Into the Sixth Form

INTO THE SIXTH FORM 2015

Contents WELCOME TO THE SIXTH FORM

4

ENTRY REQUIREMENTS FOR THE SIXTH FORM

5

TESTIMONIALS

8

CURRICULUM 2015-17

2

10

Art

12

Business Studies

13

Classical Civilisation

14

Computer Science

15

Design and Technology

16

Drama and Theatre Studies

17

Economics

18

English Literature and English Language

19

Geography

20

Government and Politics

21

History

22

History of Art

23

Latin and/or Greek

24

Mathematics

25

Modern Foreign Languages

26

Music

27

Physical Education

28

Psychology

29

Religious Studies (Philosophy of Religion and Religious Ethics)

30

Biology

31

Chemistry

32

Physics

33

CAREERS GUIDANCE

34

SUBJECTS REQUIRED FOR UNIVERSITY COURSES

36

3

Welcome to the Sixth Form

W

elcome to this handbook which will guide you

encourages independent thinking and writing. All members of the

as you make your decisions about what you

Sixth Form attend the Wednesday lecture once a fortnight and

will study as you move Into the Sixth Form at

hear from speakers on subjects ranging from working on BBC’s

St Helen’s. The Sixth Form has the potential to

Newsnight to running a charity. We will also help you to develop

be the most exhilarating and exciting stage in your school career

your study, life and professional skills and advise you on careers

and we want you to make the very best of the opportunities that

and opportunities in Higher Education.

St Helen’s can offer.

The Sixth Form is when you lead the School and there are a Academic study lies at the heart of the Sixth Form and you will

number of leadership roles for which all girls may apply, including

be able to develop your intellectual interests by focusing on the

School Prefect, Middle School Leader and PHAB. Other students

subjects that you find stimulating and challenging. You will discover

compete in Young Enterprise, participate in music and drama,

new academic disciplines and be able to explore subjects in depth

lead the CCF, play sport at competitive levels or achieve their Gold

through independent preparation and research as well as through

Duke of Edinburgh’s Awards. We want to give every member of

practical and creative activities.

the Sixth Form the opportunity to develop herself and to discover who she can be.

We also want you to develop the key skills which will equip you for Higher Education and professional life. From the first day

The Sixth Form represents a considerable step up from life in

in the Sixth Form you will begin to build up your personal St

Senior School. Relationships with staff evolve and students are

Helen’s Portfolio which will celebrate your achievements beyond

entrusted with greater responsibilities and freedom, and we value

the classroom and laboratory, as well as providing a record of the

the very special contribution which all Sixth Formers make to the

Enrichment courses you have followed. Included in the timetable

School.

will be courses which enable you to enjoy breadth and creativity such as Business and the ECDL. This year we are piloting the EPQ

Dr Mary Short

(Extended Project Qualification) for some girls in Year 12. This is

Headmistress

a qualification which is highly regarded by universities and which

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Entry Requirements for the Sixth Form Requirements for entry to the Sixth Form: A minimum of seven GCSE passes at grade B or above, to be taken in one sitting. This should also include: â– English Language (or appropriate examination for students from overseas) â– Mathematics In addition to this, there are further guidelines for the subjects you wish to study in the Sixth Form.

A Level SUBJECT

GCSE GUIDELINES

Art

Grade A in Art or evidence of commitment and considerable involvement in the subject

Art History

Grade B in English Literature and evidence of commitment to the subject

Biology

Grade A in Biology or Grade AA in Dual Science including Grade A in Biology component

Business Studies

Grade B in Mathematics

Chemistry

Grade A in Chemistry or Grade AA in Dual Science including Grade A in Chemistry component

Classical Civilisation

Grade B in a Humanities subject

Computer Science

Grade B in ICT or Grade B in Mathematics

Design and Technology

Grade B in Design and Technology

Drama and Theatre Studies

Grade B in Drama or evidence of considerable involvement in the subject.

There will be an audition for any girls who wish to study Drama and Theatre Studies but who have not studied Drama at GCSE

Economics

Grade B in Mathematics

English Language

Grade B in English Language

English Literature

Grade B in English Language and Grade B in English Literature

Geography

Grade B in Geography

Government and Politics

Grade B in a Humanities subject

History

Grade B in History

Latin

Grade A in Latin

Modern Foreign Languages

Grade A in the chosen language: French, German, Italian, Mandarin, Japanese, Spanish

Mathematics

Grade A in Mathematics

Music

Grade A in Music and at least Grade 6 Associated Board Examination (or equivalent standard) at the start of Year 12

Physical Education

Grade B in PE or in Sciences if students did not take PE at GCSE

Physics

Grade A in Physics or Grade AA in Dual Science including Grade A in Physics component and Grade B in Mathematics

Psychology

Grade B in English Language and Grade B in Biology, Chemistry or Physics or Grade BB in Dual Science

Religious Studies

Grade B in Religious Studies, English Literature or History

5

Entry and Scholarship Procedures

Tutor Groups

Each year we welcome a number of new students into the Sixth

Your Sixth Form tutor will play a key role in ensuring that you are

Form at St Helen’s.

coping effectively with your studies. Tutors liaise with subject teachers, monitor progress and ensure your welfare. Tutor groups

Monday 27th October 2014

are small so there is plenty of time for individual discussion

Registration deadline for Autumn Term Scholarship and

between you and your tutor. Tutors help you to set targets and

Entrance Examinations

plan your studies and co-curricular activities. Your tutor is there to guide, advise, support and play a key role in preparation for

Thursday 6th November 2014

higher education applications. We hope you will value this tutorial

Autumn Term Entrance and Scholarship Examinations

relationship which we believe to be at the heart of the pastoral system at St Helen’s.

Shortlisted girls will be called for interview following the Entrance Examinations.

Private Study In the Sixth Form you will have a number of private study periods.

The friendly and welcoming atmosphere of St Helen’s Sixth Form

These are designed for individual work and you will be expected to

means that girls settle into their new environment with remarkable

use this time wisely. The Library is always available as a quiet study

speed and ease.

area and is supervised by staff throughout the day. In addition, the Sixth Form has its own dedicated study areas in Gwyer and in main school fitted with computers where you can work. The Centre Cafe also has an internet connection and you will be welcome to work there.

