Into the Sixth Form 2018

INTO THE SIXTH FORM 2018

Contents Welcome to the Sixth Form

4

Entry Requirements for the Sixth Form

5

Testimonials

8

Curriculum 2018 – 2020

10

Art

12

Biology

13

Business

14

Chemistry

15

Classical Civilisation

16

Computer Science

17

Design and Technology

18

Drama and Theatre Studies

19

Economics

20

English Literature and English Language

21

Geography

22

Government and Politics

23

History 24 History of Art

25

Latin and Classical Greek

26

Mathematics

27

Modern Foreign Languages

28

Music

29

Physical Education

30

Physics 31 Psychology

32

Religious Studies

33

Careers Guidance

34

Subjects Required for University Courses

36

02 | INTO THE SIXTH FORM

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Welcome to the Sixth Form Welcome to this handbook which will guide you as you make your decisions about what you will study as you move Into the Sixth Form at St Helen’s. The Sixth Form has the potential to be the most exhilarating and exciting stage in your school career and we want you to make the very best of the opportunities that St Helen’s can offer.

Academic study lies at the heart of the Sixth Form and you will be able to develop your intellectual interests by focusing on the subjects which you find most stimulating and challenging. You will discover new academic disciplines and be able to explore subjects in depth and through independent preparation and research, as well as through practical and creative activities. From September 2017, all A Levels will be linear and we believe that these new qualifications will provide you with the opportunity to grow and mature intellectually and to acquire and embed the skills of your chosen A Level subjects over two years before facing the demands of the examinations.

We also want you to develop the key skills which will equip you for Higher Education and professional life, and from the first day in the Sixth Form you will begin to build up your personal St Helen’s Portfolio which will celebrate your achievements beyond the classroom as well as providing a record of the Enrichment courses you have followed. Included in the timetable will be courses which enable you to enjoy breadth and creativity such as Critical Thinking and the ECDL. We also offer the EPQ (Extended Project Qualification) and encourage most students to take it.

This is a qualification which is highly regarded by universities and which encourages independent thinking and writing. All members of the Sixth Form attend the Wednesday lecture once a fortnight and hear from speakers on a wide range of subjects, which in previous years have ranged from working on BBC’s Newsnight to running a charity. We will also help you to develop your study, life and professional skills and advise you on careers and Higher Education opportunities through the Personal Impact Programme run by the Futures Department. Recent innovations include Networking Breakfasts and Oxbridge lunches.

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The Sixth Form is when you lead the school and there are a number of leadership roles to which all girls may apply, including School Prefect, Middle School Leader and The Phab Team. Other students compete in Young Enterprise, participate in music and drama, lead the CCF, play sport competitively against other schools or achieve their Duke of Edinburgh’s Gold Award. We want to give every member of the Sixth Form the opportunity to develop herself and to discover who she can be.

From September 2017 the Sixth Form will be based in the ‘new’ Mackenzie building where they will enjoy a fantastic Sixth Form Common Room, kitchen area and seminar rooms. The Futures desk will be based downstairs to provide accessible guidance on Higher Education and Careers. Mackenzie will have its own entrance from Green Lane from September 2018.

The Sixth Form represents a considerable step up from life in Senior School. Relationships with staff evolve and students are entrusted with greater responsibilities and freedom, and we value the very special contribution which all Sixth Formers make to the school.

Dr Mary Short Headmistress

Entry requirements for the Sixth Form

Requirements for entry to the Sixth Form: A minimum of seven GCSEs graded A*-B (for ‘legacy’ qualifications’) or 9-6 (for reformed qualifications), to be taken in one sitting. This should also include: • English Language (or appropriate examination for students from overseas) • Mathematics

In addition to this, please note the following guidelines for the specific subjects which you may wish to study in the Sixth Form: A Level Subject

GCSE Guidelines

Art

Grade 7/A in Art or evidence of commitment and considerable involvement in the subject

