Key Stage 5 Curriculum Guide 2017 by St George's Communications

International School, Luxembourg A.S.B.L.

Key Stage 5 Curriculum

Table of Contents Introduction ......................................................................................................................... 3 AS Subject Entry Requirements Matrix ................................................................................... 5 AS/A2 Art ............................................................................................................................ 7 Biology .............................................................................................................................. 10 Business studies ................................................................................................................. 12 Chemistry .......................................................................................................................... 14 Computer Science .............................................................................................................. 16 Drama and theatre studies.................................................................................................. 19 Economics ......................................................................................................................... 22 English Literature ............................................................................................................... 25 Geography ......................................................................................................................... 28 MFL (German, French)........................................................................................................ 30 History .............................................................................................................................. 34 Mathematics ...................................................................................................................... 36 Media Studies .................................................................................................................... 38 Music technology ............................................................................................................... 40 Performing Arts BTEC Level 3 ............................................................................................. 42 Physics .............................................................................................................................. 44 Psychology ........................................................................................................................ 46

Introduction At St George’s International School, we offer students a range of international AS, A-Level and BTEC courses from a variety of UK exam boards (Edexcel, AQA and CIE). The international AS (Advanced Subsidiary) Level, A (Advanced) Level and BTEC courses focus on traditional study skills and take a minimum of 2 years to complete. They are the accepted route into University and Higher Education in the UK and worldwide, although they are not the only route. These are very demanding and academically rigorous courses offered by UK examination boards. They enable students to study individual subjects in depth, and to specialise in those areas in which they feel they are particularly strong and have a keen interest. MODULAR AND LINEAR A-LEVELS There are two separate routes through the A-Level system, modular and linear. Modular A-Levels are those where the marks achieved at AS Level, at the end of Year 12, count towards their overall A-Level grade, at the end of Year 13. Linear A-Levels are those where the students are free to take the AS Level, but the marks will no longer count towards the A-Level grade. Instead they will be a standalone qualification and if students wish to continue in this subject to A-Level then they will be examined on the two year course at the end of Year 13. Modular Biology Business Studies Chemistry Computer Science Economics English Literature Geography History Mathematics Media Studies Physics

Linear Art Drama and Theatre Studies French German Music Music Technology Psychology

BTECs BTECs are career-based qualifications designed to give students the skills they need to move on to higher education or go straight into employment. BTECs develop a range of practical knowledge and skills which help learners to prepare for their chosen career. Classroom style teaching combined with project work and practical, work-related activities help to develop students' behavioural skills, which can include teamwork, creative thinking and presentation skills. More employers and Higher Education institutions than ever before are choosing BTEC-qualified candidates for their academic and practical knowledge and skills. BTECs are graded using a Pass (P), Merit (M), Distinction (D) and Distinction* (D*) scale. If the work produced isn’t of a high enough quality to pass with a P grade, you will be awarded a U, which means ‘Unclassified’. As with A Levels, BTECs qualify for UCAS points.

The BTEC we are offering in school is a Double Award which means it takes the place of 2 A Levels. More information on this can be found later in this curriculum guide. HOW TO SELECT YOUR COURSE You can now choose a course of study that is more flexible for you, whether you want to stay for one year, two years or three years at Sixth Form it is entirely up to you, however, in Year 12 you are required to study 4 subjects and one can be dropped at the end of the year. “When you choose your A-Level you shouldn’t choose it for the specification, you

should choose it based on what really interests you and what you are good at.” Universities are interested in quality rather than quantity. For most university applications it is necessary for students to have three good A-Level passes at grade B or above. ENTRY REQUIREMENTS Sixth Form entry The amount and depth of content at A-Level and BTEC cannot be compared to the course content at GCSE level and therefore students need to appreciate and respect the volume and complexity of the work they will undertake. It is therefore necessary that students complete considerable self-directed study, reviewing classroom notes and reading ahead from their textbooks. These entry requirements are a guideline as to the minimum requirements needed to succeed at AS Level; each student’s suitability for a course will be judged on an individual basis and will require a discussion between the student and subject teachers. Please note that a minimum of four students are required for a course to run. Entry into Year 13 requires three C grades or above at AS Level. UCAS TARIFF TABLES UCAS Tariffs A2 Grade Points A* 56 A 48 B 40 C 32 D 24 E 16

UCAS Tariffs AS Grade Points A B C D E

20 16 12 10 6

BTEC Diploma Tariffs Grade Points D*D* 112 D*D 104 DD 96 DM 80 MM 64 MP 48 PP 32

AS Subject Entry Requirements Matrix These entry requirements are a guideline as to the minimum requirements needed to succeed at AS Level; each student’s suitability for a course will be judged on an individual basis. Please note that a minimum of four students are required for a course to run.

SUBJECT Art 8AD01

EXAM BOARD Edexcel

ESSENTIAL MINIMUM ENTRY REQUIREMENTS (GCSE or equivalent)  Grade B in art  A good portfolio of work

PREFERRED SKILLS and/or QUALIFICATIONS   

Biology 9700

CIE

  

Grade B in science Grade C in English Grade C in maths

  

Business studies 9609

CIE

Chemistry 9701

CIE

 

Grade B in maths Grade C in English

  

Grade B in science Grade C in maths Grade C in English

    

Computer Science 9608

CIE

  

Drama and theatre studies 9DRO Economics 9708

Edexcel



Grade B in ICT or equivalent Grade B in maths A high level of mathematical skills Grade C in English

 

  

CIE

 

Grade C in English Grade C in maths



 English literature XETO1/YETO1

Geography 9696

Edexcel

CIE



Grade B or above in English or the recommendation of the teacher



Grade C in English



An interest in art, both contemporary and historical, is essential The ability to work independently Willingness to visit art galleries and exhibitions outside of school during own free time Grade A in science recommended A high level of motivation and enthusiasm for science is also required An aptitude for literacy is of benefit IGCSE in business studies is an advantage An interest in business issues is essential Grade A in science recommended Grade B in maths recommended A high level of motivation and enthusiasm for science is also required An interest in computing is essential Self-motivation – you will be required to work using your own initiative Grade C in drama Experience of public performance An interest in drama and theatre is essential No previous study of the subject is assumed, but IGCSE in economics is an advantage An interest in economic issues and current affairs is essential An interest in literature in all its forms is essential A strong work ethic and the desire to be challenged An interest in geography and current affairs is essential

PAGE

 French language (MFL) 8FR01/9FR01

Edexcel



Grade A in French



 German language (MFL) 8GN01/9GN01

Edexcel

History XHI01

Edexcel

Mathematics XMA01/YMA01

Edexcel



Grade A in German

 



Grade C in English

 



Grade A in maths

   

Media studies 9607

CIE



Grade C in English

  

Music technology 8MT01

Performing Arts BTEC

Edexcel

 



Grade C in English Grade B in music or a portfolio to demonstrate musical ability and understanding Grade C in English

     

Physics 9702

Psychology 9PS0

CIE

Edexcel

  

Grade B in science Grade B in maths Grade C in English



  

Grade B in English Grade B in science Grade C in maths



 



Geography GCSE (or equivalent) is essential Interest and good understanding of the French language and culture Willingness to communicate orally and in writing Interest and good understanding of the German language and culture Willingness to communicate orally and in writing An interest in history is essential History GCSE is desirable but not essential An interest in mathematics is essential Self-motivation – you will be required to work on your own initiative A logical and inquisitive mind Excellent knowledge and skills in algebra and trigonometry Grade B in GCSE media is desirable An interest in current trends in different types of media Capable of demonstrating flair and creativity with a good eye for art & design Have been studying at least one instrument for several years An ability to study and work well on your own Must be ICT literate Experience of public performance (drama, dance, music) Strong work ethic + a desire to be challenged An interest in business issues relating to performing arts Grade A recommended in science Grade A recommended in maths A high level of motivation and enthusiasm for science and mathematics is also required Demonstration of self-discipline and independent working Ability to analyse data and research methods