We actively encourage girls to exchange ideas and work together so that you can appreciate different points of view and contribute to a positive atmosphere of learning.

As a guide, we recommend that, for AS Level, girls spend five hours per subject each week working independently. For most girls this will amount to approximately 20 hours each week. It is very important that, in addition to work set, you read and study around the syllabus and prepare thoroughly for your lessons.

Common Room The common room in the main school building, the lounge and kitchen in Gwyer and The Centre Cafe are solely for the use of Sixth Form students throughout the School day and are available for relaxation, refreshments and discussion. The Sixth Form Committee takes responsibility for the day-to-day organisation, tidying up and running of these areas and, sensibly used, they are valuable Sixth Form amenities. The common room and The Centre are also used for training sessions after school, occasional assemblies and charity and society meetings.

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Co-Curricular Activities

Prefects

In the Sixth Form at St Helen’s, there are numerous opportunities

All girls in Year 12 have the opportunity to seek appointment as

to get involved with activities outside your timetabled lessons.

prefects, or to take on other positions of responsibility assisting

These include a variety of clubs and societies and Sixth Formers

staff in the day-to-day running of the School, including being a

are encouraged to set up new ones which they feel would be of

member of the PR team, which plays a significant role at school

interest to other girls in the School.

events. The example and friendship of Sixth Form students is also of immense value to younger pupils.

There are also many opportunities to organise events and activities to raise money for and awareness of charitable causes. Fund-

Prefects are chosen at the end of the Spring Term of Year 12

raising events take place regularly during the School year. In Year

and the Head Girl and her Deputies are appointed after a formal

12, you will have the chance to apply to become a member of

selection process.

PHAB. The PHAB team is made up of Sixth Form girls from St Helen’s and boys from the Sixth Form at Merchant Taylors’ School,

The role of prefect offers the chance to exercise responsibility,

who take responsibility for organising a residential activity week for

develop leadership qualities and, above all, show concern for

physically disabled teenagers during the Easter Holidays, including

other people. Other opportunities for taking responsibility exist

raising money to fund the week and caring for the guests during

within the Sixth Form, especially within the House system, from

the week itself.

working with younger pupils, to leading the School Council and running a variety of committees. Such experiences will prove very

If you are interested in sport, there is a wide range of sporting

valuable to you later in life.

clubs including lacrosse, netball, badminton and swimming. The fitness suite is also available to you, after the necessary induction.

Dress Girls in the Sixth Form do not wear uniform. Dress is informal but

The performing arts are popular at St Helen’s, with a number of

it is expected that you will take a pride in your appearance and

plays and concerts taking place during the year.

dress appropriately for a serious day’s work. Clear guidelines are given in the Sixth Form Handbook and your parents are asked

You may also choose to complete the Gold Duke of Edinburgh

to sign their agreement to ensure high standards. There are also

Award.

expectations for the wearing of appropriate sports clothing for Physical Education lessons.

These are just a few examples of the variety of co-curricular activities you can enjoy at St Helen’s!

7

Testimonials What is transition like from Year 11 to Year 12 Sixth Form at St Helen’s?

Talia Hubble – Year 12 student 2013-14

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study Biology, Chemistry, Maths, Further Maths and English Literature. Granted, it’s an unusual subject combination – but I think that’s what makes the St Helen’s Sixth Form so special: I can have an intense love for both the schools of humanities and science, and was grateful not to be forced to narrow my options at only sixteen. Doing 5 A Levels has really pushed me academically, as I have had to balance my time and really evaluate where my loyalties lie – do I want to go on the School theatre trips, or spend my time planning next week’s dissection club (an unusual club that a friend and I started – another freedom of the sixth form)? This ‘time management’, as many PSHCE sessions have called it, is important in GCSEs and even more crucial at A Level. Many people say that the bridge between the two qualifications is a long one – but, in my opinion, I see it as more of a maturing realization of my interests.

A Levels push you, and Year 12 really is a time of pressure – you start thinking about universities, degrees, and the exams that loom oh too soon. A Levels are intellectually stimulating – they involve a lot more private study and independent discovery – the St Helen’s teachers will not attach you to a subject drip and slowly feed you the answers. At first, this may seem like a curse – but I can honestly say, it really is the best method of grappling with A Levels. Whilst guidance and coordination are necessary, the importance of this freedom is three-fold: it allows you to acquire skills for university, figure out your passions and what you like for that crucial personal statement, but, most importantly, it allows you to really showcase your knowledge in the AS exams. These certainly require independent study and inquiry for top grades – this is especially true for those studying essay subjects. You have to go out and find those critics, those historians, or those case studies in order to stand out from the crowd.

Over this year I’ve had the opportunity to write extended essays and go to lectures, but also to have fun and feel comfortable enough with my teachers to go up and lament self-indulgently about my lack of understanding, which they then try to fix. I think what I’m trying to put across is that A Levels are tough at any school, but what’s great about St Helen’s is that you are comfortable in your learning environment – the sixth form is small enough for you to be able to go up to the librarians, ask about a certain book on an obscure topic, and they’ll often order that book in. One more tip – do start revision early and use those private study sessions: you’ll reap the benefits during the exam season, which may feel a long way away in September but trust me, it’s not!

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What is it like being new to the Sixth Form at St Helen’s?

Eloise Shears – Year 12 student 2013-14

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eing a student joining St Helen’s Sixth form from the outside world was, as you can imagine, a little daunting. Days were spent fretting over things like making friends, fitting in and ultimately enjoying my chosen subjects. I had many nightmares that St Helen’s wasn’t going to live up to my high hopes.

However, all was abolished in my first week of being a newbie as it was evident the girls and teachers were keen to make my new life at St Helen’s as enjoyable as theirs had been.

I was touched by the friendliness and welcoming spirit everyone showed me when I joined. It seemed they all wanted to make me feel comfortable. These factors made it so much easier for me to slip into life at St Helen’s.

So, my subjects: I take Psychology, Drama, English Literature and Business Studies and I believe I was really lucky to have enjoyed all the subjects I chose (although I wish I had taken subjects with a lower workload!). Nevertheless, I am glad I wasn’t in a situation like some of my old friends who disliked some of the subjects they took.

