RGS Lower Sixth Form Curriculum Guide by RGS

LOWER SIXTH FORM CURRICULUM GUIDE 2020-2021

R E I G AT E G R A M M A R S C H O O L

FROM THE HEADMASTER

This Curriculum Guide is designed to help parents and students extract the most value possible from each subject session this evening. You will find a page for each subject where this year’s course is outlined. Along with this you will find some thoughts about suppor ting your son or daughter at home with their A Level studies with ideas and suggestions for resources, reading and revision advice for their for thcoming mock exams for each specific subject. We hope that this will allow you to focus the time with the teachers discussing your child’s strengths and progress, as well as next steps for continued improvement. Lastly, there is also a reflection page designed to prompt fur ther conversation between you and your son or daughter around how to celebrate, suppor t and improve their independent work processes at home. We believe parents’ evenings are incredibly valuable in building the precious relationships between teacher and parent, in affirming the many reasons to be pleased with progress so far but also in giving specific, focused and bespoke advice about how your son or daughter can maximise their learning and potential in each subject and we hope the Curriculum Guide booklet goes some way in achieving that aim. If you have any queries during or after the evening then please do contact the Head of Year or any of the senior staff. Of course, you are also very welcome to contact teaching staff between parents’ evenings as we are always happy to help. Shaun Fenton Headmaster

LOWER SIXTH FORM CURRICULUM GUIDE

WELCOME Welcome to this RGS parents’ evening. We hope that you find the evening useful and you manage to receive some excellent feedback on how your son or daughter is progressing with their A Levels. Whilst you will receive some focused academic comments from subject teachers this evening, I thought it would be helpful to address some frequently asked questions that hopefully serve as healthy reminders and may even prompt fur ther discussion with your son or daughter after the evening. All students have some really exciting plans next year, and they should strive to use the available time now to strike the right balance between maximising work productivity whilst maintaining their individual wellbeing. FREQUENTLY ASKED QUESTIONS How long should my son or daughter be spending on academic work per evening? It is strongly advised that all students should spend approximately 2-3 hours per evening on their academic studies every day, including weekends. There may well be points in the week where this can change, as each subject is different, however, time at home should be used to not only complete homework but also to review material from the Lower Sixth Form as well as consolidate and extend their learning in the areas currently taught. It is likely that your son or daughter will have extra-curricular commitments too in the evenings, this is fine, but they may want to use their study periods in the day, or allocate some time at the weekend to help them feel in control of things. In lots of workplaces it is often seen that success comes by not just working hard but by working smar tly and I feel that this is no different in how your son or daughter should approach things with their A Levels. Working smar tly is shown in lots of ways. For example, it might be choosing to work straight away when getting home from school rather than star ting work later on in the evening when they might be more tired. Or it could be tackling a piece of work independently with lots of rest breaks so they don’t burn out. The library is open after school until 5:45pm everyday so this could be a good option if they are finding working at home a challenge. How can my son or daughter stay organised? Organisation is arguably one of the most impor tant ingredients to a successful year. Within their subjects they should structure all of their notes by unit – topic - content, they should also have schemes of work and exam specifications printed off at the front of each of their files. Knowing, before the day star ts and before a week begins, how they will spend their time is also really impor tant. A diary or weekly planner can help with this, as they look to map out their time on academic work, rest and relaxation as well as their other commitments. A weekly planner can be found at the back of this booklet. Writing lists is also advisable. Whilst a “to do” list might seem daunting at first, it focuses the mind, and as you tick things off it feels really rewarding as your list decreases.

How can my son or daughter use the school day effectively? On top of their normal lessons every student will have study periods. Of course this may be time for catching up with a friend over a hot drink at the café, however, they should look to use their study periods to great effect; being productive, with no distractions and in a quiet working environment. The library space is a perfect environment for this and they should look to use this space at every oppor tunity rather than the busy Sixth Form Centre which can offer many distractions. Who can they go to for help? As is always the case, your son or daughter can speak to any teacher in school. Whether this is with their academic studies or with any personal struggles, help is on hand and they can turn to lots of different people in school. Their form tutor, the Sixth Form Team, or indeed any teacher in the school is always there to listen and offer advice if they need it. Communicating well with their teachers is really impor tant. If they need help with a par ticular aspect of their work they are always encouraged to get in contact with their teacher via email or to seek them out personally in school; all students need to communicate well and have an open dialogue with their teachers. For more personal challenges we have a number of school counsellors and a school health nurse available if necessary. For any advice or help in planning their next steps they can always make an appointment with a member of the Careers depar tment. There is lots and lots of help available to suppor t them in the Sixth Form; they only need to ask. How can they maintain good mental health and wellbeing? The most impor tant thing they need to maintain is a healthy mind and wellbeing. Your son or daughter should continue to do the activities they enjoy and look forward to. Whether this is music, spor t, drama or equally taking their mind off things in other ways, they need to set aside time to do this. The key, however, is striking the right balance and doing things in moderation; not overdoing things, which could make them feel ‘out of control’, but also not putting a stop to the things that they love, the aspects of their lives which gives them that healthy ‘release’ from their academic work. Linked to this they should be getting a good night’s sleep and maintaining a healthy diet; all vital ingredients to help them star t each day well. I hope you have found this information useful. Please do not hesitate to get in touch if you have any fur ther questions. I will of course be available throughout the evening if you need to speak to me.

Rhodri James Head of Sixth Form (Lower Sixth)

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SUBJECT

ART AND DESIGN Exam Board: EDUQAS WJEC

Head of Department: Mrs E Burns

Name of Teacher:

UNIT 1 ABSTRACT, DISTORT, ENLARGE This foundation project will be included in the student’s coursework. It is impor tant that the following elements are considered through the project. Artist Research • Demonstrate knowledge and understanding of: Relevant materials, processes, technologies and resources. How ideas, feelings and meanings can be conveyed and interpreted in images and artefacts. How images and artefacts relate to the time and place in which they were made and to their social and cultural contexts, continuity and change in different genres, styles and traditions. Practical work, developing ideas • Record experiences and observations, in a variety of ways using drawing or other appropriate visual forms; undertake research; and gather, select and organise visual and other appropriate information. • Explore relevant resources; analyse, discuss and evaluate images, objects and artefacts; and make and record independent judgements. Apply knowledge and understanding in making images and artefacts; review and modify work; and plan and develop ideas in the light of their own and others’ evaluations. • An outcome for this project will be produced in the mock exam. • Students will finalise this project leading up to Easter. When we return from Easter, we will be starting the Personal Investigation.