AS/A2 Art Edexcel (8AD01) What will students learn? The aims of the AS & Advanced GCE in art & design are to encourage students to develop:  intellectual, imaginative, creative and intuitive powers  investigative, analytical, experimental, practical, technical and expressive skills, aesthetic understanding and critical judgement  independence of mind in relation to developing their own ideas, refining their own intentions and personal outcomes  an interest in, enthusiasm for, and enjoyment of art, craft and design  experience of working with a broad range of media, including traditional and new media technologies  an understanding of the interrelationships between art, craft and design processes and an awareness of the contexts in which they operate  experience of working within relevant and real frameworks and, where appropriate, make links to the creative industries  knowledge, understanding and application of art, craft, design and media and technologies in contemporary and past societies and cultures  an awareness of different roles, functions and audiences and consumers of art, craft and design practice. Students will need to show the following qualities: This specification requires students to develop practical and theoretical 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  a working visual/written vocabulary and specialist terminology. This specification requires students to develop the skills to:  record experiences and observations, mainly in visual form; undertake research and gather, select and organise visual and other appropriate information  explore relevant resources; analyse, discuss and evaluate images, objects and artefacts; make and record independent judgements  use knowledge and understanding of the work of others to develop and extend thinking and inform own work  generate and explore potential lines of enquiry using appropriate media and techniques  apply knowledge and understanding in making images and artefacts; review and modify work, and plan and develop ideas in the light of own and others’ evaluations  organise, select and communicate ideas, solutions and responses, and present them in a range of visual, tactile and/or sensory forms. 7

How will students be assessed?

Unit number and unit title

Overview of content and assessment information

Number of marks allocated in the unit

Component 1 This component allows students opportunities to generate and develop ideas, research primary and contextual Personal sources, record practical and written Investigation observations, experiment with media and processes, and refine ideas towards producing personal resolved 9AD0/01 outcome(s). This will require students to address each of the assessment objectives. Students must work within one of the following titles: art, craft and design, fine art, graphic communication, textile design, three-dimensional design, photography. Assessment ● Incorporates three major elements: supporting studies, practical work, and a personal study. ● Supporting studies and practical work will comprise a portfolio of development work and outcomes based on themes and ideas developed from personal starting points. ● The personal study will be evidenced through critical written communication showing contextual research and understanding in a minimum 1000 words of continuous prose, which may contain integrated images.

60% of the total

Work must cover all four assessment objectives and be marked using the Edexcel assessment grid

Component 2 This component allows students opportunities to generate and develop ideas, research primary and contextual Externally sources, record practical and written observations, Set experiment with media and processes, and refine ideas Assignment towards producing personal resolved outcome(s) in response to an externally set theme. 9AD0/02 This will require students to address each of the assessment objectives. Students must continue to work within the same title as component 1. Assessment Incorporates two major elements: preparatory studies and the 15–hour period of sustained focus. ● Preparatory studies will comprise a portfolio of practical and written development work based on the Externally Set Assignment. ● During the 15–hour period of sustained focus under examination conditions, students will produce final outcome(s) extending from their preparatory studies in response to the Externally Set Assignment. ● The Externally Set Assignment is released on 1 February and contains a theme and suggested starting points. ● Students have from 1 February until the commencement of the final 15–hour period of sustained focus to develop preparatory studies.

40% of the total qualification Marks available: 72. The 15–hour period of sustained focus under examination conditions may take place over multiple sessions (a maximum of five, within three consecutive weeks). ● Work must cover all four assessment objectives and be marked using the Edexcel assessment grid

qualification Marks available: 90. The personal study comprises 12% of the total qualification and is marked out of 18.

What do students need to take this course?

   

Grade B or above in art at GCSE and a good portfolio of work An interest in art, both contemporary and historical is essential The ability to work independently Willingness to visits art galleries and exhibitions in their own time

What can students do after they finish this course? Art is good for students who wish to undertake further studies in art, craft and design, usually at Art College or in further education. It is also useful for those who are hoping to take up careers for which an art and design background is relevant. Employment opportunities with Art qualifications: Animator Architect Art director Art therapist Ceramicist Fine Artist Film maker Illustrator Musician Printmaker Publisher Teacher Stylist

Automotive designer (transport) Costume designer Fashion designer Games designer Graphic designer Industrial designer Interior designer Product designer Textile designer Theatre / set designer Shoe designer Web designer

Advertising layout Exhibition curator Fashion buyer Fashion journalist Landscape architect Location finder (TV & films) Magazine layout Make-up artist/ stylist Performing arts Photographer Picture editor TV producer Window dresser Writer/ Radio

Famous people who went to Art school: Actors: Rachel McAdams, Adam Sandler, Brad Pitt, Ben Stiller, Alan Rickman, Robbie Coltrane, Bonnie Wright, Peter Capaldi, (Dr Who), Lily Cole (model/actress/broadcaster). Musicians: Kanye West, Chuck D, John Lennon, Freddie Mercury, Ian Dury (Ian Dury and the Blockheads), Keith Richards, David Byrne (Talking Heads), Franz Ferdinand, Steve Mackey, (bass guitarist for Pulp), Florence Mary Welch (Florence + the Machine). Film directors: Steven Spielberg, Ridley Scott (Alien, Gladiator). Fashion designers: Stella McCartney, Vivienne Westwood, Christopher Bailey (Burberry). Artists: David Hockney (painter, printmaker), Peter Blake (Designed the Beatles' album cover “Sgt. Pepper's Lonely Hearts Club Band”), Raymond Briggs (illustrator and author, The Snow Man, Fungus the Bogeyman). Car designers: Ian Callum, (Director of Design for Jaguar), Dirk van Braeckel (Head of Design at Bentley Motors). 9

Biology CIE (9700) What will students learn? The A-Level biology course is split into two modules: the first will be studied and examined in Year 12 (AS) and the second will be studied and examined in Year 13 (A2). The AS level course will cover the following topics: 1 Cell structure 2 Biological molecules 3 Enzymes 4 Cell membranes and transport 5 The mitotic cell cycle 6 Nucleic acids and protein synthesis 7 Transport in plants 8 Transport in mammals 9 Gas exchange and smoking 10 Infectious disease 11 Immunity

The A2 course will then continue with the following topics: 12 13 14 15 16 17 18 19

Energy and respiration Photosynthesis Homeostasis Control and co-ordination Inherited change Selection and evolution Biodiversity, classification and conservation Genetic technology

How will students be assessed? Exam Paper

Component

Exam Length

Exam Weighting

Multiple choice

1 hour

31% AS Level 15.5% A-Level

AS Structured questions

1 hour 15 min

46% AS Level 23% A-Level

Advanced practical skills

2 hours

23% AS Level 11.5% A-Level

A2 Structured questions

2 hours

38.5% A-Level

Planning, analysis and evaluation

1 hour 15 min

11.5% A-Level

What do students need to take this course?  Grade B or above in Double Award science IGCSE (grade A recommended)  Grade C or above in English IGCSE  Grade C or above in mathematics IGCSE  An aptitude for literacy is of benefit as the A-level biology course has an abundance of unfamiliar vocabulary embedded in it that requires it to be learned and used articulately in the correct context.  A high level of motivation and enthusiasm for science is also required. Biology is a difficult subject which is covered in great depth and, as such, requires a large amount of home study. What can students do after they finish this course? A-Level biology will give students an awareness of the natural world around them. It will provide them with the ability to think objectively and apply a scientific argument to situations outside of the classroom. These skills are transferrable and are recognised by universities even if they do not intend to pursue a career in the sciences. A qualification in biology will increase a student’s chances of accessing a variety of science-based courses at a tertiary level and is especially useful if they have ambitions to enter a career in the natural/biological sciences such as marine biology, medicine, dentistry, microbiology, biochemistry and many more other avenues.