Biology

Grade 7/A in Biology

Business

Grade 7/A in Mathematics

Chemistry

Grade 7/A in Chemistry

Classical Civilisation

Grade 6/B in a Humanities subject

Classical Greek

Grade 7/A in Classical Greek

Computer Science

Grade 7/A in Computer Science or Grade 7/A in Mathematics

Design and Technology

Grade 6/B in Design and Technology

Drama and Theatre Studies

Grade 6/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 who have not previously studied Drama at GCSE

Economics

Grade 7/A in Mathematics

English Language

Grade 7/A in English Language

English Literature

Grade 7/A in English Language and Grade 7/A in English Literature

Geography

Grade 6/B in Geography

Government and Politics

Grade 6/B in a Humanities subject

History

Grade 6/B in History

History of Art

Grade 6/B in English Literature and evidence of commitment to the subject

Latin

Grade 7/A in Latin

Mathematics

Grade 7/A in Mathematics. Girls who wish to study Further Mathematics at AS or A Level will require Grade 8/A* in Mathematics

Modern Foreign Languages

Grade 7/A in the chosen language: French, German, Italian, Japanese, Mandarin, Spanish

Music

Grade 7/A in Music and at least Grade 6 Associated Board Examination (or equivalent standard) at the start of Year 12 in at least one or more instruments (which may include voice)

Physical Education

Grade 6/B in PE. For girls who have not studied PE at GCSE, Grade 6/B in Biology, Chemistry and Physics or Grade BB in Dual Science

Physics

Grade 7/A in Physics and Grade 7/A in Mathematics

Psychology

Grade 6/B in Biology or Grade BB in Dual Science

Religion, Philosophy and Ethics

Grade 6/B in Religious Studies, or Grade 6/B in History or Grade 6/B in English Literature

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Entry and Scholarship Procedures Each year we welcome a number of new students into the Sixth Form at St Helen’s.

Friday 27th October 2017 Registration deadline for Autumn Term Scholarship and Entrance Examinations Monday 6th November 2017 Autumn Term Entrance and Scholarship Examinations Monday 5th February 2018 Spring Term Registration Deadline Tuesday 20th February 2018 Spring Term Entrance and Academic Scholarship Examination Shortlisted girls will be called for interview following the Entrance Examinations.

The friendly and welcoming atmosphere of St Helen’s Sixth Form means that girls settle into their new environment with remarkable speed and ease.

Tutor Groups Your Sixth Form tutor will play a key role in ensuring that you are coping effectively with your studies. Tutors liaise with subject teachers, monitor progress and ensure your welfare. Tutor groups are small so there are plenty of opportunities for individual discussion between you and your tutor. Tutors help you to set targets and plan your studies and co-curricular activities. Your tutor is there to guide, advise, support and play a key role in preparation for higher education applications. We hope you will value this tutorial relationship which is at the heart of the pastoral system at St Helen’s.

Private Study In the Sixth Form you will have a number of private study periods. These are designed for individual work and you will be expected to use this time wisely. The Library is always available as a quiet study area and is supervised by staff throughout the day. In addition, the Sixth Form has its own dedicated study areas in Mackenzie fitted with computers where you can work. Mint Café also has a wifi connection and you are welcome to work there.

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

As a guide, we recommend that in Year 12, 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.

Co-Curricular Activities In the Sixth Form at St Helen’s there are numerous opportunities to get involved with activities outside your timetabled lessons. These include a variety of clubs and societies and Sixth Formers are encouraged to set up new ones which they feel would be of interest to other girls in the School.

Prefects All girls in Year 12 have the opportunity to seek appointment as Prefects, or to take on other positions of responsibility assisting staff in the day-to-day running of the School, and in the organisation of 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-raising events take place regularly during the school year. In Year 12, you will have the chance to apply to become a member of 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, who take responsibility for organising a residential activity week for physically disabled teenagers during the Easter Holidays, including raising money to fund the week and caring for the guests during the week itself.

Prefects are chosen at the end of the Spring Term of Year 12 and successful applicants are appointed to particular roles, including Head Girl and her Deputies, after a formal selection process.

If you are interested in sport, we offer a wide range of sporting clubs including lacrosse, netball, badminton and swimming. After the necessary induction, the fitness suite is also available to you.