What can I do to support my child’s progress in this subject? The best exhibitions in London: • Fons Americanus, Tate Modern • Antony Gormley, Royal Academy • Tim Walker: Wonderful Things, V&A • William Blake, Tate Britain • Dora Maurer • Olafur Eliasson – In Real Life, Tate Modern • Mary Quant, V&A • Alice In Wonderland, V&A • Feast for the Eyes – The Story of Food in Photography, The Photographer’s Gallery • Rembrandt’s Light, Dulwich Picture Gallery • The Credit Suisse Exhibition: Gauguin Portrait, National Gallery • Pre-Raphaelite Sisters: Models, Artists, Muses, National Portrait Gallery • Bridget Riley, Hayward Gallery • Lucian Freud: The Self Portraits, Royal Academy

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LOWER SIXTH FORM CURRICULUM GUIDE

SUBJECT

BIOLOGY Exam Board: AQA

Head of Department: Miss M Pope

Name of Teacher:

Biological Molecules Carbohydrates, lipids, proteins, enzymes and DNA Cells Microscopy, cell structure and function, DNA replication and protein synthesis, mitosis and meiosis Transport: Cell membranes, diffusion, osmosis, active transpor t, circulatory system and digestion Variety of life: Classification and evolution, including trip to Natural History Museum Oxygen and Carbon Dioxide: Haemoglobin, gas exchange in animals and plants Ecology • Populations and succession • Energy transfers in ecosystems • Nutrient transfers in ecosystems

What can I do to support my child’s progress in this subject? Read • Popular Biology books – the library has a great selection • Biological Sciences Review • Journal articles – search online and ask your teacher Join Bio Book Club and BioBreak to discuss your reading Watch and Listen • Podcasts, e.g. from The BBC - The Life Scientific, The Science Hour and Infinite Monkey Cage • Documentaries on natural history, medicine and the environment – the BBC is a great starting place Go • • • •

Attend seminars and lectures in school The Natural History Museum The Wellcome Collection Public lectures – look out for information from the science department

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CHEMISTRY Exam Board: EDEXCEL

Head of Department: Mr A Welch

Name of Teacher:

Scheme A: • Topic 5: Formulae, equations and amounts of substance • Topic 2: Bonding and Structure • Topic 4: Inorganic Chemistry • Topic 9: Kinetics 1 • Topic 10: Equilibrium 1 • Topic 11: Equilibrium 2 Scheme B: • Topic 1: Atomic Structure • Topic 3: Redox 1 • Topic 8: Energetics 1 • Topic 6: Organic Chemistry 1 • Topic 7: Modern Analytical Techniques 1 • Topic 19: Modern Analytical Techniques 2 (NMR)

What can I do to support my child’s progress in this subject? • • • •

Watch out for documentaries, especially those presented by Jim Al-Khalili Ask what your son/daughter has been learning about recently Offer to help your son/daughter make or learn flashcards for factual content Ensure your son/daughter has readily available access to their year-group SharePoint site

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CLASSICAL CIVILISATION Exam Board: OCR

Head of Department: Mrs G Brickley

Name of Teacher:

The World of the Hero – The Iliad • This is a compulsory component consisting of an in-depth study of Homer’s Iliad and Virgil’s Aeneid • This component provides learners with the opportunity to appreciate the lasting legacy of the Homeric world and to explore its attitudes and values Key topics: • Literary techniques and composition • The heroic world: characterisation and themes • The social, cultural and religious context Culture and the Arts – Greek Art • Components in this category involve the study of visual and material culture. In this component learners will gain a thorough knowledge of the selected aspects of Greek art and their context Key topics: • Function • Materials • Technique • Stylistic features and development • Composition • Subject matter

What can I do to support my child’s progress in this subject? Read • R D Williams, Aeneas and the Roman Hero • Madeleine Miller, Song of Achilles • Simon Armitage, The Last Days of Troy • Omnibus articles, available in student documents • Robert Harris, Imperium trilogy Watch and Listen • BBC Troy, fall of a city • Mary Beard, Julius Caesar Revealed • Simon Sebag Montefiore, Rome: a history of the eternal city • Catharine Edwards, Mothers, murderers and mistresses • BBC In Our Time podcasts Go • The British Museum, particularly the Troy exhibition

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COMPUTER SCIENCE Exam Board: OCR

Head of Department: Miss P Lewty

Paper 1 – Computer Systems • 1.1.1 Structure and Function of the Processor • 1.1.2 Types of Processor • 1.1.3 Input, Output and Storage • 1.2.1 Systems Software • 1.2.2 Applications Generation • 1.2.3 Software Development • 1.2.4 Types of Programming Language • 1.3.2 Databases • 1.4.1 Data Types • 1.4.2 Data Structures • 1.4.3 Boolean Algebra Paper 2 – Algorithms and Programming • 2.1.1 Thinking Abstractly • 2.1.2 Thinking Ahead • 2.1.3 Thinking Procedurally • 2.1.4 Thinking Logically • 2.1.5 Thinking Concurrently • 2.2.2 Computational Methods • 2.3.1 Algorithms Programming Project • 3.1 Analysis of the Problem • 3.2 Design of the Solution • 3.3 Developing the Solution

Name of Teacher:

What can I do to support my child’s progress in this subject? Read • The New Turing Omnibus by A Kee Dewdney • Code: The Hidden Language of Computer Hardware and Software by Charles Petzold • AI: Its Nature and Future by Margaret A Boden • The Code Book by Simon Singh • Outnumbered: From Facebook and Google to Fake News and FilterBubbles – The Algorithms That Control Our Lives by David Sumpter. Watch and Listen • BBC Technology Webpage - www.bbc.co.uk/news/technology • BBC Click Episodes - www.bbc.co.uk/programmes/n13xtmd5 • Subject Specific Videos by Topic - https://student.craigndave. org/a-level-videos • Computerphile - www.youtube.com/user/Computerphile Go • The National Museum of Computing at Bletchley Park. • Hursley Park, Hampshire. • James Clerk Maxwell House and Foundation, Edinburgh.

