have two teachers, one for the Physical and one for the Human side of the course. Lessons are varied with extensive resources and active discussion. Fieldwork is compulsory and a range of opportunities is offered, both locally and further afield. Students are actively encouraged to engage in extension activities including lectures, competitions and debates. Students should get into the habit of watching, reading and listening to the news on a regular basis to think, question and develop ideas and an intellectual curiosity.
Assessment
Paper 1: Physical Geography
Written exam 2 hours 30 minutes
96 marks 40% of A Level
Paper 2: Human Geography
Written exam 2 hours 30 minutes
96 marks 40% of A Level
Both Papers 1 and 2 will be tested by 4, 6, 9 and 20 mark questions (requiring extended writing)
Paper 3: Geographical Investigation
3000-4,000 words 60 marks 20% of A Level.
Marked by teachers, moderated by external examiners. This is an opportunity to do well without the pressure of an exam. Recent topics have included carbon content of trees, infiltration, gentrification, environmental quality, quality of life, beach profiles, sand dune succession and changes in town centres.
SUBJECT INFORMATION
HISTORY
Head of Department: Mrs F Gunning
Why study A Level History?
History is vital to our understanding of the world around us and the forces that shape the present and the future. At A Level, History seeks to answer such significant questions such as: What causes civil wars and revolutions? How can individuals come to dominate their own and other countries? What forces bring about fundamental changes in society and politics? Why do some groups struggle to achieve equal rights? History does this through the study of particular events, individuals, and developments in British, European and American History.
COURSE DETAILS
Board: AQA
A LEVEL COURSE STRUCTURE
Content
Unit 1: Tsarist and Communist Russia, 1855-1964
This option allows students to study in breadth issues of change, continuity, cause and consequence in this period through the following questions:
• How was Russia governed and how did political authority change and develop?
• Why did opposition develop and how effective was it?
• How important were ideas and ideology?
• How important was the role of the individual?
Unit 2: Religious Conflict and the Church in England, c1529-c1570
This option provides for the study in depth of a period of major change in the English Church and government, focusing on issues which led England to break with Rome and the problems surrounding the establishment of a new Anglican Church and faith.
Unit 3: The growth of American Civil Rights, 1865-1968 Coursework module.
How will the skills and knowledge be taught?
The prime focus at A Level is on explanation, evaluation and analysis. The study of History aims not only to increase your knowledge and understanding of the key factors that have shaped our world but also to cultivate your ability to think critically, produce coherent and compelling arguments, to research effectively and communicate clearly. That is why History A Level is so highly regarded by both top universities and employers and is considered relevant for a wide range of career paths from the City to the Cabinet, top management to the diplomatic corps, and law to journalism.
Assessment
Unit 1 examination
2 hours 30 minutes.
Section A: one compulsory question testing students’ ability to analyse and evaluate the views of historians. (30 marks)
Section B: three essay questions of which students are required to answer two. These will test historical understanding over a broad chronology. (2 x 25 marks)
40% of the A Level.
Unit 2 examination
2 hours 30 minutes.
Section A: one compulsory question linked to primary sources or sources contemporary to the period. (30 marks)
Section B: three essay questions of which students are required to answer two. These will test historical understanding of an event or issue in depth. (2 x25 marks)
40% of the A Level.
Unit 3 coursework module
Students will submit an essay of 3000-3500 words. It will be marked by teachers and moderated by AQA. 20% of the A Level.
SUBJECT
LATIN
Head of Department: Mr J Blenkinsop
Why study A Level Latin?
An A Level in Latin is a highly-regarded way of demonstrating all-round academic ability and complements both Arts and Science A Level combinations. It is a rich, stimulating and wideranging course which explores the language, literature, history, politics and culture of the Romans. Whilst fascinating in its own right, by its interdisciplinary nature, Latin A Level promotes the acquisition of a myriad of transferable skills, from problemsolving to analytical writing.