The performing arts are popular at St Helen’s, with a number of plays and concerts taking place during the year.

You may also choose to complete the Duke of Edinburgh’s Gold Award.

The role of Prefect offers the chance to exercise responsibility, develop leadership qualities and, above all, show concern for other people. Other opportunities for taking responsibility exist within the Sixth Form, especially within the House system, which may involve working with younger pupils or contributing to the work of a committee. Such experiences will prove very valuable to you later in life.

Dress Girls in the Sixth Form do not wear uniform. Dress is informal but it is expected that you will take pride in your appearance and dress appropriately for a serious day’s work. Clear guidelines are given in the Sixth Form Handbook and your parents are asked to sign their agreement to ensure high standards. We also expect appropriate sports clothing to be worn for Physical Education lessons.

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

Common Room Mint Café, the Sixth Form Common Room and the kitchen area in Mackenzie 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.

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Testimonials How should I manage my time in Sixth Form?

Sixth Form is a very different experience for everyone, but all Sixth Formers would agree that there is a huge jump academically and socially from your time in Year 11. Even though you are taking fewer subjects (4 instead of 10), the workload is much more intense and demanding. I am studying Chemistry, Biology and English Literature (and French AS) and would definitely say that at first, studying a MFL at a higher level is incredibly challenging. However I have grown to really enjoy French. Although the work is hard, the topics you learn about are extremely interesting and are based around what is happening in the world today. For example, in French we learnt about the cultural heritage and history of France, with its prized traditions and cherished buildings/monuments. To help counteract the intense workload, there are more study periods over the fortnightly timetable where you can either choose to work with friends or on your own in a number of different locations.

There is also the opportunity to do an EPQ, or another enrichment activity. I did an EPQ, and it allowed me to take something I was really interested in, and to research and produce a piece of work that I was proud of. However, doing an EPQ (or any of the enrichment activities) takes up a lot of time, and time management is a skill that you need to be able to have/build on.

There are other extracurricular activities that are available for Sixth Formers which I highly suggest you make the most of. PHAB, if you choose to apply and commit to it, will become a huge part of your life and for me, it is the most worthwhile activity that I have done in my time at St Helen’s. There are also opportunities to practise leadership and team-working skills, for example in the CCF. Being a Sixth Former means there are more chances for you to lead and take control; and you can even start a new club or take over an existing one. These extracurricular activities do take up time, and although some people might argue that this time could be used to do work or revision, these opportunities are unique and help give you a break from the academic pressures of being in the Sixth Form.

08 | INTO THE SIXTH FORM

Finally, work experience is an important part of being in the Sixth Form, especially if you are looking at going to study Medicine or Law at University. Thinking about higher education and future plans is heavily emphasised by your teachers, and time needs to be put aside to start thinking about what you want to do, and what you need to do in order to get there. I strongly suggest making the most of the teachers around the school for help and advice on higher education, and planning your work experience as early as possible; especially if you know already what you want to do. If you have no idea what you want to study once you leave school, there are a number of Higher Education Conventions held at Merchant Taylors’ to help you decide, and I would recommend going to University lectures/taster days as these will give you an insight into what specific courses will be like.

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

Sixth Form is a fresh start – a time to take on new responsibilities and focus on your academic passions.

Academically it is a jump from GCSEs, but you are studying your favourite subjects in smaller classes where there is more opportunity to discuss ideas with your peers who are just as passionate. Additionally, the more independent style of learning helps to prepare you for higher education. The enrichment programmes on offer such as the fortnightly lectures and networking events are not only interesting, but help to prepare you for life after school.

Time management is a big part of being in the Sixth Form, but if you spend your study periods wisely then you will be more than fine. You have more space in the Sixth Form than ever before so enjoy the many different places to go in your study periods, from the Mint Café (their paninis are always a winner) to the library or common room – there is a location to suit everyone.