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LOWER SIXTH FORM CURRICULUM GUIDE

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DRAMA AND THEATRE Exam Board: EDUQAS

Head of Department: S Branston

Component 1 20%

Name of Teacher:

Theatre Workshop

Non Exam Assessment: internally assessed in June of the Lower Sixth Learners are assessed on either acting or design. Students create, develop and perform a piece of theatre, which they reinterpret for a modern audience. Students produce: • •

A creative log, blog or vlog of the process A live performance or design

Component 3 40% Text in Performance • Written Exam Preparation • Three texts from different historical periods Sections A and B Open Book • Pre 1956 Machinal by Sophie Treadwell • Post 1956 Love and Information by Caryl Churchill Section C Closed Book • A question based on The Curious Incident of the Dog in the Night-Time by Simon Stephens Knowledge, Understanding and Skills of: • Rehearsal processes in interpreting theatre • How conventions, forms and techniques create meaning focussing on: Space and proxemics; Set, costume, props, makeup, hair, costume, video, lighting, projection, sound, actor’s vocal and physical interpretation • Directorial interpretation: How texts are constructed and staged to convey meaning ;Cultural, Social, Political and Historical context of texts and performance; Theatre criticism; Collaboration in rehearsal and performance

What can I do to support my child’s progress in this subject? Read • Any play from the vast array in the Drama Department Library • News-politics and society IS theatre • The Director’s Craft by Katie Mitchell • https://fivebooks.com/best-books/michael-billington-on-20thcentury-theatre • Theatre Reviews in newspapers • www.theatredesign.org.uk/designers/gallery Watch and Listen • https://player.bfi.org.uk • www.youtube.com/user/ntdiscovertheatre • Check out this for 31 podcasts for curious minds: • www.wired.co.uk/article/best-podcasts Go • • • • •

To join or watch local, amateur and regional theatre companies To watch NT Live at cinemas-ballet, opera, theatre, art To Edinburgh, Brighton, NSDF or Vaults Festival The V&A Museum for costume, architecture, historical artefacts and cultural inspiration www.vam.ac.uk/info/theatre-performance-archives To Tate Modern for design inspiration

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ECONOMICS Exam Board: AQA (7136)

Head of Department: Mr N Newman

Name of Teacher:

Paper 1 (Micro) (3 lessons per week) • 4.1.1 Economic methodology, • 4.1.3 Price determination • 4.1.8 Market mechanism, market failure and government intervention Paper 2 (Macro) (4 lessons per week) • 4.2.1 Macro measurement • 4.2.2 How Macro-economy works • 4.2.3 Economic performance • 4.2.4 Monetary Policy • 4.2.5 Fiscal and Supply side policies

What can I do to support my child’s progress in this subject? Read • Quality broadsheet (Financial Times, Sunday Times especially David Smith) • The Economist - free via your Surrey Library membership • Economics Revision workbooks • Hodder education revision guide Watch and Listen • Channel 4 news - Helia Ebrahimi • BBC News – Faisal Islam • Newsnight/Panorama/Dispatches • Podcasts – BBC - More or Less, Pop-Up Economics, Economics with Subtitles, Simon Evans Goes to Market, PWC Economics in business, Times Business • Youtube – EconPlusDal • Dinner table discussions about current news stories Join • Twitter and follow lots of interesting people with different opinions about Economics. Go • LSE public lectures, Gresham College public lectures Websites • www.tutor2u.net economicshelp.org, economicsonline.co.uk

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LOWER SIXTH FORM CURRICULUM GUIDE

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ENGLISH LITERATURE Exam Board: WJEC EDUQAS

Head of Department: Mr R Shaughnessy

Name of Teacher:

Component 1 / Section B Poetry of Seamus Heaney and Owen Sheers

What can I do to support my child’s progress in this subject?

• • •

Read • Newspapers such as The Guardian • The London Review of Books

Detailed understanding of the texts Comprehension and application of the poets’ contexts Introduction to critical theory and its application to poetry

Component 2 / Section B The Duchess of Malfi and A Streetcar Named Desire • • •

Detailed understanding of the plays Comprehension and application of the playwrights’ contexts Introduction to critical theory and its application to drama

Component 3 Unseen poetry and prose • •

Reading and analysis of prose from late-Victorian and Modernist writers Reading and analysis of poetry from across the literary canon

Watch and Listen • Adaptations of the plays live or recorded productions • A History of Ideas – Radio 4 Go • • • •

The Globe The National Poetry Library The British Library Theatre productions of linked plays to the drama text

Component 4 Coursework • •

The Road plus a choice of one other pre-2000 text (such as 1984 or The Handmaid’s Tale) Research of chosen texts’ context and critical background

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FRENCH Exam Board: AQA

Head of Department: Mme F Chartrain

Topics: • Intro to France and francophone countries • Cinema and Truffaut film and essay techniques • A culture proud of its heritage • Changing aspects of family • Life for the marginalised • Music • Cyber-society • How criminals are treated • Positive features of a diverse society • Volunteering • Brief introduction and work on IRP • Brief introduction of Un sac de billes Grammar: • Present tense (regular/irregular/reflexives/modals) • Subjunctive • Futur proche future and conditional tenses • Questions; infinitive constructions • Agreement of adjectives; comparisons; adverbs • Adjectives with “c’est” ; imperative • Depuis and present tense; gerund • The imperfect tense; past historic • Perfect tense incl. après avoir and être • Direct/indirect speech • Articles; plu-perfect tense • DOP/IOP/relative pronouns (simple and complex) • Quand/si and future or conditional • Using and avoiding the passive voice • Demonstrative/possessive pronouns; negative forms

Name of Teacher:

What can I do to support my child’s progress in this subject? Read • French magazines in the library • My Day – The Day (translations) • French short stories in bilingual edition (ask French teachers) • Chez Nous (Mary Glasgow Magazine – issued free to French A Level students) Watch and Listen • www.tv5monde.com (Francophone news, listening tasks, language exercises, games, etc.) • French news channels (TV/radio) : www.mytf1.fr www.francetv.fr www.europe1.fr • French DVDs (Library/French Department) • Favourite DVDs: select French subtitles and/or audio if available • Netflix – French series Go • www.tv5monde.com (Francophone news, listening exercises, language exercises, games, etc.) • French news channels (TV/radio) : www.mytf1.fr www.francetv.fr www.europe1.fr • https://maryglasgowplus.com (Mary Glasgow Magazines) • Kerboodle/Dynamic Learning (supporting textbooks used)

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LOWER SIXTH FORM CURRICULUM GUIDE

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FURTHER MATHS Exam Board: EDEXCEL

Head of Department: Mr G Sillience

Mechanics Teacher 1. Momentum and Impulse 2. Work, Energy and Power 3. Elastic Strings and Springs 4. Elastic Collisions in 1 Dimension 5. Elastic Collisions in 2 Dimensions 6. Vectors 7. Conics Section 1 8. Conics Section 2 9. Inequalities 10. The t-formula 11. Taylor Series 12. Methods in Calculus 13. Numerical Methods 14. Reducible Differential Equations

Name of Teacher:

Core Pure Teacher 1. Complex Numbers 2. Argand Diagrams 3. Series 4. Roots of Polynomials 5. Volumes of Revolutions 6. Matrices 7. Linear Transformations 8. Proof by Induction 9. Vectors 10. Complex Numbers 11. Series 12. Methods in Calculus 13. Volumes of Revolutions 14. Polar Coordinates 15. Hyperbolic Functions 16. Methods in Differential Equations 17. Modelling with Differential Equations

What can I do to support my child’s progress in this subject? • • • • • • • • • •

Ask them what topic they have covered in lessons recently Ask them if they have organised their Maths folder recently Encourage them to start their homework on the night it is set, so that they can seek help if they get stuck, before the homework is due Encourage them to be proactive in asking their teachers for help outside of lessons and to attend Maths Clinic on a Thursday/ Friday lunchtime Ask them to identify the top 5 topics they need to focus their revision on Encourage them to take part in the National Cipher Challenge which starts in October: www.cipherchallenge.org Encourage them to take part in the Maths Bombe Competition which starts in January www.maths.manchester.ac.ukmathsbombe Encourage them to take part in the Senior Maths Challenge www.ukmt.org.uk/competitions/solo/senior-mathematicalchallenge Read STEM related articles regularly: https://plus.maths.org/content/Article Encourage students to apply for and take part in Outreach programs, such as: www.maths.ox.ac.uk/study-here/ undergraduate-study/outreach/years-12-13 https://debatechamber.com/project/mathematics-summerschool, www.etrust.org.uk/headstar t-courses https://bletchleypark.org.uk www.bankofengland.co.uk/museum

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GEOGRAPHY Exam Board: AQA

Head of Department: Mr M Cline

Name of Teacher:

Physical (Paper 1) Water and carbon cycles Focuses on the major stores of water and carbon at or near the ear th’s surface and dynamic relationships associated with them. Processes, issues, challenges Coasts Systems in physical geography and their application to the development of coastal landscapes – inputs, outputs, energy, stores, flows, feedback and dynamic equilibrium. Case studies from within and beyond the UK Human (Paper 2) Changing places Focuses on people’s engagement with places, their experience and the qualities they ascribe to them – how places are known and experienced, how their character is appreciated, the factors and processes which impact on places and how they change over time.

What can I do to support my child’s progress in this subject? Read • Newspapers – The Guardian, The Times, The Telegraph, The Independent • Magazines – Geographical, Geography Review, The Economist Watch and Listen • The news • Series such as The Earth from Space, Blue Planet etc Go • Students are required to undertake data collection on their chosen non-exam assessment. Visits to the sites and help in data collection will be much appreciated • Earth Science Galleries at the Natural History Museum

Global systems and governance The economic, political and social changes associated with technology and other driving forces which are a key feature of the global economy and society. Introduction to the non-examined assessment/project With restrictions on travel, we will make the most of local oppor tunities to build fieldwork skills. NOTES What is working well at the moment?

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LOWER SIXTH FORM CURRICULUM GUIDE

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GERMAN Exam Board: AQA

Head of Department: Ms M Sowa

Name of Teacher:

German-speaking society • Family • Media & the digital world • German-speaking music + music industry • Youth Culture • Festivals & Traditions The German-speaking world • Art and architecture • Berlin’s cultural scene in the past and today • German cinema + Film: Good-Bye Lenin + essay techniques Grammar • Variations in word order • Nouns • Articles • Verbs • Pronouns • Prepositions • Cases • Adjectives • Adverbs and adverbials • Formation and use of present, perfect, imperfect, pluperfect, future tenses • The conditional mood • Subjunctive 1 • Passive Voice

What can I do to support my child’s progress in this subject? Read • German magazines and newspapers online • German short stories Watch and Listen • www.deutschewelle.de • (German and worldwide news; podcasts on various current affairs topics) • www.ard.de (news, videos and livestreams) • www.zdf.de (news, videos and livestreams) • German DVDs (Library/German Department) • Favourite DVDs: select German subtitles and/or audio if available • Netflix – German films and series Go • www.deutschewelle.de (news, listening and grammar exercises, games etc.) • German news channels (TV/radio) • Dynamic Learning online (to support the textbooks used)

NOTES What is working well at the moment?

What is working well at the moment?

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GREEK Exam Board: OCR

Head of Department: Mrs G Brickley

Name of Teacher:

Greek Language • Grammar and vocabulary continued using Greek Beyond GCSE textbook. • Linguistic competency developed through reading and studying prose texts, preparing for unseen translation and prose comprehension. Prose Literature • Selections from Greek historians are studied in depth, looking at literary style, characterisation, argument and literary meaning • Additional literature is studied in translation in order to understand the context from which the set texts have been taken • 2020-2021 – Herodotus, Book 7 • 2022-2023 – Thucydides, Histories, Book 6 Verse literature • Selections from Greek tragedy are studied in depth, looking at literary style, characterisation, argument and literary meaning.