How will the skills and knowledge be taught?
Students of Latin have subject-specialist teachers, who teach either literature or language content. Lessons take the form of varied and interactive tutorials; emphasis is put on students learning to think increasingly for themselves, both in solving linguistic puzzles and developing their ability to analyse literature. University lecture days, trips to see productions of Classical plays, museum visits and a study tour to Italy are also offered as a means of enriching students’ experience of Latin at A Level.
COURSE DETAILS
Board: OCR
A LEVEL COURSE STRUCTURE
Content
Language
Candidates build on and develop their range of vocabulary, accidence and syntax from GCSE, progressing to reading carefully selected passages of original Latin. The unseen prose passage for translation will be taken from Livy and the unseen verse passage will be taken from the poetry of Ovid; preparation for this takes the form of linguistic study and wider reading of these authors. Candidates also learn to scan a variety of metres used in Ovid’s poetry.
Literature
For both the prose and verse components, candidates study in detail a short section in Latin from a prescribed text. Additional sections in translation from this set text are also studied to enhance understanding of the context from which the set texts have been taken. Candidates develop their skills in analysing literary style, characterisation and argument.
The prose text studied will be Cicero’s Pro Caelio. This speech sees Cicero defending the son of his friend from accusations of murder, conspiracy to murder, and civil unrest, and has Cicero adopting the age-old tactic of ignoring the accusations and attacking the witness – in this case, an older woman named Clodia.
The verse component offers the opportunity to study selections from Book 2 of Virgil’s Aeneid , which is filled with thrilling descriptions of the fall of Troy.
Assessment
The course is assessed via four written examinations.
Component 1 – Unseen Translation
Section A: Translation of an unseen prose passage from Latin into English
Section B: Translation of an unseen passage of verse from Latin into English
Duration: 1 hour 45 minutes; Weighting: 33%
Component 2 – Comprehension
Either: Answer comprehension and grammar questions on an unseen passage of Latin prose
Or: Translation of a passage from English into Latin
Duration: 1 hour 15 minutes; Weighting: 17%
Component 3 – Prose Literature
Sections A & B: Short answer questions, including both translation and comprehension, showing understanding and appreciation of the set text studied
Section C: Essay on set text studied
Duration: 2 hours; Weighting: 25%
Component 4 – Verse Literature
Sections A & B: Short answer questions, including both translation and comprehension, showing understanding and appreciation of the set text studied
Section C: Essay on set text studied
Duration: 2 hours; Weighting: 25%
SUBJECT INFORMATION
MATHEMATICS
Head of Department: Mr E Hughes
Why study A Level Mathematics?
Mathematics is the art of problem solving, it is part of everyday life. From predicting the weather to understanding the origins of the universe, mathematics is used to describe and understand the world (and universe) around us. It is a vital tool in our increasingly technical world, playing an important role in many aspects of modern life, from protecting our details online to predicting the next stock market crash. Mathematics A Level is essential for those who wish to study Mathematics at university and is a facilitating subject for all Science and Engineering related degree courses.
COURSE DETAILS
Board: EDEXCEL
A LEVEL COURSE STRUCTURE
Content
Pure Mathematics
Algebra & Functions, Proof, Coordinate Geometry, Sequences & Series, Trigonometry, Exponentials & Logarithms, Differentiation, Integration, Numerical Methods and Vectors.
Statistics
Statistical Sampling, Data Presentation & Interpretation, Probability, Statistical Distributions and Statistical Hypothesis Testing.
Mechanics
Quantities & Units in Mechanics, Kinematics, Moments, Forces and Newton’s laws.
How will the skills and knowledge be taught?
Students of Mathematics will have two teachers. Lessons are taught in a variety of engaging and stimulating ways that focus on problem-solving that develop the student’s own thinking skills. Going beyond the classroom the curriculum is enriched with UKMT challenges, Hans Woyda Maths competition, National Cipher Challenge, Maths workshops, visits to attend lectures at the Institute of Education and guest speakers such as Simon Singh and Johnny Ball. Students are encouraged to attend STEM taster days at universities, such as those arranged by Headstart and the University of Oxford.