Finally, a bit of advice I have for students joining in the Sixth Form: as well as working extremely hard, enjoy your first year thoroughly and, although making friendships will take up a lot of your time, try not to move too fast as these two years go by in a flash.

What is the Sixth Form at St Helen’s like?

Isobel Cotterell – Head Girl 2013-14

T

he Sixth Form is a completely different experience from Upper School. Academically, it is big step up; you’ll be given much more freedom but unfortunately this does not result in more free time!

The focus also changes towards what’s next, which is both exciting and pretty daunting... Don’t worry though, there’s a lot of help along the way. I would recommend getting involved in things like the PR Team - especially if you are aiming towards a Prefect position. You also get the added benefits of free tea and coffee and various study areas all around school. The value of these will become apparent throughout your two years in the Sixth Form!

The Sixth Form is also a time when you can take on more responsibility. Choose well, you won’t have time for everything. I think I have gained the most from completing my Gold Duke of Edinburgh Award; this is something that I would really recommend sticking with! It’s an experience like no other. The Sixth Form is the time to find out what you are truly passionate about and it has been the highlight of my time at St Helen’s; I’m sure that it will be for you too!

Academically, my time in Sixth Form has helped me grow into (I hope!) a more inquisitive thinker who is able to see more than one side to an argument. We are also given more freedom in how we handle our workload, something which I know will bode well for University. This year, as well as my Gold Duke of Edinburgh Award, I have also been involved in the Combined Cadet Force, where I led younger cadets from both St Helen’s and Merchant Taylors’. In Year 12 I worked backstage as Stage Manager in the School production of ‘Anything Goes’, where I developed my leadership skills and learnt the importance of delegation! However, the highlight of Sixth Form for me was the music tour to Paris. Playing in a foreign country and exploring Paris was an unforgettable experience (especially the day in Disneyland!). What I’m trying to emphasise is the range of activities that every student can get involved in - this is a school that broadens students not only academically but across a wide variety of areas and skill sets.

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Curriculum 2015-17 September 2015 sees the first teaching of the new linear A Level specifications for the following subjects: Art & Design, Business, Computer Science, Economics, English Literature, English Language, History, Biology, Chemistry, Physics and Psychology

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n all of these subjects the A Level grade awarded (A*-E) will be based on the performance in examinations taken at the end of the two years. The AS or Advanced Subsidiary is still available and the examination can be taken, but the grade (A-E) will no longer count towards the final A Level grade; it will be a separate, “stand-alone” qualification. There is to be no change in

the academic standards of the new A Levels and AS levels in comparison to the current qualifications.

For 2015 to 2017 all other subjects will continue to operate on the basis of the present system in which the A Level is split into two parts. The AS (Advanced Subsidiary) is studied in Year 12 and examinations are taken in the Summer Term. These results are “cashed-in” and the grade awarded (A-E) counts 50% towards the final A Level grade. The second part, or the A2 section, follows in Year 13 and is examined in the final term. The A2 is a much more demanding course which leads to the awarding of a full A Level grade (A*-E) but 50% of the marks are carried forward from the AS level. These courses are modular in structure, with some courses having 4 units and others 6 units. In the case of the former, units 1 and 2 are examined at AS Level and Units 3 and 4 at A2; for the latter, units 1, 2 and 3 are assessed at AS level and units 4, 5 and 6 at A2.

Choosing the most appropriate subjects In January 2015, Year 11 girls currently at St Helen’s will take their GCSE Mock Examinations. Following this, they will have discussions with Heads of Department and subject staff about their options. Information from these meetings will enable them to make an informed choice about which subjects to study. They will then be given an options form setting out all the options very clearly on which they will be required to indicate which subjects they wish to study in the Sixth Form.

A typical programme for A Level may look like this: A Level subject 1

A Level subject 2

A Level subject 3

AS Level subject

Enrichment

Physical Education

or Further Mathematics

Examinations To ensure that students are fully prepared for public examinations, there will be formal end of module tests at appropriate times in the academic year. The results of mock/trial examinations will be sent home in the Spring Term of Year 12 and Year 13.

Public examinations now only take place in the summer for both the new linear and the legacy modular AS/A Levels; there are no longer any January examinations. The results are published in August.

Should Year 12 students need or wish to resit a legacy AS examination, this may be done in the summer of Year 13. The School does not provide teaching for such AS resits but teachers will mark work done by students in preparation for their examinations.

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Enrichment Programme

Physical Education

The St Helen’s Portfolio records and celebrates the full and

This is a compulsory part of a balanced curriculum which

impressive range of skills, qualifications and co-curricular

aims to encourage girls to adopt a healthy lifestyle.

experiences of each girl throughout her time in the Sixth Form. These are invaluable to success at university and in

A wide choice of activities which develop and extend skills

professional life. Students are able to complement their A

and knowledge is on offer. There is also the opportunity

Level programme with additional qualifications such as the

to try a new sport for the first time. Activities may include

European Computer Driving Licence (ECDL) or the Extended

Swimming, Trampolining, Tennis, use of the Fitness Suite,

Project Qualification (EPQ), take up modules offered by

Netball, Volleyball, Squash, Badminton, Lacrosse, Aerobics,

the Open University, continue with languages they have

Golf and Self-Defence. Year 12 girls may also choose to

studied to GCSE or acquire additional languages, study

complete the National Pool Lifeguard Qualification, giving

Further Mathematics, or take courses in Mathematics for

them a recognised certificate for employment in the leisure

non-Mathematicians, Business or Critical Thinking.

industry (there is an extra cost for this option).

All students also follow a programme in core skills to help

In addition, there are opportunities for girls to participate in

them hone their study techniques. This will ensure that they

teams: Lacrosse, Swimming, Tennis, Badminton, Rounders,

maximise their academic potential in the Sixth Form and

Athletics and Netball.

beyond, and to provide them with those professional and life skills which will give them the confidence to compete at the highest levels. In addition, the portfolio recognises the skills acquired through participation in national schemes such as Young Enterprise and the Duke of Edinburgh’s Award Scheme, and through their leadership of teams, orchestras, CCF, societies and clubs at school, and through their contribution to community service.