What can I do to support my child’s progress in this subject? Read • Tom Holland, Herodotus The Histories • Tragedies by Sophocles • Allan, W, Euripides: Medea • Clauss, J.J. and S.I. Johnston, eds., Medea: Essays on Medea in myth, literature, philosophy and art Watch and Listen • Tom Holland on Herodotus at the Hay festival (YouTube) • Oxford University’s production of Medea (YouTube) • The Archive of Performances of Greek and Roman Drama www.apgrd.ox.ac.uk has an e-book concerned with the history of performances of Euripides’ Medea www.apgrd.ox.ac.uk/about-us/programmes/ interactivemultimedia-e-books Go • KCL and UCL Classics’ Greek play

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HISTORY Exam Board: AQA

Head of Department: Mrs F Gunning

Name of Teacher:

Paper 1 Autocracy, reform and revolution in Russia, 1855-1917 • Trying to preserve autocracy, 1855-1894 • The collapse of autocracy, 1894-1917 Paper 2 The Break with Rome 1529-1547 • The Church in 1529 • The break from Rome, 1529-1536 • Change and reaction, 1536-1547

What can I do to support my child’s progress in this subject? Read • A Day in the Life of Ivan Denisovitch • Wolf Hall by Hilary Mantel • The Three Whys of the Russian Revolution by Richard Pipes. • The Romanovs by Simon Sebag Montifiore Watch • The Romanovs by Lucy Worsley Go • Hampton Court Palace • The National Portrait Gallery • Take a walking tour of London

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LATIN Exam Board: OCR

Head of Department: Mrs G Brickley

Name of Teacher:

Latin Language • Grammar and vocabulary continued using Latin Beyond GCSE textbook • Linguistic competency developed through reading and studying prose texts, preparing for unseen translation and prose comprehension Prose Literature • Selections from Cicero are studied in depth, looking at literary style, characterisation, argument and literary meaning • Additional literature is studied in translation in order to understand the context from which the set texts have been taken • 2020-2021 – Cicero, Philippic • 2022-2023 – Cicero, Pro Cluentio

Read • R D Williams, Aeneas and the Roman Hero • Omnibus articles, available in student documents • Robert Harris, Imperium trilogy Watch and Listen • Mary Beard, Julius Caesar Revealed • Simon Sebag Montefiore, Rome: a history of the eternal city • Catharine Edwards, Mothers, murderers and mistresses • BBC In Our Time podcasts Go • The British Museum, particularly the Troy exhibition

Verse literature • Selections from Virgil are studied in depth, looking at literary style, characterisation, argument and literary meaning. • Additional literature is studied in translation in order to understand the context from which the set texts have been taken. • 2020-2021 – Virgil, Aeneid 11 • 2022-2023 – Virgil, Aeneid 12

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LOWER SIXTH FORM CURRICULUM GUIDE

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MATHEMATICS Exam Board: EDEXCEL

Head of Department: Mr G Sillience

Mechanics Teacher 1. Algebraic Expressions 2. Quadratics 3. Straight Line Graphs 4. Equations and Inequalities 5. Graphs and Transformations 6. Circles 7. Differentiation 8. Integration 9. Exponentials and Logarithms 10. Vectors (2D) 11. Modelling in Mechanics 12. Constant Accelerations (Kinematics 1) 13. Forces and Motion 14. Variable Accelerations (Kinematics 2) 15. Vectors 3D 16. Sequences and Series 17. Parametric Equations 18. Differentiation 19. Integration 20. Moments 21. Forces and Friction 22. Projectiles 23. Applications of Forces 24. Further Kinematics

Name of Teacher:

Statistics Teacher 1. Algebraic Methods 1 2. Algebraic Methods 2 3. Binomial Expansion 4. Data Collection 5. Measures of Location and Spread 6. Representations of Data 7. Correlation 8. The Large Data Set 9. Probability 10. Statistical Distributions 11. Hypothesis Testing 12. Trigonometric Ratios 13. Trigonometric Identities and Equations 14. Radians 15. Trigonometric Functions 16. Trigonometry and Modelling 17. Binomial Expansion 18. Functions and Graphs 19. Numerical Methods 20. Regression, Correlation and Hypothesis Testing 21. Conditional Probability 22. Normal Distribution

What can I do to support my child’s progress in this subject? • • •

Ask them what topic they have covered in lessons recently Ask them if they have organised their Maths folder recently Encourage them to start their homework on the night it is set, so they can seek help if they get stuck before the homework is due • Encourage them to ask their teachers for help outside of lessons and to attend Maths Clinic on a Thursday/Friday lunchtime • Identify the top five topics they need to focus their revision on • Encourage them to take part in the National Cipher Challenge which starts in October: www.cipherchallenge.org • Encourage them to take part in the Maths Bombe Competition which starts in January www.maths.manchester.ac.uk/ mathsbombe • Encourage them to take part in the Senior Maths Challenge www.ukmt.org.uk/competitions/solo/senior-mathematicalchallenge • Read STEM related articles regularly: https://plus.maths.org/content/Article • Encourage students to apply for and take part in Outreach programs, such as: www.maths.ox.ac.uk/study-here/undergraduate-study/outreach/ years-12-13 https://debatechamber.com/project/mathematics-summer-school www.etrust.org.uk/headstart-courses https://bletchleypark.org.uk www.bankofengland.co.uk/museum

NOTES What is working well at the moment?

What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

R E I G AT E G R A M M A R S C H O O L

SUBJECT

MATHEMATICS (AS) Exam Board: EDEXCEL

Head of Department: Mr G Sillience

Name of Teacher:

What can I do to support my child’s progress in this subject? • • •

Ask them what topic they have covered in lessons recently Ask them if they have organised their Maths folder recently Encourage them to start their homework on the night it is set, so they can seek help if they get stuck before the homework is due • Encourage them to ask their teachers for help outside of lessons and to attend Maths Clinic on a Thursday/Friday lunchtime • Identify the top five topics they need to focus their revision on • Encourage them to take part in the National Cipher Challenge which starts in October: www.cipherchallenge.org • Encourage them to take part in the Maths Bombe Competition which starts in January www.maths.manchester.ac.uk/ mathsbombe • Encourage them to take part in the Senior Maths Challenge www.ukmt.org.uk/competitions/solo/senior-mathematicalchallenge • Read STEM related articles regularly: https://plus.maths.org/content/Article • Encourage students to apply for and take part in Outreach programs, such as: www.maths.ox.ac.uk/study-here/undergraduate-study/outreach/ years-12-13 https://debatechamber.com/project/mathematics-summer-school www.etrust.org.uk/headstart-courses https://bletchleypark.org.uk www.bankofengland.co.uk/museum

NOTES What is working well at the moment?