Assessment
There are three papers, each of which is assessed by written examination lasting 2 hours.
Paper 1: Pure Mathematics
Paper 2: Pure Mathematics
Paper 3: Statistics & Mechanics
Each unit carries an equal weighting.
Calculators are allowed in all papers.
SUBJECT INFORMATION
MUSIC
Head of Department: Miss J Korzinek
Why study A Level Music?
In a competitive world, Music A Level can be seen as invaluable. Universities frequently cite students with Music A Level as among their strongest applicants due to their ability to be creative, perform and present with confidence, analyse at a deep level and write with insight. Past students have gone on to degree courses not only in Music, but also in a wide variety of Science and Technology subjects and other Arts subjects. Music students have people-management skills, sensitivity and are able to multi-task.
COURSE DETAILS
Board: EDEXCEL
A LEVEL COURSE STRUCTURE
Content
A Level Music consists of three components: Performing, Composing and Appraising.
Performing
This can be performing on an instrument or with voice, either as a soloist or in a group. Improvisation can be chosen instead of ‘traditional’ performing, or a Music Technology option is available.
Composing
Students learn how to compose music in a variety of ways, including using a set brief, writing freely and employing compositional techniques learned through studying the music of other composers. Composition can be with or without the use of technology, and can be in any style.
Appraising
The study of musical elements, contexts and language through music appraisal. This will include studying a variety of set works covering vocal music, instrumental music, music for film, popular music and jazz, fusions and new music. Music will range from Vaughan Williams to Danny Elfman’s score for Batman Returns ; from Berlioz’s Symphonie Fantastique to the Beatles’ Revolver album; from contemporary jazz fusion to pieces with electronics.
How will the skills and knowledge be taught?
Music students can expect to study music as a practical, creative and intellectual subject and will love the diversity it brings. The areas of study reflect the cultural age in which we live, with music covered from classical, jazz, popular and world genres. Each area of study is seen within a broad cultural and historical context, and students gain in-depth experience of musical elements, resources, qualities and repertoire. A large part of the course is practical, with assessments in performing and composing.
Assessment
A recital of a minimum of eight minutes’ duration, either playing/ singing solo, in a group, improvising or realising music using technology. Recorded in school towards the end of the Upper Sixth Form, and sent to Edexcel for assessment.
Worth 30% of the A Level.
Two compositions written during the course and submitted to Edexcel for assessment. At least one of these will be in response to a set brief (there is a choice of briefs) and will include the assessment of compositional techniques.
Minimum of six minutes overall duration.
Worth 30% of the A Level.
One written paper (2 hours) with two sections. Section A will contain various listening questions on the set works and Section B will consist of two questions asking students to evaluate the music they have studied and draw links to other music that they have not heard before.
Worth 40% of the A Level.
SUBJECT INFORMATION
PHOTOGRAPHY
Head of Department: Mrs
E Burns
Why study A Level Photography?
Photography gives students the opportunity to develop their investigative, analytical, experimental, practical, technical and expressive skills; develop aesthetic understanding and critical judgement. It is important that students have independence of mind in developing, refining and communicating their own ideas and have a genuine interest in, enthusiasm for and enjoyment of photography. They will have the opportunity to work with a very broad range of materials, techniques and processes and hence students will need to have a passion for experimenting and exploring different ways forward for their ideas.
COURSE DETAILS
Board: EDUQAS
A LEVEL COURSE STRUCTURE
Content
The A Level in Photography is 60% Coursework and 40% Exam. The coursework consists of three major elements, preparatory studies in and outside of sketchbooks, practical outcomes and a Personal Study. Sketchbook work and practical outcomes will be developed from personal starting points and their portfolio of work should reflect the student’s interest and engagement in their chosen themes.