There is certainly a wide variety of co-curricular activities on offer at St Helen’s. Being a part of Young Enterprise, taking on greater responsibilities in the CCF and participating in House Arts are all opportunities that I really enjoyed during my time in Sixth Form. Many of my friends started their own club for younger years or

were on the Phab team which they found to be extremely rewarding. In Year 12 you will also have the chance to join the Charities, Admissions and Front of House teams – all of which helped me to get involved in the school community. Being part of the Prefect or House Teams are both fulfilling experiences – so get involved, you won’t regret it.

Sixth Form is your last two years at school (it goes fast… trust me) so enjoy the extra privileges, have fun and make your mark. Take advantage of every opportunity that is waiting for you!

Emma Brown: Head Girl 2016 - 2017 What is transition like from Year 11 to the Sixth Form at St Helen’s?

Being in the Sixth Form involves very different experiences compared to being part of other Sections at St Helen’s. It is definitely the time when Higher Education and careers will feature more prominently in your mind, what with joint HE events at Merchant Taylors’ and open days beginning to pop up. In addition, the study periods will give you more choice as to how you allocate your time between study and co-curricular commitments.

It is important to give A Levels the respect they deserve; it may be tempting to consider the decrease from ten subjects to four as signalling a decrease in how much work you will have to do, but factors such as A Level reforms, the adoption of time-consuming (yet worthwhile) co-curricular pursuits and of new and unfamiliar subjects can present unforeseen challenges. I would recommend that you maintain a dialogue with the teachers of your reformed subjects with regards to changes in exam technique, although new content will likely be made clear by the exam boards, there will not be many, if any, mark schemes for you to use as a reference point for how to answer questions.

However, it is not all doom and gloom: far from it! There are amazing opportunities in the Sixth Form, which for me have included being a member of the Phab team (which allows you to make friends with the year above and do something incredibly worthwhile with your time),

and the freedom to set up your own clubs, which I did this year by creating the Foreign Fiction Club. There are also positions of responsibility to be applied for, and if you are interested in being, say, a Prefect, I would suggest that you get involved with the Admissions Team or Charities Team when you are in Year 12.

I chose to study the reformed, linear subjects of English Literature and Economics and the unreformed subjects of Government and Politics and Geography. I switched from History to Geography a week into the year, which was the right decision for me. I realised it was useless to try and engineer the perfect subject combination for my preferred degree course, and that I just needed to pick the subjects I thought I would enjoy and that would produce a diverse timetable. I also had the experience of thinking I was going to drop one subject and then dropping another subject (Economics), which was new to me and which I did not enjoy as much as I thought I would. This meant that instead of having to be examined in two subjects at the end of Year 12, I was examined in three; something which I had not really taken into account when planning out my year and the activities I was going to take on. In retrospect, I now see that it is of paramount importance to research new subjects thoroughly before picking them in order to make sure you have the right skills for them, because the A Level may be different from your initial broad understanding of the subject.

Although one of my new subjects did not suit me as much as I had hoped, it swung the other way for me in terms of Government and Politics. I’ve had the opportunity to go to a lecture on the contentious Human Rights Act at University College London and as a result of all of the different facets of UK politics that we have covered I have been much better able to follow the news and understand the implications of current affairs, such as leaving the EU. In this way, the Sixth Form can provide an opportunity for you to centre your learning around the areas that really fascinate you, providing you make the right subject choices, and it really is up to you how deeply you wish to delve into them..

Hannah Rose

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Curriculum 2018 - 2020 All A Level specifications are now linear which means that the final grade awarded (A* - E) will be based on the performance in examinations taken at the end of the two year course. The AS or Advanced Subsidiary is a separate “stand-alone” qualification which does not count towards the overall grade and is only taken in the subject which is not continued beyond Year 12.

Choosing the most appropriate subjects In January 2018, Year 11 girls currently at St Helen’s will take their GCSE Mock Examinations. Following this, they will have discussions with Heads of Department, subject staff, careers staff and Tutors 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 choices very clearly on which they will be required to indicate which subjects they wish to study in the Sixth Form.

At present, a typical programme for A Level may look like this:

A Level Subject 1

Subject 2

Subject 3

Physical Education

Or Further Mathematics

Please note that the subject which is to be taken at AS Level at the end of Year 12 must be decided before February half term 2019 so that the relevant public examination entries can be made.