What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

LOWER SIXTH FORM CURRICULUM GUIDE

SUBJECT

MUSIC

Exam Board: EDEXCEL Head of Department: Miss J Korzinek

Name of Teacher:

Performance Developing skills to demonstrate an understanding of musical elements, style, sense of continuity, interpretation and expression in preparation for a recital, performed in the Spring Term of Upper Sixth Form • •

Guideline for high end marks is Grade 7 at Lower 6th level, and Grade 8 in the Upper 6th. Internal performing assessment at the end of Lower Sixth Form

Composing Develop composing skills to demonstrate the manipulation of musical ideas and the use of musical devices and conventions based around melody, harmony, texture, structure, orchestration, rhythm and metre. •

The study of composition techniques through Bach chorales and a series of composition exercises in preparation for an extended piece for assessment at the end of the year.

Appraising Introduction to A level appraising skills through aural and score analysis • •

Developing accurate listening through rhythm and pitch dictation exercises Investigating context and style of a variety of musical genres and making connections between them via a listening diary; this supports the study of set works taken from the six Areas of Study: Vocal Music, Instrumental Music, Music for Film, Popular Music and Jazz, Fusions, New Directions.

What can I do to support my child’s progress in this subject? Practice Practising regularly and taking advantage of performance oppor tunities will suppor t this element of the course. Be aware that students are not expected to perform their latest piece; this may be an oppor tunity to revisit a well-loved piece apply to it newly developed skills, thereby building a reper toire library. Composing Composing will require independent study time beyond lessons if it is to be completed to a high standard. Students will have access to Logic and Sibelius at School; MuseScore is a free download that students may wish to use at home (an online ‘version’ of Sibelius; scores may be conver ted from MuseScore to Sibelius). Sources of suppor t for theory can be found at www.musictheory.net, www.teoria.com (English version) www.philharmonia.org Listening Listening to as much music as possible from genres connected to the set works and elsewhere. Asking questions such as “What instruments can I hear?”, ‘What role does each instrument provide?” (e.g. melody, accompaniment, driving the rhythm, filling out the harmonies), “What is the tempo/metre/tonality/structure/genre?”, “What makes this piece typical of its genre?”, will encourage active aural analysis. Students’ own listening diary is the place for this activity to be recorded and will prove an invaluable source of reference as the course progresses. Students will also be provided with practice listening/essay questions at points in the course.

NOTES What is working well at the moment?

What is working well at the moment?

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R E I G AT E G R A M M A R S C H O O L

SUBJECT

MUSIC TECHNOLOGY Exam Board: EDEXCEL

Head of Department: Miss J Korzinek

Microphones: • Polar Patterns • Dynamic/Condenser/Ribbon/Boundary • Frequency Response • Polar Patterns • Mic placement • Proximity Effect • Stereo Recording Techniques • On/off axis placement • Switches - Pad/HPF • Phantom Power • Pop shield Effects: • Reverb/Delay (different types of each) • Principles of acoustics • Mechanical reverb (plate/spring) • EQ • Different EQ Filters • Noise Gate • Compressor • Controls for each effect Digital Recording • How is analogue sound converted to digital? • Sample rate • Bit depth • Binary

Name of Teacher:

What can I do to support my child’s progress in this subject? Read • The students have access to a class OneNote page, which is full of resources on a range of different topics, including articles and exemplar essays. This is a good place to look for subject content. • There are also details of the course requirements and assessment criteria. • In addition to this, students should revise their notes, look over practice papers and compare the papers to the mark schemes. Watch and Listen: YouTube videos: • History of Music Technology: Phonograph to Spotify • Microphones: Microphones and Recording • Effects: Plate Reverb, Plate and Spring Reverb, Tape Delay • Synthesis: Logic ES2 Synth • Digital Recording: Analogue to Digital Conversion • Sampers: History of Sampling, What is a Sampler, Logic EXS24 Sampler, Sampling in Logic Go • • • •

Sound on Sound website YouTube Quizlet Kahoot

NOTES What is working well at the moment?

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LOWER SIXTH FORM CURRICULUM GUIDE

SUBJECT

PHOTOGRAPHY Exam Board: OCR

Head of Department: Mrs E Burns

Name of Teacher:

Unit 1 Abstract, Distort, Enlarge This is a foundation project which will be included in the student’s coursework. It is impor tant that the following elements are considered through the project. Artist Research Demonstrate knowledge and understanding of: relevant materials, processes, technologies and resources. How ideas, feelings and meanings can be conveyed and interpreted in images and artefacts. How images and artefacts relate to the time and place in which they were made and to their social and cultural contexts, continuity and change in different genres, styles and traditions. Practical work, developing ideas Record experiences and observations, in a variety of ways using drawing or other appropriate visual forms; under take research; and gather, select and organise visual and other appropriate information. Explore relevant resources; analyse, discuss and evaluate images, objects and ar tefacts; and make and record independent judgements. Apply knowledge and understanding in making images and ar tefacts; review and modify work; and plan and develop ideas in the light of their own and others’ evaluations.

What can I do to support my child’s progress in this subject? The best exhibitions in London • Fons Americanus, Tate Modern • Antony Gormley, Royal Academy • Tim Walker: Wonderful Things, V&A • William Blake, Tate Britain • Dora Maurer • Olafur Eliasson – In Real Life, Tate Modern • Mary Quant, V&A • Alice In Wonderland, V&A • Feast for the Eyes – The Story of Food in Photography, The Photographer’s Gallery • Rembrandt’s Light, Dulwich Picture Gallery • The Credit Suisse Exhibition: Gauguin Portraits, National Gallery • Pre-Raphaelite Sisters: Models, Artists, Muses, National Portrait Gallery • Bridget Riley, Hayward Gallery • Lucian Freud: The Self Portraits, Royal Academy

An outcome for this project will be produced in the mock exam. Students will finalise this project leading up to Easter. Having returned from Easter, they will star t the personal investigation.