The Personal Study is a written piece of 3000 words which is based on the student’s chosen theme and interest and should tie into what is being produced in their practical work. The exam is a theme set by the exam board, published on the 1 February of the second year of the studying the A Level. Students then produce preparatory studies and sit a 15 hour sustained focus under examination conditions where students produce a final outcome for the exam unit.
All coursework and exam work will cover the same assessment criteria.
Foundation project will be the theme, ‘abstract, distort, enlarge’. This will be an opportunity to experiment, build up skills and knowledge that will help to inform them about what to choose as their personal investigation.
How will the skills and knowledge be taught?
Taught by a subject specialist, students are given a broad based theme at the start of the course and work with their own ideas and personal starting points. They will be introduced to a variety of analogue and digital materials, techniques and processes and guided and supported by staff with their creative journeys. Our emphasis is to ensure that every student’s work is individual and personal. There will be many opportunities for students to go on gallery visits both in this country and abroad. As the course develops they will be required to decide on a personal brief that they will investigate in depth, creating practical work and research, also an essay or extended writing piece.
Assessment
Coursework and exam work, each objective has 25% weighting on each. Coursework is 60% and Exam is 40%. The assessment objectives are as follows:
AO1 Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding.
AO2 Explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining ideas as work develops.
AO3 Record ideas, observations and insights relevant to intentions, reflecting critically on work and progress.
AO4 Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements.
All coursework and exam work is marked and moderated internally and then an external examiner comes in to view and moderate the marking.
PHYSICAL EDUCATION
Head of Department: Mr G Browning
Why study A Level Physical Education?
This course links the scientific disciplines of physiology, biomechanics and psychology to help you to understand how an elite athlete performs. It also gives you an introduction of how the multi-million pound sporting industry has developed throughout time and the ethical issues that have arisen from striving to be come the ultimate athlete. Physical Education A Level is useful for those who wish to study Sports Science at university and is a facilitating subject for most Science and Psychology related degree courses.
COURSE DETAILS
Board: AQA
A LEVEL COURSE STRUCTURE
Content
Applied anatomy and physiology: Cardiovascular system, respiratory system, neuromuscular system, the musculo-skeletal system and analysis of movement in physical activities, energy systems.
Skill acquisition : Skill, skill continuums and transfer of skills; Impact of skill classification on structure of practice for learning; Principles and theories of learning and performance; Use of guidance and feedback; Memory models; General information processing model, Efficiency of information processing. Sport and society : Emergence of globalisation of sport in the 21st century; Pre-industrial (pre-1780); Industrial and postindustrial (1780-1900); Post World War II (1950 to present); The impact of sport on society and of society on sport –sociological theory applied to equal opportunities. Exercise physiology : Diet and nutrition and their effect on physical activity and performance, Preparation and training methods in relation to maintaining physical activity and performance, Injury prevention and the rehabilitation of injury Biomechanical movement – Biomechanical principles, Levers, Linear motion, Angular motion, Projectile motion, Fluid mechanics.
Sport Psychology : Aspects of personality, Attitudes, Arousal, Anxiety, Aggression, Motivation, Achievement motivation theory, Social facilitation, Group dynamics, Importance of goal setting, Attribution theory, Self-efficacy and confidence, Leadership, Stress management.
Sport and society and the role of technology in physical activity and sport: Concepts of physical activity and sport; Development of elite performers in sport; Ethics in sport; Violence in sport; Drugs in sport; Sport and the law; The role of technology in physical activity and sport.
Subject Leader: Mr J
Emmerson
How will the skills and knowledge be taught?
Students of Physical Education will have three specialist teachers: Anatomy, Physiology and Biomechanics; Skill acquisition and Psychology in Sport; and society and technology in sport. Lessons are taught in a variety of ways with a practical focus where possible and always applying the theoretical principles that underpin high performance in a sporting context. Going beyond the classroom, the curriculum is enriched with High Performance talks and seminars on topics such as nutrition, as well as visits to sporting institutions such as university exercise physiology laboratories.