As well as the core skills programme and optional courses, all members of Year 12 and 13 participate in a lecture series which aims to broaden horizons and encourage debate and discussion of a wide range of topics.

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Art Head of Art – Ms Smith

The UK fine Art Industry is worth over ÂŁ10.5 million annually and the Creative Industries as a whole are worth ÂŁ8 million an hour to the UK economy.

Art is not what you see, but what you make others see.

Edgar Degas

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he study of Art and Design at A Level involves looking at the relationship between ideas and art and design practice. It provides the opportunity to research, record, develop and express your ideas in the widest

range of media, from painting and etching to photography and sculpture.

The coursework demands a strong commitment to observational drawing, which underpins and complements all creative developments and resolutions. Related to this the sketchbooks are crucial evidence which validate outcomes. Students are expected to demonstrate an articulate, analytical understanding of context aligned with strong, and progressively skilful, explorative and experimental responses that inform final outcomes. Finished work is curated and exhibited by students at the end of the course.

Students considering careers in the creative industries and visual communications or those wishing to pursue Higher Education pathways in Visual Culture through Foundation and specialist Graduate courses are strongly recommended to consider Art and Design A Level.

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Business Studies Head of Economics and Business - Mrs Bowman

Entrepreneurs don’t require a Business degree but most Managing Directors of large companies have an MBA.

The superior man understands what is right; the inferior man understands what will sell.

Confucius

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usiness Studies will appeal to students with an interest in how a business operates and to those who would like to study a subject which is relevant to life and personal experiences. It is a good one to take to keep

future options open.

The course itself focuses on the internal workings and management of organisations, the markets they serve and the process of adding value. It covers how a business produces and markets its products, the importance of financial control and how human resources are planned. Other aspects to the programme include the process of decision making in a dynamic external environment, the setting of business objectives and techniques to analyse and solve business problems. Finally the external factors that influence the operations of a business such as the economy, ethical considerations, laws and the Government are discussed together with how business behaviour can be influenced by a range of people and organisations including customers, managers, creditors, owners/shareholders and employees.

At the end of the course students will have access to a wide range of career opportunities. The transferable skills developed, including those related to decision making and planning, will be an asset for accountancy, marketing and human resources.

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Classical Civilisation Head of Classics – Mr Buck

Shrewd employers, including many in the City, still prefer job-applicants whose minds were formed by classical writers like Aeschylus or Horace.

Of its very nature Classical Studies is most suitable for promoting every form of culture among peoples. It gives rise to no jealousies. It does not favour any one nation, but presents itself with equal impartiality to all, and is equally acceptable to all.

Pope John XXIII (1962)

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lassical Civilisation involves the study of the culture and literature of classical Greece and Rome. It provides a fascinating insight into two of the greatest and most influential civilisations of the ancient world,

from the art and architecture of 5th century Athens, to its majestic tragic plays and the grand epic poetry of the Roman poet Virgil.

The course generates an enthusiasm for the classical world by providing students with an extensive knowledge of aspects of Greek and Roman civilisation. It develops an awareness of similarities and differences between the classical world and later times, enabling them to acquire a sensitivity to past societies whose spiritual, cultural and moral values and priorities often contrast with those of contemporary society. Lessons are lively and stimulating, using many different learning methods: videos, presentations, ICT and the Internet. Students are expected to apply critical and evaluative skills to evidence from the ancient sources being studied.

Classical Civilisation combines well with other arts subjects, especially English, Art, Drama, Politics, Religious Studies and History. It is popular at university, opening graduates to a wide range of careers including business, advertising and the media.

Please note that no previous qualification in this subject is required.

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Computer Science Head of Computer Science – Mr Hoffman

Technology and computers are very much at the core of our economy going forward.

To be prepared for the demands of the 21st Century, and to take advantage of its opportunities, it is essential that more of our students today learn basic computer programming skills, no matter what field of work they want to pursue.

It had nothing to do with using [programs] for practical things, it had more to do with using them as a mirror of your thought process. To actually learn how to think. I think everyone in this country should learn to program a computer. Everyone should learn a computer language because it teaches you how to think. I think of computer science as a liberal art.

Steve Jobs, Founder of Apple

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he course is not about learning to use tools or just training in a programming language; it emphasises computational thinking. Computational thinking is thinking using abstraction and decomposition and is

used by both humans and machines. This is an important life skill and not limited to the realms of Computer Science.

Computing is driving job growth and innovation throughout our economy and society. More than half of the projected jobs in STEM fields are in computing occupations, making Computer Science with Mathematics one of the most sort after degrees for new university graduates.

The study of computation is about what can be computed and how to compute it. Computing involves questions that have the potential to change how we view the world. Computing is about designing new algorithms to solve new problems. In this sense “Computing is no more about computers than astronomy is about telescopes� (Edsger Dijkstra - Computer Scientist). Many great challenges lie in the future for Computer Scientists to solve. This course, with its emphasis on abstract thinking, general problemsolving, algorithmic and mathematical reasoning, scientific and engineering-based thinking, is a good foundation for understanding these future challenges.

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Design and Technology Head of Design and Technology – Mr Gee

Modern Design and Technology should sit alongside Science and Mathematics. It has the academic rigour of Engineering, attracts the brightest minds, and is logical, creative and practical.

It inspires young problem-solvers and is the fastest growing sector, worth £71.4 billion a year.

I have not failed, I have found 10,000 ways that won’t work.

Thomas Edison

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nvisaging what might exist in the future, and using tools and materials to create that future, is a unique human ability which has led to the development of successive civilisations across history. It embodies

some of the best of what it means to be human. Learners study Design and Technology because it introduces them to this field of human endeavour and empowers them to see the world as a place of opportunity where they can, through their own thoughts and actions, improve their situation.

Design and Technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They draw on other disciplines and learn how to take intellectual risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present Design and Technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality Design and Technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation: 1.6 million people work in the industry in the UK today.

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Drama and Theatre Studies Head of Drama – Mrs Connell

Studied by most actors and Oprah Winfrey!

Drama is life with the dull bits cut out.