NOTES What is working well at the moment?

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R E I G AT E G R A M M A R S C H O O L

SUBJECT

PHYSICAL EDUCATION Exam Board: AQA

Head of Department: Mrs L Mitchell

Name of Teacher:

Paper 1 – Factors affecting participation in physical activity and sport Section A -Applied Anatomy and Physiology Cardiovascular system, Respiratory system, Neuromuscular system, musculoskeletal system and analysis of movement, energy systems. Section B - Skill Acquisition Skill, skill continuums and transfer of skill, impact of classification of skill on practice of learning, Principles and theories of learning and performance, Use of Guidance and feedback, Information processing

What can I do to support my child’s progress in this subject? • • • • •

Non-exam assessment – start videoing early The more footage there is, the easier it is to identify skills/tactics Whole matches/competitions/performances need to be recorded Easiest to set up a tripod with video equipment at the side so we can see the whole game Video needs to be set up in appropriate location to see the best of the performer – e.g. in netball, to video GS, set up at attacking end not from the defensive end as it is harder to see the player

Section C - Sport and Society Pre Industrial (pre-1780), Industrial and post-industrial (17801900), Post world war II (1950-present), Sociological theory applied to equal oppor tunities. Non-Exam Assessment The non-exam assessment is wor th 30% of final mark. The maximum number of marks you can score for your non-exam assessment is 90 marks. There are two aspects to the non-exam assessment: • •

Performance assessment (practical performance) – 45 marks Performance analysis assessment (analysis and evaluation) – 45 marks

NOTES What is working well at the moment?

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LOWER SIXTH FORM CURRICULUM GUIDE

SUBJECT

PHYSICS Exam Board: EDEXCEL

Head of Department: Miss G Cooper

Mechanics

Name of Teacher:

What can I do to support my child’s progress in this subject?

Electricity Waves Materials Thermodynamics Further Mechanics

Read • Popular Physics books – the library has a great selection • Physics World magazine • Journal articles – search online and ask your teacher Watch and Listen • Podcasts, e.g. from The BBC – 5 Live Science Podcast, Infinite Monkey Cage and Vertasium • Documentaries on space, engineering e.g. The Secrets of Light and Energy – the BBC is a great starting place Go • • • •

Attend TSI Friday and other lectures in school Physics in Action lecture day The Moon Exhibition at the National Maritime Museum Public lectures – look out for information from the science department

NOTES What is working well at the moment?

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R E I G AT E G R A M M A R S C H O O L

SUBJECT

POLITICS Exam Board: EDEXCEL

Head of Department: Mr J Haskey

Name of Teacher:

Paper 1, Section A – UK Politics, Political Participation • Democracy and Participation • Political Parties • Electoral Systems • Voting Behaviour and the Media Paper 2, Section A – UK Politics, Governing the UK • The Constitution • Parliament • The Prime Minister and Executive • The Judiciary and relations with other branches Paper 1, Section B – UK Politics, Core Political Ideas • Liberalism • Conservatism

What can I do to support my child’s progress in this subject? Read • Newspapers – The Guardian, The Times, The Telegraph, The Independent • Magazines – The Week, The Spectator, The Economist, Prospect Watch and Listen • Watch – BBC Question Time, Sky News – Adam Bolton Show, CNN, Fox News, The Daily Show with John Stewart, BBC News – Beyond 100 Days • Listen – BBC Today Programme, BBC Pienaar’s Politics, BBC – Westminster Hour, BBC – Political Thinking with Nick Robinson Go • UK Supreme Court – Parliament Square • Parliament

NOTES What is working well at the moment?

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LOWER SIXTH FORM CURRICULUM GUIDE

SUBJECT

PRODUCT DESIGN Exam Board: EDUQAS WJEC

Head of Department: Mr P Williams

Designing and Innovation • Research • Analysis of Problem • Ergonomics • Innovation • Design Detail Product Analysis • Production Method • Form vs Function • Trends/styles/fashions

Name of Teacher:

What can I do to support my child’s progress in this subject? Eduqas Course Specification • www.eduqas.co.uk Visits: • Design Museum https://designmuseum.org • V and A Museum www.vam.ac.uk • Science Museum www.sciencemuseum.org.uk

Materials and Components • Materials, components and application • Working characteristics of materials • Modern material tech. • Choosing materials • Components and application Industrial and Commercial Practices • Employment and commercial practises • Manufacturing systems • Stages of production • Detailed manufacture methods • Management systems • Safe working practises A Level Portfolio • Product analysis and research • Developing a specification • Generating, developing ideas • Evaluating and decision making NOTES What is working well at the moment?

What is working well at the moment?

What are the areas for growth and improvement?

Additional Comments…

R E I G AT E G R A M M A R S C H O O L

SUBJECT

PSYCHOLOGY Exam Board: AQA

Head of Department: Miss F Lee

Paper 1 – Introductory Topics in Psychology • Psychopathology • Attachment • Social Influence • Memory and Forgetting Paper 2 – Psychology In Context • Key Approaches • Biopsychology • Research Methods Part 1

Name of Teacher:

What can I do to support my child’s progress in this subject? Read • Newspapers – a broad variety • Magazines – Psychology Review • Websites – BPS Research Digest • A variety of books available in the department. Watch and Listen • Watch – a variety of documentaries from the BBC that focus on human behaviour • Listen – podcasts including All In The Mind • A variety of DVDs available in the department. Go • Freud Museum • Guildford Crown Court to listen to testimonies • Science Museum

NOTES What is working well at the moment?

What is working well at the moment?

What are the areas for growth and improvement?