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Examinations To ensure that students are fully prepared for public examinations, there will be formal examinations in all subjects at appropriate times throughout Years 12 and 13. Results of these examinations are sent home to parents and discussed in detail with the students in order to ensure that they build on their successes and address any areas for improvement.

Public examinations take place in the Summer Term only; results are published in August.

AS Level Enrichment

Important note We are reviewing our provision for Sixth Form courses which will begin in September 2018, now that all A Level subjects have become linear. We may therefore offer a different curriculum pattern from the one outlined above.

If this is the case, we will write to you again to inform you before the girls are asked to make their choices.

Any decision to change our curriculum pattern will be driven by what we consider to be in our students’ best educational interests.

Enrichment Programme The St Helen’s Portfolio records and celebrates the full and impressive range of skills, qualifications and cocurricular experiences of each girl throughout her time in the Sixth Form. These are invaluable to success at university and in professional life. Students are able to complement their A Level programme with additional qualifications such as the European Computer Driving Licence (ECDL), the Extended Project Qualification (EPQ), or a qualification in Further Mathematics. Nonexamined Enrichment courses typically include Critical Thinking and ‘Mathematics for Scientists’, which is a new initiative designed to support students who are studying one or more Science subjects in the Sixth Form (but are not also studying Mathematics) to access the increased mathematical content of the new A Level syllabuses. 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, through their leadership of teams, orchestras, CCF, societies and clubs at school, and through their contribution to community service and charitable work.

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 on a wide range of topics.

Physical Education This is a compulsory part of a balanced curriculum which aims to encourage girls to adopt a healthy lifestyle.

A wide choice of activities is on offer which includes the opportunity to try a new sport for the first time. Activities may include swimming, trampolining, table-tennis, use of the Fitness Suite, netball, use of the Climbing Wall, badminton, golf and self-defence. Year 12 girls may also choose to complete the National Pool Lifeguard Qualification, giving them a recognised certificate for employment in the leisure industry (there is an extra cost for this option).

In addition, there are opportunities for girls to participate in teams: lacrosse, netball, swimming, tennis, badminton, rounders and athletics.

The Personal Impact Programme aims to help students to build the necessary confidence and skills to present themselves successfully in professional contexts. Through the programme students will develop their networking, branding, presentation and interview skills in preparation for their applications to both Higher Education and the world of work. They will have further opportunities to consolidate these skills through networking opportunities at Futures Evenings, the Networking Breakfast in Year 12, and the Mock Assessment Centre Day and Interview Skills workshop in Year 13.

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Art

Biology

Head of Art – Mrs Smith

Head of Biology – Dr Ryan

The UK’s Creative Industries is worth over £84.1 billion per year to the UK economy and generates nearly £9.6 million per hour.

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

The 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 drawing, painting and sculpture to photography, installation art and digital media.

Biology 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 many different skills and covers an extensive range of material.

The coursework demands a strong commitment to drawing and recording, which underpins and complements all creative developments and resolutions. Students are expected to demonstrate and articulate, analytical understanding of context aligned with strong, and progressively skillful, explorative and experimental responses that inform final responses.

Students considering careers in the Creative Industries or those wishing to pursue Higher Education pathways through Foundation and specialist Graduate courses are strongly recommended to consider Art and Design A level. The study of Art and Design at A level also complements many other career routes, such as, dentistry.

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

Edgar Degas

Elliot Eisner’s (2000) ‘Lessons the Arts Teach’ provides a compelling list of reasons to continue with Art education.

• The arts teach children that problems can have more

than one solution and questions can have more than one answer.

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.

• The arts teach children that in complex forms of

problem solving purposes are seldom fixed, but change with circumstance and opportunity. Learning in the arts requires the ability and a willingness to surrender to the unanticipated possibilities of the work as it unfolds.

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!

• The arts make vivid the fact that neither words in their

literal form nor numbers exhaust what we can know.

The limits of our language do not define the limits our cognition.

• The arts teach students that small differences can

have large effects.