Business studies CIE (9609) What will students learn? The A-Level business studies syllabus enables students to understand and appreciate the nature and scope of business and the role it plays in society. The syllabus covers economic, environmental, ethical, governmental, legal, social and technological issues and leads to an understanding of organisations and the markets they serve. Students also study the management of organisations and, in particular, the process of decisionmaking. The following topics are studied in the core syllabus (AS) during Year 12 and in the extended syllabus (A2) during Year 13: 

Business and its environment: enterprise, business structure, size of business, business objectives, stakeholders, external influences



People in organisations: management and leadership, motivation, human resource management, organisation structure, business communication



Marketing: market research, the marketing mix, marketing planning, international marketing



Operations and project management: operations planning, inventory management, capacity utilisation, lean production, quality, project management



Finance and accounting: sources of finance, cash flow forecasts, costs, budgets, accounting fundamentals, budgets, published accounts, investment appraisals



Strategic management: strategic analysis, strategic choice, strategic implementation

How will students be assessed? Exam Paper

Paper 1

Paper 2 Paper 3

Exam Length/ Weighting

Breakdown of Exam

1 hour 15 minutes 40% AS 20% A2

Section A: 4 short answer questions Section B: essay on core curriculum (1 from a choice of 3 questions)

Components

Based on core topics

Based on core topics Based on core and extension topics

1 hour 30 minutes 60% AS 30% A2 3 hours 50% A2

2 data response questions Case study: 5 questions + 1 essay (from a choice of 2)

What do students need to take this course?

 No previous study of the subject is assumed, but IGCSE in business studies is an advantage  An interest in business issues is essential  Grade B in GCSE maths  Grade C in English

What can students do after they finish this course? By the end of this course students will understand the nature of business and its role in society and have an appreciation of the diverse issues that are associated with business activity. They will also have developed skills in decision-making and problem solving, the management of information and effective communication. These skills are valuable for both further studies and in most careers. A-Level business studies is widely recognised and accepted by universities and employers as proof of essential knowledge and ability. As well as providing an excellent base for a career in all kinds of business, it is also useful for those thinking of careers in law, economics and accounting.

Chemistry CIE (9701) What will students learn? The A-Level chemistry course is spread over two years and consists of physical chemistry, inorganic chemistry and organic chemistry. Students will be assessed on their knowledge and understanding skills; data-handling and problem-solving skills and experimental skills and investigations. Physical chemistry includes the study of: Atomic structure; atoms, molecules and ratios; chemical bonding; states of matter; chemical energetic; electrochemistry; equilibria and acid-base equilibiria; and reaction kinetics Inorganic chemistry includes the study of: A selected range of elements and their compounds; patterns in the Periodic Table across Period 3 and down Groups II, IV and VII; transition elements and their compounds; everyday aspects of nitrogen, sulphur and their compounds Organic chemistry is the study of hydrocarbon compounds and their associated functional groups. This includes: alkanes, alkenes, arenes, halogenoalkanes, alcohols, aldehydes and ketones, carboxylic acids and esters, nitriles, amides, amines and amino acids. Students will study the structures, reaction mechanisms, uses and impacts on environment and economy. At the end of the first year students will take an AS examination on the material covered. During the second year, these topics are studied in greater depth leading to an A-Level qualification after examination.

How will students be assessed? Exam Paper

Component

Exam Length

Exam Weighting

Multiple choice

1 hour

31% AS Level 15.5% A-Level

AS Structured questions

1 hour 15 min

46% AS Level 23% A-Level

Advanced practical skills

2 hours

23% AS Level 11.5% A-Level

A2 Structured questions

2 hours

38.5% A-Level

Planning, analysis and evaluation

1 hour 15 min

11.5% A-Level

What do students need to take this course?

 Grade B in Double Award science IGCSE (grade A recommended)  Grade C or above in mathematics IGCSE (grade B recommended)  Grade C or above in English IGCSE  A high level of motivation and enthusiasm for science is also required What can students do after they finish this course? A-Level chemistry will provide students with the ability to think objectively and logically; analyse data; plan and execute investigations; recognise usefulness and limitations of scientific method and apply to other disciplines or everyday life. These skills are transferrable and are recognised by universities. Chemistry is essential for further study in chemistry or biochemistry medicine, dentistry and veterinary science. It is also recommended for studying life sciences (including biology, genetics, neuroscience and pharmacy). The analytical skills gained in chemistry provide a good basis for careers in many sectors including finance, management, law, computing and IT.

Computer Science CIE (9608) What will students learn? The aims of the Computer Science course are to gain:

Assessment is through the following papers:

 

Paper 1 Theory fundamentals

 



Computational thinking skills; Understanding of the main principles of solving problems using computers; Understanding that every computer system is made up of subsystems, which in turn consist of further subsystems; Understanding of the component parts of computer systems and how they interrelate, including software, data, hardware, communications and people; Skills necessary to apply the above understanding to develop computer-based solutions to problems.

The Computer Science course has two assessment objectives:

Knowledge with understanding •

• •

Show understanding of the characteristics and methods of operation of component parts of computer systems and their subsystems; Describe, explain and use various different methods of representing data for use in computer systems; Comment critically on ethical issues arising from the use of computer solutions.

This written paper contains short-answer and structured questions. There is no choice of questions. Externally assessed Paper 2 Fundamental Problem-solving and Programming Skills This written paper contains short-answer and structured questions. There is no choice of questions. Topics will include those given in the prerelease material. Externally assessed Paper 3 Advanced Theory This written paper contains short-answer and structured questions. There is no choice of questions. Externally assessed

Skills

Paper 4

•

Further Problem-solving and Programming Skills

•

Apply knowledge with understanding to computational problems Select, justify and apply appropriate techniques and principles to develop data structures and algorithms for the solutions of computational problems Design, implement, document and evaluate an effective solution using appropriate hardware, software and programming languages.

This written paper contains short-answer and structured questions. There is no choice of questions. Topics will include those given in the prerelease material. Externally assessed

Exam Paper Paper 1

Components      

Paper 2

     

Paper 3

Paper 4

         

Information representation Communication and Internet technologies Hardware Processor fundamentals System software Security, privacy and data integrity Ethics and ownership Database and data modelling Algorithm design and problemsolving Data representation Programming Software development Data representation Communication and Internet technologies Hardware System software Security Monitoring and control systems Computational thinking and problem-solving Algorithm design methods Further programming Software development

Exam Length/Weighing Duration: 1Hr 30 min (75 Marks)

Breakdown of Exam Written paper on section 1

50% - AS Level 25% - A Level

Duration: 2Hrs (75 Marks)

Written paper on section 2

50% - AS Level 25% - A Level Duration: 1Hr 30 min (75 Marks)

Written paper on section 3

25% - A Level

Duration: 2Hrs (75 Marks)

Written paper on section 4

25% - A Level

What do students need to take this course?

   

Grade A* to B in IGCSE ICT/Computer Science or equivalent Grade A* to B in I/GCSE Mathematics Self-motivation – students will be required to work using their own initiative An interest in computing is essential

What can students do after they finish this course? This A and AS level course deals with topics that students may require in the first year of a Computer Science, Mathematics or engineering degree. This gives learners the knowledge, understanding and skills that they need to prepare for higher education.

Drama and theatre studies Edexcel (9DRO) __________________________________________________________________ What will students learn? Edexcel A-Level drama and theatre studies looks at plays from the point of view of a director, designer, performer and critic. It combines the activities of exploring and performing plays, creating and analysing theatre, and the critical evaluation of all of these elements. Students will experience a range of opportunities to develop their dramatic and theatrical skills, enabling them to grow creatively and imaginatively in both devised and scripted work. The course is designed to give a thorough understanding of drama and theatre, including critical concepts and specialist terminology. Assessment Objectives AO1 Create and develop ideas to communicate meaning as part of the theatre-making process, making connections between dramatic theory and practice (20%) AO2 Apply theatrical skills to realise artistic intentions in live performance (30%) AO3 Demonstrate knowledge and understanding of how drama and theatre is developed and performed (30%) AO4 Analyse and evaluate their own work and the work of others (20%)

How will students be assessed? Students will be examined in three ways. 1. Written portfolio coursework and performances will be assessed internally and moderated externally 2. Live performances will be assessed by a visiting examiner 3. Written exams will be examined externally

What do students need to take this course? ď&#x201A;ˇ ď&#x201A;ˇ ď&#x201A;ˇ

English GCSE at grade C or above An interest in and enthusiasm for performance Performance experience is desirable but not essential

Course Overview

Component number and unit title

Assessment information AS drama and theatre studies

Component 1: Exploration and performance 8DR0/01

Performances (internally assessed) There are two performances required in this component: A group performance of an extract: The group performance is weighted more heavily than the monologue/duologue. The artistic intention of the group piece will be captured in a written portfolio. A monologue/duologue from a second extract: For the monologue/duologue students will have to produce approximately 150-200 words per extract outlining their artistic intention for the piece.