Alfred Hitchcock

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he aim of the course is to promote an enjoyment and an interest in Drama and Theatre both as a participant and as an informed member of an audience. It combines the activities of exploring plays, creating

Theatre, the performing of plays, the analysis of Theatre and the critical evaluation of all of these elements. It also encourages the appreciation of the significance of social, cultural and historical influences on Theatre practice both past and present.

Students completing the course successfully will have a thorough understanding of Drama and Theatre, highly toned analytical and creative skills and an ability to communicate effectively with others.

It is an excellent preparation for students wishing to pursue a career in performance, writing, directing or in the technical aspect of the Theatre; it is also relevant to a wide range of other areas such as the Media, PR, Education and Law.

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Economics Head of Economics and Business - Mrs Bowman

Economics is a baseline for career diversity and it tells you all you need to know about the world you live in!

We have always known that heedless self-interest was bad morals, we now know that it is bad Economics.

Franklin D. Roosevelt

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conomics is a course which appeals to students who enjoy studying areas that directly influence their daily lives. It develops an understanding of economic concepts and theories through critical consideration of

current economic issues, problems and institutions, both nationally and globally. How to apply these economic concepts and theories in a range of contexts and an appreciation of their value and limitations in explaining real-world phenomena, especially in the developing world, are key elements to the programme, which also promotes effective participation in society as a global citizen, producer and consumer.

At the end of the course students will have developed a wide range of transferable skills including those related to collecting and analysing data, problem-solving, evaluation and written communication. These are very much in demand by universities and employers and Economics can be combined with a wide range of Social Science, Science and Humanities subjects to keep lots of options and career opportunities available.

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English Literature and English Language Head of English – Mr Johnston

It is from books that wise people derive consolation from the troubles of life.

That is part of the beauty of all literature. You discover that your longings are universal longings, that you’re not lonely and isolated from anyone. You belong.

F. Scott Fitzgerald

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nglish Literature explores human experience and imagination. Studying literature develops sophisticated reading skills and an ability to place literary texts in their wider intellectual and historical

contexts. It also requires students to consider the critical processes by which literature is analysed and judged, to learn about literary form and technique, and to study the development of the English language. The English Language course provides the opportunity for students to explore and discuss the fundamental structures and functions of writing, speech and conversation. It also emphasises how language functions in different social contexts.

Students who study English at A Level enjoy reading and discussing drama, poetry and prose. It develops their ability to construct an argument based on evidence, research and critical interpretation. The courses open many doors into a variety of careers including advertising, law, accountancy, public relations, teaching, marketing, journalism, theatre and the arts.

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Geography Head of Geography – Miss Rynne

Geographical research is valuable, influential and has impact. An example is the Geographical Information System (GIS) industry, valued world-wide at £1 billion: almost all major companies now recognise that they have a requirement for geographical information, making Geography graduates particularly valuable employees given their spatial analysis skills and discipline-specific knowledge.

So many of the world’s current issues – at a global scale and locally - boil down to Geography, and need the geographers of the future to help us understand them. Global warming as it affects countries and regions, food and energy security, the degradation of land and soils from over-use and misuse, the spread of disease, the causes and consequences of migration, and the impacts of economic change on places and communities.

Michael Palin (RGS-IBG Immediate Past President)

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he study of Geography stimulates an interest in and a sense of wonder about places, people and the environment. It helps young people make sense of a complex and dynamically changing world and how

society, the economy and environment combine to bring about change. It explains where places are, how places and landscapes are formed, how people and their environment interact, and how a diverse range of economies, societies and environments are interconnected; it also examines natural resources and their sustainable use.

All of the leading universities are undertaking both teaching and research in Geography, and the Russell Group recognises A Level Geography as one of the key ‘facilitating’ subjects for entry to degree level study.

Geography graduates are numerate, literate, good team workers, can think analytically and critically, have cultural agility, are socially and environmentally aware, and have wider experience as a result of fieldwork. They have the ability to integrate ideas effectively, problem solve, and are highly computer literate as well as being creative. As a consequence, geographers have become some of the most sought after graduates by employers. They are less likely to be unemployed and are above average in what they go on to earn.

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Government and Politics Head of History, History of Art and Government and Politics – Mr Nemko

The most common degree among politicians, political journalists and senior civil servants is Politics, Philosophy and Economics (PPE), which is offered by 19 British universities.

There’s no problem mixing style with socialism – Fidel was stylish! He went to the UN in his army fatigues; that was better than Margaret Beckett turning up in a dress from Dorothy Perkins.

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olitics exists because we disagree about things. If we all agreed about issues such as rates of taxation, or what children should study at school, then there would be no need for political parties or elections. However,

people disagree all the time, and it is through politics and political institutions that we try to find resolutions.

Nicky Wire The study of such political institutions is central to the course: assemblies such as Parliament, chief executives such as the British PM or the US President, and the importance of the judiciary. We also look beyond institutions to political parties, pressure groups and the behaviour of individual voters.

To study Government and Politics effectively students must be motivated to keep up-to-date with political developments via a quality newspaper and/or through a good TV news service.

Lessons involve discussion, debate and student participation, and writing about political issues will develop your powers of persuasive written argument. Career-wise, only a few students actually become politicians, but the course provides a foundation of political knowledge that is of benefit to many occupations, especially law, the civil service, diplomacy, journalism, business and public sector management. Essentially, it encourages critical thinking when making sense of the world around us.

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History Head of History, History of Art and Government and Politics – Mr Nemko

Those who cannot remember the past are condemned to repeat it.

Study History, study History! In History lies all the secrets of statecraft.

Sir Winston Churchill

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he challenge of History is to come to terms with people and ways of life different from those we know now.

Some of the ways people behaved in the past seem quite inexplicable, but the past is so much bound up

in the present that the questions historians seek to answer often have contemporary relevance.

That does not mean a study of History will enable humanity to solve all problems but a historian will be better able to define them.

Studying History gives you the opportunity to understand the past and also valuable training in the skills of research, comprehension, analysis of a wide range of material, the formulation of reasoned interpretation, and the ability to communicate coherent judgments.