• The arts help children learn to say what cannot be

said. When children are invited to disclose what a work of art helps them feel, they reach into the poetic capabilities to find the words that will do the job.

• The arts enable us to have experience we can have

from no other source, and through such experience to discover the range and variety of what we are capable of feeling.

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

Source: Eisner. (2000). The arts and the creation of mind. Chapter 4. (pp. 70-92) Yale University Press.

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Business

Chemistry

Head of Economics and Business – Mr Khan

Head of Chemistry – Mr Reynish

Entrepreneurs do not need to have a Business degree but most Managing Directors of large companies have an MBA.

Given the scarcity of global resources and concerns over energy supply, Chemistry is in a position to make a contribution towards achieving energy security and ensuring that natural resources are used effectively.

Business 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.

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.

The purpose of a business is to create a customer who creates customers.

Shiv Sing

A Level Chemistry seeks to develop a sense of awe and wonder at the atomic and molecular level. 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 in areas including astrochemistry, the ceramics industry, engineering,

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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, the polymer industry, journalism, software design, space exploration and the textile industry.

Be less curious about people and more curious about ideas.

Marie Curie

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Classical Civilisation

Computer Science

Head of Classics – Dr Berriman

Head of Computer Science – Mr Hoffman

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

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.

Classical 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 grand epic poetry of the poet Homer, to the majestic tragedy and comedies of 5th century Athens and as well as its democracy.

The 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.

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 awareness of similarities and differences between the classical world and later times, enabling students to acquire a sensitivity to past societies whose spiritual, cultural and moral values and priorities often contrast with those of contemporary society.

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)

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 the ancient sources which they are studying.

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.

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 sought-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 problem-solving, algorithmic and mathematical reasoning, scientific and engineeringbased thinking, is a good foundation for understanding these future challenges.

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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Design and Technology

Drama and Theatre Studies

Head of Design and Technology – Mr Shaikh

Director of Drama – Mrs Connell

Modern Design and Technology should sit alongside Science and Mathematics. The subject 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.

Drama is life with the dull bits cut out.

Alfred Hitchcock

Envisaging 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.

The 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.

Design and Technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products which 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.

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 aspects of the Theatre; it is also relevant to a wide range of other areas such as the Media, PR, Education and Law.

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

Thomas Edison

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Economics

English Literature

Head of Economics and Business – Mr Kaan

Head of English – Mr Johnston

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

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

Economics 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. Learning 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.

English 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.

By 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,

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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.

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

Franklin D. Roosevelt

Students who study English Literature 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, teaching, marketing, journalism, theatre and the arts.

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.

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Geography

Government and Politics

Head of Geography – Miss Rynne

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

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.

The 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.

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 Past President)

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 ‘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.

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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.

Politics exists because we disagree about things. If we all agreed about issues such as rates of taxation, what children should study at school, or the age at which young people can vote, then there would be little need for political parties, pressure groups, public campaigns, elections or any of the other familiar features of a mature democracy. However, people disagree all the time, and it is through politics and political institutions that we try to find resolutions.

The course therefore looks at different approaches to these disagreements - what it means, for example, to be right-wing or left-wing, or, for that matter, green or feminist. We also examine political institutions through which people assert and realise their political views: elected assemblies like the House of Commons, executive decision-makers like the Prime Minister and cabinet, and (increasingly importantly) the senior judges who interpret the law. We also look beyond institutions to political parties, pressure groups and the behaviour of individual voters. Year 12 looks at British politics; Year 13 is devoted to American politics.

I know no safe depository of the ultimate powers of the society but the people themselves; and if we think them not enlightened enough to exercise their control with discretion, the remedy is not to take it from them, but to inform their discretion by education.

Thomas Jefferson

To study Government and Politics effectively, it really helps if students keep up-to-date with political developments via a quality newspaper and/or through a good TV or online 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 and critical thinking that is of benefit to many occupations, especially law, the civil service, diplomacy, journalism, business and public sector management. Most important of all, perhaps, is that Politics will arm you for participation in public life - the education that Jefferson argued was the best protection for liberal democratic societies.