Assessment
Paper 1
Factors affecting participation in physical activity and sport
Section A: Applied anatomy and physiology (35 marks)
Section B: Skill acquisition (35 marks)
Section C: Sport and society (35 marks)
Written Exam: 2 hours
Total 105 marks, 35% of A Level
Paper 2
Factors affecting optimal performance in physical activity and sport
Section A: Exercise physiology and biomechanics (35 marks)
Section B: Sports psychology (35 marks)
Section C: Sport and society and technology in sport (35 marks)
Written exam: 2 hours
Total 105 marks, 35% of A Level
Paper 3
Practical Performance in physical activity and sport
• Student assessed as a performer or coach in a full-sided version of one activity
15% of non-exam assessment
• Written/verbal analysis and evaluation of performance. 15% of non-exam assessment
Internal assessment, external moderation
Total 90 marks, 30% of A Level
SUBJECT INFORMATION
PHYSICS
Head of Department: Miss G Cooper
Why study A Level Physics?
The subject stimulates and excites curiosity about phenomena and events in the world; satisfying this curiosity with knowledge and understanding. Physics can engage students at many levels and is a spur to critical and creative thought. Through science, and Physics in particular, candidates understand how major scientific ideas contribute to technological change; impacting on industry, business and medicine and improving the quality of life.
How will the skills and knowledge be taught?
Students of Physics will have two teachers; the course is split evenly between them. Practical skills are a core element of the course and students will work towards a Science Practical Endorsement over the two years. Students will develop strong problem solving and analytical skills to tackle a wide variety of question types. Outside of the classroom we enrich with British Physics Olympiad challenges, Physics in Action lectures and visits to leading centres of physics research including Diamond Light Source and the Joint European Torus.
COURSE DETAILS
Board: EDEXCEL
A LEVEL COURSE STRUCTURE
Content
Advanced Physics 1
• Working as a Physicist
• Mechanics
• Electric Circuits
• Further Mechanics
• Electric and Magnetic Fields
• Nuclear and Particle Physics
Advanced Physics 2
• Working as a Physicist
• Materials
• Waves and Particle Nature of Light
• Thermodynamics
• Space
• Nuclear Radiation
• Gravitational Fields
• Oscillations
Assessment
Advanced Physics 1
Paper 1 is 1 hour 45 minutes long. The paper consists of 90 marks
Weighting 30%
Advanced Physics 2
Paper 2 is 1 hour 45 minutes long. The paper consists of 90 marks
Weighting 30%
General and Practical Principles in Physics
Paper 3 is 2 hours 30 minutes. The paper consists of 120 marks
Weighting 40%
Questions in this paper may draw on any of the topics in this specification.
The paper will include synoptic questions that may draw on two or more different topics.
The paper will include questions that assess conceptual and theoretical understanding of experimental methods (indirect practical skills) that will draw on students’ experiences of the core practicals.
In all papers students will be expected to apply their knowledge and understanding to familiar and unfamiliar contexts. All papers may include multiple-choice, short open, openresponse, calculations and extended writing questions.
SUBJECT INFORMATION
POLITICS
Head of Department: Mr M Chesterton
Why study A Level Politics?
At a time of political and economic uncertainty at home and abroad there has never been a more important time to understand more about the workings and ideas behind how we are governed. During the A Level course students will look at the key institutions and issues in domestic politics both within the UK and the USA. Students will debate various issues such as the nature of democracy, the fairness of elections as well as recent changes in party politics. Students will develop key academic skills such as improving their writing so that they can construct and communicate arguments clearly and coherently using appropriate political vocabulary.