The study of History seeks to draw historical facts from a mass of otherwise random traces which litter our view of the past. Such traces, often distorted by the passage of time, require careful investigation and interpretation if they are to be made into a clear, yet mature, narrative of past events.

History is a highly respected academic subject that can be used as a springboard for a variety of courses at university and occupations including the law, journalism and business.

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History of Art Head of History, History of Art and Government and Politics – Mr Nemko

While Vincent Van Gogh produced more than 900 paintings, he only sold one in his lifetime.

Ironically, his paintings are now some of the most valuable and sought after in the world.

I believe in originality, primarily.

However, it’s important to know what there has been before to aim in that direction. Art History informs us. It informs our mind. I like to look at books, exhibitions, paintings, as a computer, subconsciously taking on information.

Philip Treacy (Hat Designer)

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n History of Art we study Western art and architecture produced between 500 BCE and 2000 CE, learning how to analyse and interpret these works within their historical contexts. We begin the course with the Parthenon in Athens and end with Chris

Ofili’s Holy Virgin Mary of 1996, stopping at many points along the way.

Through studying History of Art students learn to analyse art works as historical documents, as windows into particular moments in time. For example they will understand how Turner’s Rain, Steam and Speed relates to the Industrial Revolution and reflects the artist’s awe at the sight of a steam train cutting through the countryside.

The study of History of Art is an excellent preparation for any humanities degree course as it touches on aspects of literature, religion, philosophy and history. The subject develops students’ visual literacy together with their critical thinking and writing skills.

It can lead to numerous degree courses in a range of specialisms as well as combined degrees with subjects such as History, Archaeology and Psychology. Additionally, there are numerous careers that can develop from a background in the subject including work in museums, galleries, auction houses, advertising, publishing, graphic design and academia.

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Latin and/or Greek Head of Classics – Mr Buck

I admire [the Roman orator] Cicero’s scorn when he declares, ‘to know nothing about what happened before you were born is to remain forever a child,’ and find Socrates’ declaration that ‘the unexamined life is not worth living’ seductive and inspiring.

Knowing how we have come to be what we are is a necessary step for understanding what matters in the world and how we might act in it. We need to understand this to be ourselves fully and with fulfilment. (Simon Goldhill - Oxford University)

Knowing Latin allows you to adore words, take them apart and find out where they came from.

Dr. Seuss

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atin and Classical Greek give students the opportunity to experience and explore some of the greatest literature of ancient Rome and Greece. Linguistic ability and a love for language are important, together with the desire to

respond in a reasoned and personal way to ancient literature and society.

At the same time as ensuring students develop an enthusiasm for the classical world, the courses equip them with appropriate competence in Latin/Classical Greek and an analytical approach to language in general. An awareness of and sensitivity towards the influence of Latin/Classical Greek on the languages of today, the ability to understand and respond to literature in the original language and to make informed personal responses to the literature studied are also key elements of the experience.

Since classes are small, students receive much individual support.

Lessons are lively and stimulating, using many different learning methods: videos, presentations, ICT and the Internet, and creative work.

Students can progress to study Latin and/or Classical Greek in Higher Education, but the courses are highly regarded by universities generally and combine well with arts and sciences.

Classicists enjoy a huge variety of career options: law, accountancy, business, computer-based occupations, advertising and the media.

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Mathematics Head of Mathematics – Miss Kerry

Demand for jobs with Science, Engineering and Technology skills is set to grow by 2.4 million by 2014 - and all these jobs require Maths skills. Highly numerate disciplines are in great demand from employers - young people with Maths qualifications will find that their degrees can open doors to exciting and rewarding careers.

Wherever there is number, there is beauty.

Diadochus Proclus (410-485)

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Level Mathematics builds on work covered at GCSE and introduces new ideas which stretch the imagination and develop the process of logical thinking. As well as developing

an awareness of the beauty and powerful application of Mathematics, the course will also develop key skills such as problem solving, communication and perseverance.

There are two main aspects of Mathematics at A Level: Pure and Applied Mathematics. Pure Mathematics is the study of algebra, trigonometry, geometry and calculus. Applied Mathematics includes mechanics and statistics. Mechanics is the application of Mathematics to the physical world, and includes kinematics, dynamics, statics, circular motion and collisions. Statistics is an area which provides concepts and techniques to aid decision making under conditions of uncertainty. The syllabus includes probability distributions, hypothesis testing and the use of measures of average and spread to analyse data.

The course develops essential skills for university courses in Mathematics, Engineering, Economics, Physics and Computer Science, and Further Mathematics may be required for entry to these degree programmes at the more demanding universities. It is also beneficial to students of Medicine, Psychology, Natural Sciences and Geography. Career options are numerous and as diverse as media, design, medicine, retail, finance, IT and engineering.

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Modern Foreign Languages Head of Modern Foreign Languages – Mrs Serrano Languages taught: French, German, Italian, Japanese, Mandarin, Spanish

I represent the CBI to media, government and business lobbyists overseas. My knowledge of languages and sensitivity to new cultures has been essential from the practicalities of conversing and reading documents or newspapers to successfully striking up working relations abroad. We all operate in a global environment. Employers are crying out for people with good language skills and an international outlook to help them export. It is a skill that really shines out on a person’s CV. (Neil Bentley - Deputy Director general & Chief Operating Officer, Confederation of British Industry)

One language sets you in a corridor for life. Two languages open every door along the way.

Frank Smith (contemporary psycholinguist)

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here are many reasons why it is important to learn a foreign language. In the world of work, language skills are essential if businesses want to be competitive on an international level. Language skills are in

demand and can be used in almost any career. There is a need for professionals in all industries who possess the necessary linguistic skills to communicate with colleagues in other countries.

But languages can also be an asset for life. Languages break down communication barriers, expose students to different cultures and broaden horizons; they help to build friendships with people from all over the world and open up travel opportunities.

Taking a language at A Level develops a wide range of key transferable skills. The courses often involve working collaboratively in groups, making formal presentations to an audience and writing essays, which give students excellent practice in thinking clearly and presenting focused arguments. Through the study of both the language and topics, which include aspects of literature, culture, history or politics to name a few, students develop their analytical and critical skills.

Learning languages enhances overall linguistic and intellectual development and a language is an excellent complement to any other subject at A Level.