Component 2: Theatre makers in practice

1 hour 45 minute written exam (externally assessed) Component 2 consists of a written examination based on the exploration of a set text and the review of a live piece of theatre.

8DR0/02

Component number and unit title Component 1 DR0/01: Devising

Assessment information A2 Drama and theatre studies Devising Component 1 focuses on a devised original performance piece using one key extract from a performance text and a theatre practitioner as stimuli. Portfolio The portfolio is a student response to statements about the creation and development of their devising project and analysing and evaluation their work. Students are internally assessed on both the portfolio and the final performance. Students stage a group performance and a monologue or duologue.

Component 2 9DR0/02: text in performance Students produce approximately 150-200 words per Externally extract outlining their artistic intention for the piece. assessed by a visiting examiner

Number of marks allocated in the unit 96 marks Coursework 60% of the qualification

48 marks Written examination 40% of the qualification

Number of marks allocated in the unit 80 marks Coursework 40% of the qualification

60 marks Coursework 20% of the qualification

Component 3 9DR0/03: Theatre makers in practice

2 hours and 30 minutes externally examined written paper The new component 3 consists of a written examination based on the exploration of two set texts and the review of a live piece of theatre.

80 marks Written exam 40% of the qualification

What can students do after they finish this course? By the end of this course students will understand the nature of performance from the perspective of an actor, designer, director and critic. They will also have developed skills in team work, decision-making, problem solving and effective communication. These skills are valuable for both further studies and in most careers. Drama and theatre studies A-Level is widely recognised and accepted by universities and employers as proof of essential knowledge and ability. It provides an excellent base for a related career in business, law or politics along with careers in the creative industries, theatre, technical theatre, TV, radio, film, journalism and any other careers which require confident presentation skills. Students will be equipped with the skills and knowledge needed to progress onto performance based courses at both universities and international drama schools.

Economics CIE (9708) What will students learn? The A Level economics syllabus aims to provide a basis of factual economic knowledge. It also allows the student to develop a facility for self-expression and an appreciation of the methods of study used by the economist and the most effective ways economic data can be analysed, discussed and presented. The following topics are studied in the core syllabus (AS) during Year 12 and in the supplementary syllabus (A2) during Year 13: All candidates study these AS-Level topics 1. Basic economic ideas and resource allocation

2. The price system and the micro economy

3. Government microeconomic intervention

 Scarcity, choice and opportunity cost • Positive and normative statements • Factors of production • Resource allocation in different economic systems and issues of transition • Production possibility curves • Money • Classification of goods and services • Demand and supply curves • Price elasticity, income elasticity and crosselasticities of demand • Price elasticity of supply • Interaction of demand and supply • Market equilibrium and disequilibrium • Consumer and producer surplus  Maximum and minimum prices • Taxes (direct and indirect) • Subsidies • Transfer payments • Direct provision of goods and services • Nationalisation and privatisation

A-Level candidates also study these additional topics • Efficient resource allocation • Externalities and market failure • Social costs and benefits; cost-benefit analysis

• Law of diminishing marginal utility • Indifference curves • Budget lines • Types of cost, revenue and profit, short-run and long-run production • Different market structures • Growth and survival of firms • Differing objectives of a firm • Policies to achieve efficient resource allocation and correct market failure • Equity and policies towards income and wealth redistribution • Labour market forces and government intervention 22

- Demand and supply of labour - Wage determination in perfect markets - Wage determination in imperfect markets • Government failure in microeconomic intervention 4. The macro economy

 Aggregate demand and aggregate supply analysis • Inflation • Balance of payments • Exchange rates • The terms of trade • Principles of absolute and comparative advantage • Protectionism

• Economic growth, economic development and sustainability • National Income statistics • Classification of countries • Employment / unemployment • The circular flow of income • Money supply (theory) • Keynesian and monetarist schools • The demand for money and interest rate determination • Policies towards developing economies; policies of trade and aid

5. Government macro intervention

 Types of policy: fiscal, monetary and supply side policy • Policies to correct balance of payments disequilibrium • Policies to correct inflation and deflation

Government macro policy aims • Inter-connectedness of problems • Effectiveness of policy options to meet all macroeconomic objectives

How will students be assessed? Paper

Weighting

Paper 1

40%

20%

30%

15%

30%

15%

1 hour 30 mins

(a) Data response (Core) 1 question (b) Structured essay (Core) 1 from a choice of 3 Paper 3

A Level

1 hour

30 multiple choice questions (Core) Paper 2

AS Level

1 hour 15 mins

15% 23

30 multiple choice questions (Supplement) Paper 4

2 hours 15 mins

(a) Data response (Supplement) 1 question (b) Essays (Supplement) 2 from a choice of 6

10%

25%

There are four Assessment Objectives (AOs) for Cambridge International AS and A Level economics. Students are expected to demonstrate: AO1 Knowledge and understanding Outline concepts and theories. AO2 Application Interpret and apply knowledge and understanding to information presented in written, numerical or graphical form. AO3 Analysis Analyse economic issues and arguments, using relevant economic concepts, theories and information, and communicate conclusions in a clear, reasoned manner. AO4 Evaluation Critically evaluate economic information, arguments, proposals and policies, taking into consideration relevant information and economic principles and distinguishing facts from hypothetical statements and value judgements. What do students need to take this course?

 Grade C in English  Grade C in maths  No previous study of the subject is assumed, but IGCSE economics is an advantage  An interest in economic issues and current affairs is essential What can students do after they finish this course? The A Level economics syllabus enables students to acquire a sound foundation of economic ideas, and allows students to gain the ability to explain and analyse economic issues and arguments and to evaluate economic information. These are skills which are useful both in further education and the employment market. The economics A Level is widely recognised and accepted by universities and employers as proof of essential knowledge and ability. It provides an excellent base for a related career in business, law, economics and accounting.

English Literature Edexcel XETO1/YETO1 What will students learn? The A-Level English Literature course is split into two units of study. The first study unit is covered in year 12 and examined in May/June 2018 (IAS), and the second unit is studied in year 13 and is examined in May/June 2019 (IA Level). The assessment objectives for the course include: 1. The ability to respond to texts of various genres in the three main literary forms (prose, poetry and drama). 2. An understanding of the ways in which writers’ choices of form, structure and language shape meanings. 3. The ability to produce informed, independent opinions and judgements on literary texts. 4. The ability to communicate clearly the knowledge, understanding and insight appropriate for literary study. 5. The ability to appreciate and discuss varying opinions of literary works. IAS Unit 1: Post 2000 Poetry & Modern Prose. This unit explores poetry and prose written during the first decade of the 21st Century.  Poetry: Selection of specified modern poetry from Poems of the Decade: An Anthology

of the Forward Books of Poetry 2002 - 2011. 

Prose: Students study one prose text written post 2000.  The Kite Runner – Khaled Hosseini  The Life of Pi – Yann Martel  The White Tiger – Aravind Adiga  Brooklyn – Colm Toibin  Purple Hibiscus – Chimamanda Ngozi Adichie

IAS Unit 2: Drama. This unit explores both pre 1900 Drama texts and post 1900 drama texts. Pre 1900: Students study one pre 1900 drama text.  Doctor Faustus – Christopher Marlowe  Othello – Shakespeare  Twelfth Night – Shakespeare

Post 1900: Students study one post 1900 drama text.  Death of a Salesman – Arthur Miller  A Streetcar Named Desire – Tennessee Williams  Waiting for Godot – Samuel Beckett  Top Girls – Caryl Churchill 25

IA Level Unit 3: Poetry and Prose This unit will also explore a selection of Post 1900 poetry and prose from both pre and post 1900. Texts are selected from chosen themes:  

Poetry: Students are examined on an unseen poem in which their analytical, literary and contextual skills are assessed. Prose: Students study two prose novels on a similar theme and focus on comparative elements. Themes include: Growing Up, Colonisation and Empire, Science and Society and Women and Society. Examples of novels studied include:  The Color Purple – Alice Walker  Heart of Darkness – Joseph Conrad  Frankenstein – Mary Shelley  Beloved – Ton Morrison  Never Let Me Go – Kazuo Ishiguro  Mrs Dalloway – Virginia Woolf

IA Level Unit 4: Shakespeare and Pre 1900 Poetic Movements. This unit will also explore a play by Shakespeare as well as a selection of poetry linked to a specific poetic movement for example; Metaphysical, Romanticism, Victorian or

Contemporary. Shakespeare: Students study one play from:  Hamlet  King Lear  The Taming of the Shrew  Measure for Measure Pre 1900 Poetic Movements: Students study one selection of poems on the theme of:    

Metaphysical Romanticism Victorian Contemporary.