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History

History of Art

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

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

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

One never finishes learning about art. There are always new things to discover. Great works of art seem to look different every time one stands before them. They seem to be as inexhaustible and unpredictable as real human beings.

E.H. Gombrich

The 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.

In 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.

That does not mean a study of History will enable humanity to solve all problems but historians are 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.

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 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 which can be used as a springboard for a variety of courses at university and occupations, including the law, journalism and business.

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

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.

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)

Sir Winston Churchill

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Latin and Classical Greek

Mathematics

Head of Classics – Dr Berriman

Head of Mathematics – Miss Kerry

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 - Cambridge University)

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

Latin 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.

A 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.

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 its 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 Classics, 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, computerbased occupations, advertising and the media.

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

Dr Seuss

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.

Wherever there is number, there is beauty.

Diadochus Proclus (410-485)

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Modern Foreign Languages

Music

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

Director of Music – Mr Martin

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)

There 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.

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

Frank Smith (contemporary psycholinguist)

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

There 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 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!

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

Igor Stravinsky

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Physical Education

Physics

Director of Sport – Miss Hurt

Head of Physics – Mrs Adlam

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)

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

Physics 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.

Physical 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 three main areas of study: physiological factors affecting performance, psychological factors affecting performance and socio-cultural issues in physical activity and sport. Topics covered will include anatomy and exercise physiology, biomechanics, skill acquisition, sports psychology, sport in society and contemporary issues. These areas are then coupled with one practical activity and the analysis of performance. 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.

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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.

Dame Jessica Ennis-Hill

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.

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, 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.

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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Psychology

Religious Studies

Head of Psychology – Mrs Winter

Head of Religion, Philosophy and Ethics – Mr Bezalel

Psychology is a subject that brings together the skills of critical and statistical analysis with a deep understanding of how we function as a species.

If you enjoy debating questions about the meaning of “life, the universe and everything” then this course will enable you to attempt an informed response to some of the main philosophical issues.

Psychology is becoming increasingly popular amongst young people. They have an intense fascination and curiosity about human behaviour that can be channeled go onto support their studies in many different areas such as history and politics. Their desire to know why gender differences exist, to understand our vulnerability to mental illness and why our behaviour can be manipulated by others underpins the reasons that students choose to study psychology at this level.

The specifications encourage an academic approach to the study of religious and ethical issues. The A Level is open to candidates of a religious persuasion or none.

Students do not need to have taken Religious Studies GCSE before beginning the A Level.

Topics in religious philosophy include such questions: • “Why is there anything at all?”

• “Does life have a purpose?”

However there are other more hidden benefits.

Psychological research has to be written with a critical eye. This means that students will gain writing skills that can be developed across all areas of their studies at A Level. Furthermore the new A Level gives over 14% of its final mark to Statistical Analysis and its interpretation.

This means the subject partners areas such as business and economics to name but a few will also benefit from these skills.

• “What happens at death?”

Evidence is considered from a variety of fields, including psychology, biology, physics, anthropology and sociology as well as philosophy and religion.

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

Mark Zuckerberg

Religious ethics is not limited to the ethics of one religious tradition or moral philosophy. The topics for study are challenging, including such issues: • “How ought we to behave?”

• “How are we to understand evil and suffering?”

• “Are there any real answers to current life and death

Psychology is a scientific subject which means that there is a requirement to carry out research and experiments that will need to be written up using the formal reporting system. This further develops writing skills but other scientific disciplines.

As you can see this subject provides a versatile and interesting pathway that will support many different pathways in the future such as Law, Education and Medicine. A degree or further qualification in Psychology opens doors into exciting careers in clinical research, law enforcement, and human factors in engineering which requires extensive understanding of how people behave.

Some psychologists are even involved in the design of space research. The benefits of studying psychology are boundless.

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problems?”

You will learn to discuss these issues in an enquiring, critical and informed way, rather than to give an unsubstantiated opinion or mere “gut reaction” to a controversial question.