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LOWER SIXTH FORM CURRICULUM GUIDE

SUBJECT

SPANISH Exam Board: AQA

Head of Department: Ms A-M Vaughan

Name of Teacher:

Theme one: Aspects of Hispanic Society • Modern and traditional values • Cyberspace • Equal rights Theme two: Artistic culture in the Hispanic world • Influence of celebrities • Spanish regional identity • Cultural heritage Film • Pan’s Labyrinth Grammar • Present tense: regular, irregular, radical changing, reflexive • Adjectives and apocopation • Comparatives • Direct and indirect object pronouns • Imperfect vs preterite • Verbs like gustar • The perfect tense • Relative pronouns • The near and simple future, the conditional • Negative constructions • The present subjunctive • Relative pronouns • The imperative • Por and para/ser and estar • Active and passive voices

What can I do to support my child’s progress in this subject? Read • www.20minutos.es • www.elmundo.es • www.bbc.com/mundo • My day-the day-translations • Modern languages Study Guides-Hodder- La Casa de Bernarda Alba • Critical Guides to Spanish Texts-La Casa de Bernarda AlbaC.B.Morris • Spanish short stories: Cuentos en español edited by John R.KingPenguin Watch and Listen • www.youtube.com/channel/UCS0lmlVIYVz2qeWlZ_ynIWg • DVDs from the Spanish department/library available on loan Go • Ensure attendance to language assistant individual classes • Kerboodle • Dynamic Learning

NOTES What is working well at the moment?

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R E I G AT E G R A M M A R S C H O O L

SUBJECT

THEOLOGY AND PHILOSOPHY Exam Board: AQA

Head of Department: Mr E Hogarth

Philosophy (PMJ) • The Ancient Greeks • Soul, Mind and Body • The Problem of Evil • Existence of God Ethics (ERH) • Natural Law • Situation Ethics • Kantian Ethics • Utilitarianism • Issues of Life: Euthanasia • Business Ethics Developments • Augustine (KGC) • Knowledge of God’s Existence (KGC) • The Person of Jesus (ERH) • Christian Moral Principles (ERH) • Christian Moral Action (Bonhoeffer) (ERH)

Name of Teacher:

What can I do to support my child’s progress in this subject? Read • Newspapers - The Guardian, The Times, The Telegraph, The Independent • Stephen Law - The Philosophy Gym • Julian Baggini- The Pig that wants to be eaten • Pirie - How to win every argument: the use and abuse of logic • Vardy - The Puzzle of God/Ethics/Sex/Evil • Davies - Introduction to the Philosophy of Religion • Books from the T&P Library in BL10 (please see any of the T&P teachers for specific recommendations) Watch and Listen • TED talks www.ted.com are a great way to find out about global and political issues, as well as philosophical or ethical debates. • Horizon • The Good Place (Netflix) • Podcasts available from BBC Radio 4: In our time More or Less Moral Maze Infinite Monkey Cage Go • The Academy • A current affair’s debating club that attracts pupils from across a wide range of disciplines. (5th and 6th Form only). Fridays 1:30pm in BL13

NOTES What is working well at the moment?

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LOWER SIXTH FORM CURRICULUM GUIDE

REFLECTIONS Suggestions for conversation starters that will help conclude the conversations you have had this evening and set tangible targets for future growth and improvement. These conversations will be further reinforced at school between the student and tutor. What are the specific targets and goals for the current academic year?

Are there any common themes regarding the improvement of specific skills that have emerged this evening?

Is the home working environment as effective as it could be?

Is there a positive and structured plan for when independent work at home takes place?

What co-curricular activities does the student do to enrich their academic life and help support their future academic aspirations?

What does the student do to ensure they promote their own wellbeing and positive mental health?

R E I G AT E G R A M M A R S C H O O L

STUDENTS: TO WHAT EXTENT DO I… META THINKING

• • • •

use a range of learning techniques? understand how I can make better progress in my learning? correct and improve my own work? use what I already know to approach new work?

• • •

grasp learning objectives as part of the bigger picture? hook new ideas onto prior knowledge? find connections to help me learn?

• • •

find evidence and reasoning to support my point of view? break down a task and work precisely to complete it? understand success criteria and know how to achieve success?

• • •

think ‘outside the box’ to experiment with new ideas? find more than one solution to a problem? unpick why something works and explain this to others?

CREATING

• •

work to make some skills automatic so they no longer require active thinking, including use of key words? build up speed of working without sacrificing accuracy?

REALISING

• •

collaborate with other students, keeping an open mind to their ideas? contribute to a hardworking environment which helps all succeed?

•

respond positively to advice on how to improve and complete any advised corrections or re-drafts? take risks in developing my own solutions and ideas?

AGILITY

arrive on time, motivated and willing to learn, completing all tasks by the deadlines set and practising as much at home as at school? show resilience, being unafraid to get my first attempt wrong? keep my files and notes organised?

HARD WORKING

•

• • •

LINKING

ANALYSING

EMPATHISING

LOWER SIXTH FORM CURRICULUM GUIDE

TEACHERS: TO WHAT EXTENT DO I… • • •

use a wide range of tasks and techniques to meet individual needs? use a range of strategies to determine what students know? feedback through activities, such as DIRT and Learning Cycles, to progress learning?

• • •

link learning objectives with past and future ideas? provide opportunities for interleaving and spaced learning? scaffold activities to enable clear progression of thinking?

• • •

help students to select the best ideas? enable pupils to break down problems or tasks? provide students with clear success criteria, models or WAGOLLs (What A Good One Looks Like)?

• • •

give opportunities for a creative approach to Problem Solving? consider tasks where there is not just one ‘right answer’? give students thinking time and opportunities to experiment with their own ideas?

•

provide regular and frequent opportunities to develop automaticity for key skills and content? support students to organise their notes and work within the planned Flight Path to cement learning?

•

• •

provide opportunities for students to work together? build nurturing relationships and believe in ‘success for all’?

•

use a variety of activities and rich questioning to challenge students and make them the centre of their own learning? collaborate with others, sharing practice and trying new methods?

•

• •

fully prepare my lessons, arriving on time and teaching in an environment that stimulates learning? positively engage with students so they feel safe to make mistakes?

R E I G AT E G R A M M A R S C H O O L

WEEK COMMENCING:

PLANNER MORNING

MONDAY

TUESDAY

Before School

Period 1

AFTERNOON

Period 2

Period 3

BREAK Period 4

Period 5

LUNCH Period 6

EVENING

Period 7

After School

WEDNESDAY

LOWER SIXTH FORM CURRICULUM GUIDE

THURSDAY

FRIDAY

SATURDAY

SUNDAY

BREAK

LUNCH

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