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Music Director of Music – Mr Crowley

Musicians don’t retire; they stop when there’s no more music in them.

I haven’t understood a bar of music in my life, but I have felt it.

Igor Stravinsky

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here is no doubt that Music at A Level is a must if you are a serious musician wanting to have a career in the industry – but it works equally well if you have other plans for university and beyond. There

are so many aspects of music which transfer to any number of professions and situations such as performing to an audience, analysis, development of memory, understanding structures, being incredibly creative, working in a team, being in charge of a team, motivating people, planning projects, being resourceful, thinking quickly and understanding what is really important.

The course builds on the knowledge and skills gained from GCSE Music as well as the musical experience gained outside the classroom. It involves composing, performing and listening to a wide range of music in different styles. Students must be ready to learn from everything they experience as a musician and they must be receptive to new ideas in all aspects of their music making. However, most importantly, they must be prepared to have fun while they work and, in this respect, musicians definitely have the edge!

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Physical Education Head of Physical Education – Miss Hurt

We have seen more children and young people taking PE at GCSE and A Level than ever before. We have seen across the board improvements in standards, achievement, provision and leadership. (Tim Loughton MP – Department for Education)

I wasn’t the kind of kid who would get As without even trying. I had to work to get good grades, but I was very organised about it because I always wanted to do well at everything I did.

I’m very competitive.

Jessica Ennis

P

hysical Education is an extremely diverse A Level. It allows you to explore and enhance your own sporting ability, but also bridges the academic divide between the arts and sciences.

Broadly speaking the programme is divided into Anatomy and Physiology, Biomechanics, Psychology and Socio-Cultural, Historical and Comparative Studies coupled with practical activities. Students who have a variety of skills and interests will benefit from taking the course. As well as developing practical ability, it encourages the formulation of structured arguments as well as the high level organisation skills needed for effective time management. The wide variety of skill sets thus developed are invaluable for most university courses and, generally, A Level Physical Education students are in a strong position to cope with the demands of life in Higher Education.

The academic study of Physical Education can lead to endless opportunities in the sporting world and beyond. These include: coaching, teaching, biomechanics, sports rehabilitation, officiating, sports technology development, sports administration, sports management, media, physiotherapy, medicine, advertising and business.

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Psychology Head of Psychology – Mrs Winter

Nationally, Psychology is the fourth most popular A Level subject and the fifth most popular degree course.

[developing Facebook is] as much Psychology and Sociology as it is technology.

Mark Zuckerberg

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hy do children love their parents? Why do we remember some things and forget others? Why are boys and girls so different? What does dog saliva have to do with being scared of spiders?

Psychology is the scientific study of mind and behaviour. Studying it will give you a better understanding of the forces that shape and influence how we think, feel and act.

Psychology is a science. But as it involves studying the complex, intractable, intangible subject matter of the human mind, the skills required and developed by studying Psychology are much broader than for other science subjects.

Psychology involves experimental design, data analysis and clear, precise writing. But it also involves carefully interpreting data, critically evaluating competing theories and applying them creatively to novel scenarios. It is the breadth of skills drawn on by Psychology and the fascinating subject matter under investigation that make it such a rewarding subject and one which leads to numerous courses at University.

Psychology itself is an extremely popular, versatile degree course which opens up not just pathways in Psychology – clinical, forensic or educational psychology, psychotherapies – but any career where it is useful to understand how people’s minds work, such as advertising or public policy.

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Religious Studies (Philosophy of Religion and Religious Ethics) Head of Religious Studies – Mr Bezalel

Thomas Aquinas called theology “queen of the sciences”.

It gave me a confidence in humankind…a confidence in the innate wisdom of human beings – not given to all of us, but given to enough of us for the rest of the world to share, and to make use of it for others.

Aung San Suu Kyi

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f you enjoy debating questions about the meaning of “life, the universe and everything”, then this course helps you find an informed response to these philosophical and ethical issues.

Topics in Religious Philosophy include such questions as “Why

is there evil and suffering?”, “Why is there something rather than nothing?”, “Could there be an afterlife?”. Evidence is considered from a variety of fields, including Psychology, Biology, Physics, Anthropology and Sociology as well as Philosophy and Religion.

Religious Ethics is not limited to the ethics of one religious tradition or moral philosophy. Topics include such issues as “How ought we to behave?”, “Does life have a purpose?” and “Are there any real answers to ethical dilemmas?”.

Students learn to discuss these issues in an enquiring, critical and informed way and become skilled in the art of logical, reasoned argument. The course prepares them to make articulate, thoughtful and positive contributions to society and the training thus provided is a useful asset in most fields. Many universities run courses in Philosophy, Theology and Religious Studies or offer these subjects as part of a joint honours degree. Religious Studies is also relevant to degrees in Anthropology, Law, Medicine, PPE, Psychology and Sociology.

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Biology Head of Biology – Mrs Jenkins

Human eggs are made in the embryo, so the egg cell that fused to become you was actually produced around 6 months before your mum was born. Your brain accounts for 3% of your body’s weight but consumes 17% of your body’s total energy.

It seems to me that the natural world is the greatest source of excitement; the greatest source of visual beauty; the greatest source of intellectual interest. It is the greatest source of so much in life that makes life worth living.

David Attenborough

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iology is an interesting, diverse and challenging subject at A Level. It is very relevant to everyday life with many biological issues in the news and much of the current scientific research based in biological fields. The

course requires understanding of concepts, learning of facts and good practical skills; you will be asked to do your own research, do extra reading and write extended answers. Biology is fascinating because it is challenging; it extends your thinking, encompasses so many different skills and covers such a range of material.

Students become familiar with “How Science Works”, through which they develop an understanding and appreciation of the investigative nature of Biology, including practical work utilising skills of planning, analysing data and evaluating the procedures adopted.

They also consider the idea of modelling and hypothesizing ideas, as not all of the biological content discussed will be definitively proven. The ethical and social implications of Biology in today’s world are other key elements of the programme.

A Level Biology can lead to a career in medicine, dentistry, optometry, pharmacy, medical research, ecology, animal husbandry, agriculture, forensics, pathology, microbiology, genetics, the food industry, psychology, teaching, veterinary medicine, nursing...and it also complements any other career choice!