How will students be assessed?

Exam Paper IAS Level Unit 1 (Open book)

Components

Exam Length/ Weighting

Post 2000 Poetry & Prose

2 hours 50% IAS

IAS Level Unit 2 (Open book)

Drama

2 hours. 50% IAS

IA-Level: Unit 3 (Open

Poetry and Prose

book)

2 hours. 50% IAL

Shakespeare and Pre 1900 Poetic 2 hours What do students need to take this course? IA-Level Unit4 Movements 50% IAL (Open book)

Breakdown of Exam 1 question on poetry studied from a choice of 2 including 1 comparative. 1 question on the prose text studied from a choice of 2. 1 question from a choice of 2 for each of their pre and post 1900 drama texts studied. One question on one unseen poem. One comparative essay from a choice of 2 on the prose texts studied. One question from a choice of 2 on the Shakespeare text studied. One question from a choice of 2 on the poetry texts studied.

What do students need to take this course?

 Minimum Grade B in GCSE English and English Literature or the recommendation of the teacher  An interest in literature in all its forms is essential  A strong work ethic and the desire to be challenged

What can students do after they finish this course? English Literature students develop an understanding and enjoyment of literary texts that is a pleasure for life, and in addition gain skills for life, including:     

The ability to write clearly and effectively Skills in developing arguments Skills in researching and managing information The ability to synthesise critical arguments with their own The ability to analyse complex texts in different forms and styles

All the above skills are invaluable at university. The course builds a strong foundation for their ability to excel in all subjects where writing and analysis of any kind are expected. Furthermore, the ability to communicate eloquently and persuasively is admired and indeed sought after in most professions be it a lawyer, doctor, engineer, environmentalist, teacher or any other career they decide to pursue. 27

Geography CIE (9696) What will students learn? Geography occupies a central position in understanding and interpreting social, economic, political and environmental conditions and change, in both space and time. The Cambridge syllabus encourages students to think about the specific contribution they can make to understanding contemporary issues and also the complexity of natural systems, their linkages and their impact upon the human race. Students are also shown that it is equally important to understand the impacts of the human race upon the environment and how these impacts can be managed in achieving sustainable development. The study of environments is rooted in an understanding of physical processes, so this syllabus emphasises studying real examples to show the variety and complexity of human and physical environments.

AS Module: Physical and Human Core Geography This module focuses on the Physical and Human Core Options. The topics are: Physical Core (all studied)

Human Core (all studied)

• Hydrology and fluvial geomorphology

• Population

• Atmosphere and weather

• Migration

• Rocks and weathering

• Settlement dynamics

A2 Module: Advanced Physical and Human Geography This module focuses on the Advanced Physical and Human Options. The topics are: Advanced Physical (Two of these are studied)

Advanced Human (Two of these are studied)

• Tropical environments

• Environmental management

• Coastal environments

• Production, location and change

• Hazardous environments

• Global interdependence

• Arid and semi-arid environments

• Economic transition

How will students be assessed? Exam Paper

Components

Exam Length/ Weighting 1½ hours

Paper 1

Core Physical Geography

50% AS 25% A2 1½ hours

Paper 2

Core Human Geography

50% AS 25% A2

Advanced Physical Options

25% A2

Paper 3 Advanced Human Options Paper 4

1½ hours

1½ hours 25% A2

Breakdown of Exam Section A: Three data response questions (30 marks) Section B: One structured question from a choice of three (30 marks) Total: 60 marks Section A: Three data response questions (30 marks) Section B: One structured question from a choice of three (30 marks) Total: 60 marks Candidates answer questions on two of the optional topics. Each topic consists of one structured question (10 marks) and a choice of essay questions (20 marks). Total: 60 marks Candidates answer questions on two of the optional topics. Each topic consists of one structured question (10 marks) and a choice of essay questions (20 marks). Total: 60 marks

What do students need to take this course?

 Grade C in English at GCSE  An interest in geography and current affairs is essential  Geography GCSE (or equivalent) is essential What can students do after they finish this course? By completing the A-Level geography course students will have learned how to evaluate and analyse data, relate studied theories to the world around us and gain a thorough understanding of some of the more complex physical and human processes that occur on Earth. Geography is a very open subject sharing cross-curricular content with economics, maths, history, politics and the natural sciences. A qualification in the subject will allow the student to consider either science or arts-based courses at university. Geography is a well-regarded subject by employers, with links to future careers in areas such as environmental management, urban planning, marketing, transport management and teaching.

MFL (German, French) Edexcel (8GN01), (8FR01) Edexcel (9GN01), (9FR01) What will students learn? Students will develop the ability to understand the language from a variety of registers. They will learn to communicate confidently and clearly in the language and will form a sound base of skills, language and attitudes required for further study, work and leisure. They will also study the main elements of grammar to include most tenses, sentence formation and parts of speech. Students will widen their knowledge of the culture and civilization of the countries where the language is spoken, including the study of literary texts where appropriate. How will students learn? •

During the language course, students will be taking notes, listening to recordings, reading texts, completing oral work and producing pieces of writing. It is very important to learn vocabulary regularly and spend time on the self-study program.

Structure of the exam There are 3 papers based on content from the following themes. FRENCH : Theme 1: Les changements dans la société française Theme 1 is set in the context of France only.  Les changements dans les structures familiales Les changements dans les attitudes envers le mariage, les couples et la famille.  L’éducation Le système éducatif et les questions estudiantines.  Le monde du travail La vie active en France et les attitudes envers le travail; le droit à la grève; l’égalité des sexes. Theme 2: La culture politique et artistique dans les pays francophones Theme 2 is set in the context of francophone countries and communities.  La musique Les changements et les développements; l’impact de la musique sur la culture populaire.  Les médias La liberté d’expression; la presse écrite et en ligne; l’impact sur la société et la politique.  Les festivals et les traditions Les festivals, fêtes, coutumes et traditions.

Theme 3: L’immigration et la société multiculturelle française Theme 3 is set in the context of France only. · L’intégration et le multiculturalisme Les origines de l’immigration (à partir du 20ème siècle); l’évolution des stratégies politiques; les bienfaits at les défis de l’intégration et du multiculturalisme. · La montée de l’extrême droite Les objectifs du Front national (FN); les leaders du FN; la montée du FN; l’opinion publique. Theme 4: L’Occupation et la Résistance Theme 4 is set in the context of France only. · L’Occupation La vie sous le régime de Vichy et l’autorité du Maréchal Pétain; La France occupée et la collaboration; l’antisémitisme. · La Résistance La Résistance des Français, l’importance de Jean Moulin et Charles de Gaulle

GERMAN: Theme 1: Gesellschaftliche Entwicklung in Deutschland Theme 1 is set in the context of Germany only.  Natur und Umwelt Umweltbewusstsein; Recycling; erneuerbare Energie; nachhaltig leben  Bildung Bildungswesen und die Situation von Studenten; Sitzenbleiben, Berufsausbildung  Die Welt der Arbeit Das Arbeitsleben in Deutschland und Arbeitsmoral; deutsche Geschäfte und Industrien Theme 2: Politische und künstlerische Kultur im deutschen Sprachraum Theme 2 is set in the context of German-speaking countries and communities.  Musik Wandel und Trends; Einfluss der Musik auf die populäre Kultur  Die Medien Fernsehen, Digital-, Print- und Onlinemedien; Einfluss auf Gesellschaft und Politik  Die Rolle von Festen und Traditionen Feste, Feiern, Sitten, Traditionen

Theme 3: Immigration und die deutsche multikulturelle Gesellschaft Theme 3 is set in the context of Germany only. · Integration und Multikulturalismus Gastarbeiter, Immigranten, Asylbewerber, die Vorteile und Schwierigkeiten der sozialen Integration und des Multikulturalismus · Die wirtschaftliche und soziale Auswirkung von Immigration Konkurrenz um Arbeit; Zugang zu Arbeit und Wohnmöglichkeiten; zunehmender Extremismus Theme 4: Die Wiedervereinigung Deutschlands Theme 4 is set in the context of Germany only. · Die Gesellschaft in der DDR vor der Wiedervereinigung Kommunismus in der DDR; Beziehungen zum Westen; Arbeit und Wohnen · Deutschland seit der Wiedervereinigung Zusammenbruch des Kommunismus; Auswanderung von Ost- nach Westdeutschland (Übersiedlung); Auswirkungen auf die deutsche Wirtschaft und Gesellschaft

How will students be assessed? • •

The AS-Level MFL Language course with the Edexcel exam board is a 1-year course. The A-Level MFL language course with the Edexcel exam board is a 1-year course.