COURSE DETAILS
Board: EDEXCEL
A LEVEL COURSE STRUCTURE
Content
Government and politics of the UK
• The evolution of democracy in the UK
• Elections and referendums
• Political parties
• Pressure groups
• The nature and sources of the British Constitution
• The structure and role of Parliament
• The Prime Minister and Cabinet
• The judiciary
• Devolution
Comparative politics – politics of the USA
The US Constitution and federalism, US congress, US presidency, US Supreme Court, democracy and participation, civil rights
Political ideas
Core ideologies: Liberalism, Conservatism, Socialism
Other ideologies (study just one): Nationalism, Feminism, Multiculturalism, Anarchism, Ecologism
How will the skills and knowledge be taught?
Politics is a well-resourced department. Students will have the most up-to-date textbooks that are approved by the examination boards. We are also fortunate that our subject has a number of fascinating books and documentaries to enliven most topics.
The syllabus is complemented by a range of stimulating co-curricular opportunities that include guest speakers and visits to the Westminster Parliament, the UK Supreme Court and Washington DC.
Assessment
Three exam papers: Each paper will be 2 hours
Paper 1: UK Politics
Section A: UK Politics (extract question and essay question)
Section B: Core Political Ideas (essay question)
Paper 2: UK Government
Section A: UK Government (extract question and essay question)
Section B: Non-Core Political ideas – Anarchism (essay question)
Paper 3: Comparative Politics
Section A: Comparative Politics – USA and UK (short essay question)
Section B: Comparative Politics – USA and UK (short essay question)
Section C: USA Politics (two longer essay questions)
SUBJECT INFORMATION
PRODUCT DESIGN
Head of Department: Mr
S McShane
Why study A Level Product Design?
Product Design is a very exciting course that will stretch the student’s ability to think critically about design and how consumers interact with products. The course is both practical and theoretical so that students will understand the whole design process. There is a big emphasis on sustainability and materials which inform many design decisions. Students that study Product Design at A Level regularly go on to study designbased courses at university including architecture, product design and engineering.
COURSE DETAILS
Board: WJEC EDUQAS
A LEVEL COURSE STRUCTURE
Content
Component 1 – Examination Paper
• Designing and innovation
• Materials and Components
• Processes
• Industrial and Commercial Practice
• Product Analysis & Systems
• Human responsibility
• Public interaction
Component 2 – Design and Make Project
Candidates will undertake a single substantial project – a sustained design and make project, based on a brief developed by the candidate, assessing the candidate’s ability to:
• Identify, investigate and outline design possibilities.
• Design and make prototypes
• Analyse and evaluate design decisions and wider issues in design and technology.
Candidates will submit a major project which will satisfy the A Level assessment criteria.
How will the skills and knowledge be taught?
The course is taught by two teachers and will be split between theory and practical lessons. There is a need for independent study as each student’s designs will take a different route. As well as lessons, students will also benefit from trips and the option to use ‘real world’ clients for their projects. Lessons will allow students to use their creative flair and they will be encouraged to think how their products would fit in to the commercial world.
Assessment
Component 1 – Examination Paper (50%) 3 hours
Learners take a single examination in Product Design. The examination includes a mix of structured and extended writing questions assessing the learner’s knowledge and understanding of:
• Technical Principles
• Designing and Making Principles.
Along with their ability to:
• Analyse and evaluate design decisions and wider issues in design and technology.
Component 2 (50%) Non-exam assessment (approximately 80 hours) This component is marked by the centre and moderated by the WJEC.
SUBJECT
PSYCHOLOGY
Head of Department: Miss F Lee
Why study A Level Psychology?
Psychology is the study of the human brain and human behaviour. We study a wide range of areas, from early child development to social influence concepts such as obedience and social change. During your studies you will learn how to conduct research and have many opportunities to run your own experiments. Studying Psychology will develop your critical thinking skills as well as your numerical skills, enabling you to access a wide range of career opportunities.
How will the skills and knowledge be taught?