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Chemistry Head of Chemistry – Mr Reynish

Chemistry itself knows altogether too well that given the real fear that the scarcity of global resources and energy might threaten the unity of mankind, Chemistry is in a position to make a contribution towards securing a true peace on earth.

Be less curious about people and more curious about ideas.

Marie Curie

A

Level Chemistry seeks to develop a sense of awe and wonder at the atomic and molecular workings of the material world. Ethical and moral implications of some of the applications of Chemistry are

considered as are some cultural issues such as drug dependency and pollution.

Students develop a detailed appreciation of the skills, knowledge and understanding of “How Science Works�. Their knowledge and awareness of the different areas of Chemistry and how they relate to one another builds up, and they learn to appreciate how society makes decisions about scientific issues. The contribution the Sciences make to the success of the economy and society is also emphasised.

The course is a must for students wishing to develop their interest in and enthusiasm for Chemistry; this could be as preparation for further study in the subject itself or it can lead to a whole host of possible careers including: astrochemistry, the ceramics industry, engineering, sales, chemical technology, colloid science, consulting, consumer products, environmental law, ethnobotany, food chemistry, forensic science, geochemistry, government policy, hazardous waste management, medicine, military systems, oceanography, patent law, petroleum and natural gas industry, pharmaceuticals, polymer industry, journalism, software design, space exploration and the textile industry.

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Physics Head of Physics – Mrs Adlam

Fundamentally, Physics is not about big machines or Mathematics or advanced technology—it is about people trying to find out how the world works.

To many people, Science looks like an old man’s game, but it isn’t. Most of the Science in this country is done by people in their twenties. Even Einstein, who we all think of as an old wise man with white hair, did all his worldchanging work when he was a young, good looking man who drank and misbehaved a bit.

Professor Brian Cox

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hysics is the fundamental Science and is concerned with the study of matter, energy and the interactions between them; it is the search for answers and a better understanding of our place in the universe. Discoveries

in Physics have an impact, not just in closely related fields, such as Engineering and Telecommunications, but also in Chemistry and Medicine. It is an essential element in the other Sciences, Engineering and Technology.

Physicists combine their mathematical and experimental skills and apply their expertise to a wide range of familiar and unfamiliar challenges. In doing so they develop the judgement and imagination necessary to solve problems. It is this creativity coupled with their versatility and capacity to work as part of a team, which makes physicists so valuable and influential. All employers value the skills that Physics develops: an ability to grasp things quickly, a determination to find coherent answers, along with problemsolving, analytical, mathematical and IT skills. Nearly all modern industries call on the insight and technical expertise of physicists and studying the subject is an excellent way of keeping a wide range of career options open. In short, whatever the occupation, Physics will be of great benefit.

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Careers Guidance

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areers Education and Guidance is seen as an integral and vital part of the curriculum. We aim to prepare girls for the opportunities, responsibilities

and experiences of adult life, in order that each girl can identify and achieve her goals.

There is a comprehensive Careers and Higher Education guidance programme, which includes activities and discussions in tutor time, sessions with careers specialists and visiting speakers from universities. Students are encouraged to take advantage of opportunities available outside of school, such as university taster courses and lecture programmes.

The programme is supplemented by the information in the Careers Library which girls can access at all times. The Library has copies of prospectuses for all the main UK universities, as well as information on every conceivable career, ways of using a gap year, studying for a degree in Europe, Canada or USA, and information on sponsorship schemes. There is a wealth of information held on the School’s VLE to support girls in their higher education planning and the Higher Ideas and Degree Course Descriptions databases are accessible via the School network.

Evening information events are held for parents, focusing on how to best support their daughter through the Sixth Form and with careers planning and university applications. Key events such as the Higher Education Convention and Mock Interview Evening give students the opportunity to meet and talk directly with representatives from Higher Education and industry.

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Individual Guidance There are many opportunities for girls to benefit from individual careers guidance.

Before reaching the Sixth Form, all girls are enrolled on Futurewise New Generation, a careers and higher education guidance and planning service. As part of this scheme girls will benefit from having an individual guidance interview in Year 11 and a follow-on interview in Year 12 with a trained careers adviser from the Inspiring Futures Foundation. Under the Futurewise New Generation scheme additional advice and guidance can be sought until the age of 24. New entrants to the Sixth Form will be enrolled in this scheme at the start of Year 12.

Additionally, within school, girls will have regular individual mentoring meetings with their sixth form tutor, the focus of which will be to discuss higher education research and planning and they can request individual meetings at any time with the Head of Sixth Form and the Head of Careers, who are both trained careers professionals.

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Subjects required for university courses

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he following vocational university courses have specific entry requirements.

This is a general guide to help students choose A2 subjects. It is not intended to be a definitive list. For specific entry requirements and other degree courses, please refer to the UCAS website www.ucas.com

Architecture Entry requirements vary. A good combination would be Art, Physics and Mathematics. Most universities require at least 1, if not 2 or all of these subjects. A good portfolio of artwork is necessary for most courses.

Art and Design An Art foundation course is the most usual route into Art and Design courses. A good portfolio of artwork is necessary and Art is therefore advisable.

Dentistry Chemistry and at least one other Science subject are required. Biology is increasingly preferred and may be a requirement for some universities.

Engineering Most Engineering degrees require Mathematics and Physics. For Chemical Engineering, Chemistry and Mathematics are required; Physics would be advisable.

Medicine Entry requirements vary. It is advisable to study Chemistry and Biology.

A few courses require a third Science subject or Mathematics.

Pharmacy Chemistry is required along with another Science subject.

Physiotherapy Entry requirements vary. As a minimum, it is advisable to have studied Biology. A few universities require Biology plus one other Science subject.

Veterinary Science

Entry requirements vary. Biology and Chemistry are

required, often with a third Science or Mathematics.

For further advice, do not hesitate to contact Miss McKinley or Mr Dymock.

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St Helen’s Eastbury Road Northwood Middlesex HA6 3AS +44 (0) 1923 843210 Admissions +44 (0) 1923 843230 admissions@sthn.co.uk www.sthn.co.uk