Exam Paper

Components

Exam Length / Weighting

AS Level

Paper 1: Listening, reading and translation (*Paper code: 8FR0/01 – 8GN0/01) An unseen passage to be translated from French/German to English. Paper 2: Written response to work, grammar and translation (*Paper code: 8FR0/02 – 8GN0/02) An unseen passage to be translated from English to French/German

Written examination: 1 hour and 50 minutes 40% of the qualification 64 marks

Paper 3: Speaking (*Paper code: 8FR0/03 – 8GN0/03)

Internally conducted and externally assessed

Written examination:1 hour and 40 minutes 30% of the qualification 48 marks

Total assessment time: between 27 and 30 minutes, which includes a single period of 15 minutes formal preparation time 30% of the qualification 48 marks

Paper 1: Listening, reading and translation (*Paper code: 9FR0/01 – 9GN0/01) An unseen passage to be translated from French/German to English. Paper 2: Written response to works and translation (*Paper code: 9FR0/02 – 9GN0/02) An unseen passage to be translated from English to French/German. Paper 3: Speaking (*Paper code: 9FR0/03 – 9GN0/03)

Internally conducted and externally assessed

Written examination: 1 hour and 50 minutes 40% of the qualification 64 marks Written examination: 2 hours and 40 minutes 30% of the qualification 48 marks

Total assessment time: between 21 and 23 minutes, which includes a single period of 5 minutes’ formal preparation time 30% of the qualification 48 marks

What do students need to take this course?

 Grade A in the chosen language/s at IGCSE  Interest and good understanding of the language and culture  Willingness to communicate orally and in writing

What can students do after they finish this course? Among university admission tutors, A-Level is a highly regarded qualification due to the wide range of language and study skills acquired during the course. It combines well with humanities, arts and business. Competence in the languages is a great advantage for anyone who will work in an international context or have contact with native or foreign language speakers across the world. Outstanding students could move on to become translators or even interpreters.

History International Edexcel (XHI01) What will students learn? Students of Edexcel International A-Level history will study highly relevant historical events including recent developments in Britain, China and America. Part of this exciting new international course also takes an international relations approach, encouraging students to make critical interpretations of divisive periods of world history. This course will encourage students to: 

  

develop a foundational understanding of economic history and assess the effectiveness of the various policies used by governments in the twentieth century, ranging from state planned communism, to Keynesian mixed economies, to free-market monetarist approaches acquire an understanding of different identities within society and an appreciation of aspects such as social, cultural, religious and ethnic diversity improve as effective and independent learners, and as critical and reflective thinkers with curious and enquiring minds organise and communicate their historical knowledge and understanding in different ways, arguing a case and reaching substantiated judgements.

Overview of content AS (Year 12) Unit 1: Britain 1964-1990 This option comprises a study of the fascinating years in Britain between Wilson's slender victory in 1964 and the dramatic downfall of Thatcher in 1990. Students will gain an in-depth understanding of the seemingly intractable problems facing British governments in these years and the extensive changes brought about in the attempts to deal with these problems. The final section invites students to explore the notable changes to British society and culture between 1964 and 1990. AS (Year 12) Unit 2: China 1900-1976A This option comprises an in-depth study of China in a period of momentous change in the twentieth century, from the fall of the Qing dynasty in 1911 to the civil war and communist victory following WW2, to Mao’s Great Leap Forward and Cultural Revolution of the late 1960s. A2 (Year 13) Unit 3: Civil Rights and Race Relations in the USA, 1865–2009 This option explores developments that have shaped contemporary America and remain a fundamental issue in US society: the changing pattern of race relations between black and white Americans over a period that began with millions of black Americans in slavery and ended with Barack Obama as President. A2 (Year 13) Unit 4: The World Divided: Superpower Relations, 1943–90 This option contains a study in depth of historical interpretations on a broad question, namely the reasons for the outbreak and development of the Cold War in the years 1943–53. This is contextualised by, and overlaps with, a study of superpower relations (USA, USSR and China) in the years 1953–90. The two main themes are confrontation and the threat of war on the one hand, and Détente and the resolution of conflict on the other.

How will students be assessed? AS (Year 12) Unit 1: Britain 1964-1990   

Written examination, lasting 2 hours. Students answer two questions from a choice of four. Essay questions assess understanding of the period in depth and the ability to analyse and evaluate historical interpretations.

AS (Year 12) Unit 2: China 1900-1976A    

Written examination, lasting 2 hours. Students answer two questions: one from Section A and one from Section B. Section A comprises one compulsory question in two parts, which assesses the ability to analyse and evaluate two sources. Section B comprises a choice of three essays, which assess understanding of the period in depth.

A2 (Year 13) Unit 3: Civil Rights and Race Relations in the USA, 1865–2009    

Written examination, lasting 2 hours. Students answer two questions: one from Section A and one from Section B. Section A comprises one compulsory essay, which assesses source analysis and evaluation skills. Section B comprises a choice of two essays, which assess the ability to evaluate the significance of historical explanations of the period in breadth.

Unit 4: The World Divided: Superpower Relations, 1943–90    

Written examination, lasting 2 hours. Students answer two questions: one from Section A and one from Section B. Section A comprises one compulsory question, which assesses the ability to evaluate contrasting interpretations of the period studied. Section B comprises a choice of two essays, which assess understanding of the period in depth.

What do students need to take this course?

 Grade C in English and/or grade B in History at IGCSE/GCSE  The ability to write substantial pieces of extended writing in exam conditions What can students do after they finish this course? By the end of this course students will have learned how to evaluate and analyse information, how to weigh up evidence and how to communicate complex ideas effectively. These skills are recognised and valued by universities, colleges and employers. Students will also have a deep level of understanding of the economic, political and social forces that have shaped the highly complex world we live in today. As such, History provides an excellent foundation for a number of excellent careers including, politics, government, journalism, law and business.

Mathematics Edexcel (XMA01/YMA01) What will students learn? The mathematics Edexcel one-year International Advanced Subsidiary GCE syllabus is split into two units: Core Mathematics and Mechanics. The two-year International Advanced Level GCE syllabus is split into four units: two in Core Mathematics, one in Mechanics and one in Statistics.

Core mathematics topics

Statistics topics

Mechanics topics

In the core mathematics modules students will study, in greater depth, pure mathematics. There will also be an introduction to new, previously unexplored topics.

In the statistics module students will build on the “data and probability” studied at IGCSE and expand their study of statistics to include various distributions and testing.

Sometimes called ‘applied maths’, the mechanics module enables students to experience the role maths has to play in the physical world in relation to the movement of objects.

Topics include:

        

Algebra and functions Coordinate geometry Sketching curves Differentiation Integration Sequences and series Trigonometry Numeral methods Vectors

       

Representation of data Averages Standard deviation and Interquartile Range Probability Correlation Regression Discrete random variables Normal distribution

    

Kinematics of a particle Dynamics of a particle Statistics of a particle Moments Vectors

How will students be assessed? Exam paper/component C12 M1 C34 S1

Exam length/weighting

Breakdown of exam

2hrs 30min – 1/3 of an A Level 1hr 30min – 1/6 of an A Level

Core content assessed at AS Level standard Mechanics

2hrs 30min – 1/3 of an A Level

Remaining core content which builds on and incorporates AS content

1hr 30min – 1/6 of an A Level

Statistics

Exam sitting Year 12 AS Level

Year 13 A Level

What do students need to take this course?