Psychology covers three main skills: description, application and evaluation. Practical research methods skills are covered, and you will have the opportunity to use these during regular experiments which you will plan and execute. You will be taught to think reflectively on all of the theory and ideas you learn, to enable you to consider the strengths and weaknesses of them. Lessons will incorporate lots of discussion and the opportunity to develop both your written and verbal analytical skills.
COURSE DETAILS
Board: AQA
A LEVEL COURSE STRUCTURE
Content
Paper 1 – Introductory Topics in Psychology
Section A: Social Influence
Section B: Memory
Section C: Attachment
Section D: Psychopathology
Paper 2 – Psychology in Context
Section A: Approaches in Psychology
Section B: Biopsychology
Section C: Research Methods
Paper 3 – Issues and Options in Psychology
Section A: Issues and Debates
Section B: Gender or Cognition and Development
Section C: Schizophrenia
Section D: Forensics or Aggression
Assessment
Paper 1 – Introductory Topics in Psychology (2 hours)
All sections feature multiple choice, short answer and extended writing.
The paper consists of 96 marks.
Paper 2 – Psychology in Context (2 hours)
All sections feature multiple choice, short answer and extended writing.
The paper consists of 96 marks.
Paper 3 – Issues and Options in Psychology (2 hours)
All sections feature multiple choice, short answer and extended writing.
The paper consists of 96 marks.
The papers are evenly weighted and all assess the key skills of description, application and evaluation. Across the three papers students will be expected to apply their learning to unseen scenarios. Questions will also target mathematical skills including calculations.
SUBJECT INFORMATION
SPANISH
Head
of Department : Mme F Chartrain (Head of MFL)
Why study A Level Spanish?
During the A Level Spanish course, you will develop an understanding of Hispanic culture in a variety of contexts and learn to communicate confidently, clearly and effectively in Spanish for a range of purposes. You will be able to express facts and ideas and present explanations, opinions and information in Spanish. In studying Spanish you will improve your employment possibilities and enhance your travel experiences.
COURSE DETAILS
Board: AQA
A LEVEL COURSE STRUCTURE
Content
Theme 1: Aspects of Hispanic society
• Modern and traditional values
• Technological advances
• Equal rights
Theme 2: Artistic culture in the Hispanic world
• The influence of idols on young people
• Regional identity in Spain
• Hispanic heritage, traditions and festivals
Theme 3: Multiculturalism in Hispanic society
• Immigration
• Racism
• Integration and multiculturalism
Theme 4: Aspects of political life in the Hispanic world
• Young people and politics
• Monarchies and dictatorships
• Social movements
Literature and film studies
Individual research project
How will the skills and knowledge be taught?
A Level Spanish will be taught by two specialists. Lessons will enable you to reach a good level of fluency and develop your capacity for critical thinking through the vibrant medium of Hispanic culture. You will engage intellectually with stimulating materials, including song, film and text, developing an appreciation of the language in its cultural and social context. Students will have a weekly individual oral session with a Spanish Assistant and complete work experience abroad.
Assessment
Paper 1: Listening, reading and writing
2 hours and 30 minutes
50% of the qualification
Listening and responding
Reading and responding
Translation into and from Spanish
Paper 2: Writing
2 hours
20% of the qualification
Written response to a text (300 words)
Written response to a film (300 words)
Paper 3: Speaking
Internally conducted and externally assessed
21-23 minutes (including 5 minutes preparation time
30% of the qualification
Part 1: discussion on a sub-theme of a stimulus card
Part 2: presentation and discussion of the student’s individual research project
SPORT (BTEC)
Head of Department: Mr G Browning
Why study BTEC Sport?
The course focuses on the holistic development of practical, interpersonal and thinking skills. Learning brings together knowledge and understanding with practical and technical skills, through tasks that encourage the development of appropriate vocational behaviours and desirable transferable skills. Students will be exposed to synoptic assessment requiring them to demonstrate that they can identify and use effectively, in an integrated way, an appropriate selection of skills, techniques, concepts, theories and knowledge. Students will learn to apply their learning in realistic contexts. Assessment provides an opportunity to independently select and apply learning from across the programmes in the completion of a vocational task.