    

Grade A-A* in IGCSE mathematics or equivalent An interest in mathematics is essential Self motivation – students will be required to work on their own initiative A logical and inquisitive mind Excellent knowledge and skills in algebra and trigonometry

What can students do after they finish this course? An AS in mathematics is very valuable as a supporting subject to many courses at Advanced GCE and degree level, especially the sciences, geography, psychology, sociology, medical, economics and business courses. Advanced GCE mathematics is a much sought-after qualification to a wide variety of full-time courses in higher education. There are so many areas of employment and vocational qualifications that would see a mathematics GCE as a requirement. Higher Education courses or careers that either require Advanced GCE mathematics or are strongly related include:     

Economics Medicine Architecture Engineering Computing, programming or software development

   

Accountancy Teaching Psychology Physics

Computing, programming

Media Studies CIE (9607) What will students learn? Media students develop the skills required to create their own media texts (this can be in small groups) and to understand and analyse the contexts in which media industries operate. There is NO expectation or requirement that you have undertaken the GCSE Media course. The AS & A2 courses are equally split between a 2-hour exam (50%) & coursework presented through a multimedia blog (50%). AS: film production (coursework), film industry and TV drama analysis (exam). A2: music promotion package: video, website, CD cover (coursework), media theories & the content/economic regulation/censorship of newspapers, TV and film (exam). AS UNIT 1: FOUNDATION PORTFOLIO

AS UNIT 2: KEY MEDIA CONCEPTS

THE BRIEF: Create the opening two minutes of a new feature film, including titles, with a clearly defined target audience. Research, planning & evaluation are presented through individual blogs.

IN BRIEF: Analysing the film industry and media language/representations. Two 45 minute essays, with 30 minutes for note-taking on a 5-minute TV drama clip (viewed 4 times).

STUDENTS LEARN:

 Blogging: presenting work online  Media language: how to identify shot types,  Vodcasting: presenting research in videoediting techniques, sound use and more based podcasts  Semiotics: a framework for analysing how  Cinematography: develop filming skills meanings are created (encoded) in any text through practice exercises  Representation: how to recognise and analyse  Planning: how to produce a convincing film, the use of stereo/countertypes and handle the logistics Cinema/film industry: we use two contrasting  Screenwriting: formalising a plot production companies to examine themes such as:  Idents: create an individual film company  Production: budgets & raising finance, casting,  Editing: using Final Cut Pro X to express your genre … and how these all link to… narrative  Distribution, marketing: why do some films get  Audience & distribution: a target audience is worldwide releases, others straight-to-DVD? researched and defined, & actual distributors What marketing techniques are used to appeal researched for to specific audiences, national & international?  Industry, media language: throughout the The role of festivals, age ratings & more process, links are made to the exam  Exhibition: the increasing access in cinemas & beyond, because of … See next page for A2 unit details.  Digitisation: changing every level of film

FILM INDUSTRY CASE STUDIES The UK ‘Indie’ Warp Films has produced a series of critically acclaimed, mostly low budget films (Four Lions, Submarine, Tyrannosaur, ‘71) but has failed to produce any real ‘box office’ hits, and struggles to get its films released in the US and other markets. The UK’s leading film production company, Working Title (Billy Elliot, Shaun of the Dead, Bridget Jones’s Baby), is owned by Hollywood studio NBC-Universal, and might not enjoy the same level of critical success but is usually a box office winner, and its films are screened across the world. 38

A2 UNIT 3: ADVANCED PORTFOLIO

A2 UNIT 4: CRITICAL PERSPECTIVES

IN BRIEF: Create a music promo package (video, IN BRIEF: 3 essays in 2 hours: 2 30-minute essays website, CD cover), with all work presented applying media theories to coursework productions through an individual multimedia blog. + a 1-hour essay on media regulation STUDENTS LEARN:

STUDENTS LEARN:

 Project management: organising cast, locations, props for a larger shoot  Advanced editing: music video provides more opportunities for use of CGI/SFX  Social media: develop accounts to engage with the audience  Viral media: encourage the audience to become producers  Website design: create a fully functional website, including an online store  Music industry: the impact of falling revenue from CD sales & the new business strategies

 Media theories: a wide range of academic theories drawn from many academic fields. This is particularly good preparation for university-level work  Key concepts: the main areas of theory covered are Media language, Audience, representation, Genre & Representation  Regulation: this involves some history, politics, economics, psychology & philosophy! Why are some media industries (newspapers) allowed to set their own rules while others (film, TV) are very strictly controlled by government?

How will students be assessed? Exam paper Component 1 Foundation Portfolio

Component 2 Key Media Concepts 2 hours Component 3 Advanced Portfolio

Component 4 Critical Perspectives 2 hours

Components Coursework in which candidates work individually or as a small group to produce a film opening, publishing a multimedia blog to evidence research and planning and to evaluate their work. 100 marks - Internally assessed and externally moderated There are two sections to this paper:  Section A: Textual analysis and representation (50 marks)  Section B: Institutions and audiences (50 marks) 100 marks - Externally assessed Coursework in which candidates produce a campaign of media products, digital evidence of the process of their work and a creative critical reflection. 100 marks - Internally assessed and externally moderated There are two sections to this paper:  Section A: Evaluation of production skills development (50 marks)  Section B: Contemporary media issues (50 marks)

Weighting 50% of AS Level

50% of AS Level

25% of A Level

100 marks - Externally assessed

What do students need to take this course?   

Essential - Grade C in English A general interest in the media, not just one industry or genre, and an enquiring mind! Some creativity and the ability to work collaboratively on practice exercises

What can students do after they finish this course? The portfolio media students develop can create opportunities, for example in event management, online marketing and business generally, with the project management skills evidenced by the productions also valuable. The sophisticated theory covered on the A2, and cross-curricular nature of the media regulation topic, are a good preparation for university, with the mix of practical, theory, and research skills beneficial for many degree topics, not just media fields. 39

Music technology Edexcel (8MT01) What will students learn? The A-Level music technology course is split into 4 components. The 4 components assess knowledge from 3 areas of study - 1: Recording and production techniques for both corrective and creative purposes, 2: Principles of sound and audio technology, 3: The development of recording and production technology. Music Technology assesses all 4 components in a linear fashion, these are assessed in a combination of a coursework portfolio and an end of qualification examination. Component 1: Recording (20%) Content overview: Production tools and techniques to capture, edit, process and mix an audio recording. Assessment overview: One recording, chosen from a list of 10 songs provided by Edexcel, consisting of a minimum of five compulsory instruments and two additional instruments. Total time must be between 3 and 3Â˝ minutes Component 2: Technology-based composition (20%) Content overview: Creating, editing, manipulating and structuring sounds to produce a technology-based composition. Assessment overview: One technology-based composition chosen from three briefs set by Edexcel released on 1st September. Synthesis and sampling/audio manipulation and creative effects use must be included. Total time must be 3 minutes Component 3: Listening and Analysing (25%) Written examination: 1 hour 30 minutes Content overview: Knowledge and understanding of recording and production techniques and principles, in the context of a series of unfamiliar commercial recordings supplied by Edexcel. Application of knowledge related to all three areas of study. Assessment overview: One audio CD with the unfamiliar commercial recordings to accompany questions on the paper will be provided per student. Section A: Listening and analysing (40 marks) â&#x20AC;&#x201C; four questions, each based on unfamiliar commercial recordings supplied by Edexcel (10 marks each). Section B: Extended written responses (35 marks) â&#x20AC;&#x201C; two essay questions. One comparison question, which uses two unfamiliar commercial recordings from the CD (15 marks). The second essay uses the final unfamiliar commercial recording on the CD (20 marks) Component 4: Producing and Analysing (35%) Written/Practical examination: 2 hours 15 minutes (plus 10 minutes setting up time) Content overview: Knowledge and understanding of editing, mixing and production techniques, to be applied to unfamiliar materials provided by Edexcel in the examination. Assessment overview: Each student will be provided with a set of audio/MIDI materials for the practical element of the examination, to include: audio files relating to three instrumental/vocal parts, a single MIDI file from which a fourth instrumental part will be created or synthesised. 40

Students will correct and then combine the audio and MIDI materials to form a completed mix, which may include creating new tracks or parts from the materials provided. Section A: Producing and analysing (85 marks) – five questions related to the audio and MIDI materials provided that include both written responses and practical tasks. Section B: Extended written response (20 marks) – one essay focusing on a specific mixing scenario, signal path, effect or music technology hardware unit What do students need to take this course?

    

Grade C in English at GCSE Grade B in music at GCSE or a portfolio to demonstrate musical ability and understanding Have been studying at least one instrument for several years An ability to study and work well on their own Must be ICT literate

Performing Arts BTEC level 3 What will students learn? The Pearson BTEC Level 3 Diploma is an Applied General qualification, equivalent in size to two A-Levels, enabling learners to develop a significant common core of knowledge such as the processes involved in creating performances, performing skills and techniques and the different types of organisations and employment opportunities in the performing arts sector. The qualification is also supplemented by optional units providing extensive opportunity to study in more depth a range of pathways of their choice. The Diploma allows time in the curriculum to study other A-Level qualifications alongside it. Course Overview The course covers a combination of mandatory and optional units over the two year period of study. Each unit has an allocated number of credits. Students need to complete 120 credits to pass this course. Mandatory Units Completion of the following mandatory units will accrue 50 points.

Unit number

Unit title

credit

level

Performance workshop

Performing Arts Business

Performing to an audience

Rehearsing for Performance

Optional units The remainder of the 120 points will be earned through the completion of a personalised pathway. There are 104 different units of work to choose from within the BTEC diploma. Units will be chosen in negotiation with learners and will be based on individual interests and strengths. Optional units cover Drama, Music, Dance and Theatre Technology. Learners are not required to study every aspect of the Performing Arts industry, they can specialise. How will students be assessed? All units are internally assessed in the BTEC qualifications in this specification. Each unit within the qualification has specified assessment and grading criteria. A double summative unit grade can be awarded at pass, merit or distinction: ● to achieve a ‘pass’ a learner must have satisfied all the pass assessment criteria ● to achieve a ‘merit’ a learner must additionally have satisfied all the merit grading criteria ● to achieve a ‘distinction’ a learner must additionally have satisfied all the distinction grading criteria. Learners who complete the unit but who do not meet all the pass criteria are graded ‘unclassified’. What can students do after they finish this course? This course is designed to prepare students for work in the performing arts industry. This can follow either directly after achieving the qualification, or via university, college or drama school. 95% of universities and colleges in the UK now accept BTECs – including Oxford University (Source: UCAS, Meeting the Needs of Learners, Providers and Universities (2016). The number and proportion of students entering university with a BTEC has doubled between 2008 and 2014 from 44,000 to 85,000. (Source: UCAS, Meeting the Needs of Learners, Providers and Universities (2016) Employment prospects The Performing Arts are a major part of the creative and cultural industries in the UK. Overall, the industry contributes £3.5 billion to the UK economy. The Performing Arts industry employs 148,030 with actors and entertainers accounting for 23% of this total workforce. There are over 5,480 businesses and 101,593 people working in the performing arts sector.

Physics CIE (9702) What will students learn? The A-Level physics course studied is the Cambridge International Examinations (CIE) physics specification. This course is spread over two years and is comprised of the AS and A2 components. Students complete the AS course content in the first year and the A2 content in the second year. Students will be assessed on their knowledge and understanding of the content together with their data-handling, problem-solving, experimental and investigation skills. The AS Level course will cover the following topics: • • • • • • • • • • • • •

Physical quantities and units Measurement techniques Kinematics Dynamics Forces, density and pressure Work, energy and power Deformation of solids Waves Superposition Electric fields Current of electricity D.C. circuits Particle and nuclear physics

The AS Level course will be examined at the end of the first year (see the specific examination details below). A minimum of a grade C is required at this level to gain entry onto the A2 component of the course. The A2 course will then carry on to the following topics: • • • • • • • • • • • • •

Motion in a circle Gravitational fields Ideal gases Temperature Thermal properties of materials Oscillations Communication Capacitance Electronics Magnetic fields Electromagnetic induction Alternating currents Quantum physics

The A2 course will be examined at the end of the second year (see the specific examination details below).

How will students be assessed? Exam Paper

Component

Exam Length

Exam Weighting

Multiple choice

1 hour 15 min

31% AS Level 15.5% A-Level

AS Structured questions

1 hour 15 min

46% AS Level 23% A-Level

Advanced practical skills

2 hours

23% AS Level 11.5% A-Level

A2 Structured questions

2 hours

38.5% A-Level

Planning, analysis and evaluation

1 hour 15 min

11.5% A-Level

What do students need to take this course?

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Grade B in Double Award science IGCSE (grade A recommended) Grade B in mathematics IGCSE (grade A recommended) Grade C in English IGCSE A high level of motivation and enthusiasm for science and mathematics is also required. Physics is a difficult, technical subject which is covered in detail and involves a great deal of mathematics. A significant amount of home study will be required to achieve high grades.

What can students do after they finish this course? A-Level physics is a highly respected qualification which will provide students with the ability to think logically and objectively, analyse data, plan and execute investigations, recognise the usefulness and limitations of scientific method and apply these skills to other disciplines or everyday life. A-Level physics is essential for further study in physics or engineering at university and complements any mathematics or numerical based subjects. The analytical and mathematical skills gained in physics provide a good basis for careers in many sectors including finance, accountancy, management, law and IT.

Psychology Edexcel (9PS0) What will students learn?

Psychology is the scientific study of the mind and behaviour.

Psychology is now a recognised science subject in the curriculum and always popular. Edexcel psychology focuses on How Science Works by applying psychological theories and methodologies in small-scale research projects. The subject matter relates in particular to the sciences, mathematics and English but can also combine successfully with a range of other subjects such as business. In the first year of study, students are introduced to four major approaches to understanding human behaviour. In each approach they will discover a key topic of research, learn about important studies related to that topic and find out how research is conducted in that area of psychology. They will learn statistical tests to help interpret data collected in classes.    

TOPIC 1 – Social psychology: Prejudice and obedience. TOPIC 2 – Cognitive psychology: Memory. TOPIC 3 – Biological psychology: Body mechanisms relating to behaviour. TOPIC 4 – Learning theories: Classical conditioning, operant conditioning and phobias.

In the second year of study students will apply their knowledge of the above approaches into real life issues that psychologists face every day:   

TOPIC 5 – Clinical psychology: Exploring the symptoms and causes of psychological problems such as schizophrenia. TOPIC 6 - Criminological psychology: An opportunity to find out about the causes of anti-social and criminal behaviour and how offenders are treated. TOPIC 9 – Psychological skills: Developing an understanding of how to use theories and evidence from many areas of psychology and how to apply them to a range of issues.

Students are required to engage in small-scale research projects, which underpin their knowledge of psychological research methods and issues, assessed through written examination at both levels. In all areas they will be encouraged to use recent evidence from events in the news.

How will students be assessed? Exam Paper

Component

Exam Length

Exam Weighting

Foundations in psychology

2 hours

35%

Applications of psychology

2 hours

35%

Psychological skills

2 hours

30%

What do students need to take this course?     

Grade B in science IGCSE Grade B in English IGCSE Grade C in maths IGCSE Ability to carry out independent research Genuine interest in the research of human behaviour

What can students do after they finish this course? Taking A-Level psychology will give students a good grounding in the subject and provide them with an insight into a few different careers in psychology as well as obtaining transferable skills that may be useful in other professions that require working directly with people or in research. A-Level psychology is generally a requirement for entry to psychology degree courses (further advice will be offered on these during the course). Work in this area is highly rewarding, but difficult to get into. However, psychology is relevant to many other occupations, and the second year of study can be geared towards the student’s career interests. Career Possibilities Medicine and Health Care, the Police, Education, Management and and/or work in Human Resources, as well as the various Applied Psychology posts such as Criminal and Forensic, Educational, Organisational and Clinical psychology.

NOTES

St Georgeâ&#x20AC;&#x2122;s International School, Luxembourg

11, rue des Peupliers L-2328 Luxembourg tel: +352 42 32 24 fax: +352 42 32 34 www.st-georges.lu

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