COURSE DETAILS
Board: PEARSON
BTEC COURSE STRUCTURE
Content
• Anatomy and physiology
• Fitness training & programming for health, sport & wellbeing
• Professional development in the sports industry
• Sports leadership
• Application of fitness testing
• Sports psychology
• Practical sports performance
• Coaching for performance
• Research methods in sport
• Sports event organisation
• Sports injury management
• Development and provision of sport and physical activity
• Investigating business in sport and the active leisure industry
• Skill acquisition in sport
• Exercise, health & lifestyle
Subject Leader: Mr Emmerson and Miss Pout
How will the skills and knowledge be taught?
The programme will develop a number of employability skills, with particular focus on three main areas: cognitive and problem-solving skills; intra-personal skills; and interpersonal skills. Students will benefit from opportunities for deep learning where they are able to make connections among units and select areas of interest for detailed study. The programme will provide them with a vocational context in which they can develop knowledge and considerable skills required in reading technical texts, effective writing, analytical skills, creative development and preparation for assessment methods used in degrees.
Assessment
Pearson BTEC Level 3 National Extended Diploma in Sport
1080 GLH (1390 TQT) 14 units of which 10 are mandatory and 4 are external. Mandatory content (78%). External assessment (42%).
This is intended as an Applied General qualification, equivalent in size to three A Levels. It is a two-year, full-time course that meets entry requirements in its own right for learners who want to progress to higher education courses in sport before entering employment.
SUBJECT INFORMATION
THEOLOGY AND PHILOSOPHY
Head of Department: Mr E
Hogarth
Why study A Level Theology and Philosophy?
This course is open to all those who are fascinated by philosophical and ethical questions of meaning, purpose and truth. If you are interested in issues such as arguments for the existence of God, the question of suffering and the after-life, the relationship between religion and society and how we can make decisions between right and wrong, this course is certainly worth considering.
How will the skills and knowledge be taught?
Students will be taught in a variety of ways, from small seminar style discussions to independent projects and presentations. Part of the study involves reading some extracts or short books about what particular philosophers think about the topics being studied. This enables students to engage with particular arguments and critically evaluate them.
COURSE DETAILS
Board: OCR
A LEVEL COURSE STRUCTURE
Content
Philosophy of Religion
The study begins with a glimpse of some of the philosophical issues discussed by the Ancient Greeks, including debates about God’s existence, and whether belief can be rationally justified. Classic philosophical arguments are explored to help students to think more clearly and to evaluate big questions such as those raised by the problem of evil and suffering. You will also explore the nature of the body and soul, the question of survival after death and whether religious experiences can give evidence of God.
Religious Ethics
This part of the course explores what it means to lead a good life. Are there ways in which I can be helped to make important moral decisions? A variety of ethical traditions will be studied, from the relativism of utilitarianism to the absolutism of Natural Law. Students will debate moral issues in the news and in society. Other topics include euthanasia, and the ethics of sex and business. Students are asked to consider what is distinctive about a religious perspective on ethical issues. The nature and role of conscience and the debate surrounding the language of right and wrong are also covered.
Religious Developments
This unit explores the inter-connections between religion and the contemporary world through an exploration of sources of religious wisdom and authority and how practices shape and express religious identity. We consider significant social and historical developments in theology and religious thought –feminism, communism and secularism – and questions such as How relevant is religion today? and How should I live a moral life?
Assessment
Three papers (Philosophy, Ethics, Developments) Each 2 hours long.
Questions will be 40 mark essays, three essays per paper.
Pupils will need to be comfortable writing at length.
For admissions enquiries, please contact us at: Reigate Grammar School, Reigate Road, Reigate, Surrey RH2 0QS 01737 222231 admissions@reigategrammar.org reigategrammar.org