The course is taught using a mixture of methods: classes are conducted usually as tutorial discussion groups. The philosophical and ethical issues debated have abstract and practical implications. Students may be asked to research a topic for group discussion, in addition to researching and writing essays. There are also opportunities to attend specialist lectures and conferences. Philosophy of Religion and Religious Ethics will be taught by two teachers who will cover one unit each. Developments in Religious Thought will be shared by both teachers, based on their areas of expertise.

The training in logical, reasoned argument at quite a deep level 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. Candidates with A Level Religious Studies generally find this helpful for degrees in Law, Medicine, PPE, Psychology, Anthropology, Sociology and related subjects. Like any other arts subject, Religious Studies prepares you to make an articulate, thoughtful and positive contribution to society.

For the A Level, you will sit three 1 hour 45 minute exams: one for Philosophy of Religion, one for Religious Ethics, and one for Developments in Religious Thought. These written exams aim to assess your knowledge, understanding and evaluation skills. There is no coursework.

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The Futures Programme The Futures Programme is an integral and vital part of the Sixth Form curriculum. It aims to develop: • self-awareness and confidence about future choices • awareness of higher level school leaver programmes

and apprenticeships opportunities

and

higher

education

• resilience and adaptability in the face of change • career-management and networking skills

There is a comprehensive programme of activities which include activities in tutor time and PSHCE, lectures given by alumnae as part of the Sixth Form lecture programme, along with workshops and seminars delivered by careers professionals and representatives from Higher Education.

Events include: • Higher Education Convention: a seminar-based event

delivered by Higher Education representatives about different degree courses at undergraduate level at both home and abroad.

• Higher Education Forum: an evening event for students

and parents which explores application strategies and the benefits of the undergraduate student experience.

Equally, through attending university taster courses and Futurewise Career Experience courses girls will become more confident about the choices they are making.

Girls are also able to access a wide range of information to support them in their decision-making. This includes Unifrog and the Higher Ideas and Degree Course Descriptions databases on the school network, the information in the Futures Library and the specific subject guidance for higher education applications on the School Portal.

Girls are supported individually in their Higher Education research and planning through regular mentoring meetings with their tutors. In addition, girls benefit from individual guidance interviews at key points in the Sixth Form: each girl has an option choice discussion and a higher education planning discussion with their tutor and the Director or Deputy Director of Futures and an individual guidance meeting with a careers adviser from Inspiring Futures. As members of the Futurewise New Generation scheme students are entitled to additional advice and guidance from Inspiring Futures until the age of 24.

• Higher Education Applications Morning: a workshop-

based event to kickstart students’ HE applications.

• Interview Skills Day: to boost students’ ability to

perform well at interview and at assessment centres.

There is a comprehensive plan in place to support girls in preparing their university applications. University Preparation Courses run across Years 12 and 13 with the aim of promoting the wider reading and development of the skills of independent analysis and evaluation that selectors at competitive universities are looking for. Equally, these sessions cover preparation for admissions tests and support from subject mentors with personal statement writing. Additionally, we also provide our applicants to Oxbridge, Medicine, Dentistry and Veterinary Science with additional opportunities for interview practice.

The Personal Impact Programme is timetabled for all Year 12 students and is designed to help students present themselves and showcase their skills and abilities effectively in a range of contexts. This course will help students build the necessary confidence and

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independence required to make successful applications in their lives beyond school. Being able to network is key to succeeding in the world of work today and girls are provided with a number of opportunities to develop their networking skills in the Personal Impact Programme and throughout their Sixth Form life. Girls are able to network with employers at the sector-based Futures Evenings and the Year 12 Futures Networking Breakfast. When they leave school, as St Helen’s alumnae, they will be able to access the events and support networks established by our Development Office.

Sixth Form students also benefit from the opportunity to network with current university students at the Year 12 University Spot Lunch and as soon as their university place is confirmed will be linked to the appropriate St Helen’s university network.

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Subjects required for university courses The following vocational university courses have specific entry requirements. This is a general guide to help students choose A Level 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 one, if not two or all three 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.

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St Helen’s School Eastbury Road Northwood Middlesex HA6 3AS enquiries@sthelens.london Telephone +44 (0)1923 843210 Admissions Telephone +44 (0)1923 843230 admissions@sthelens.london www.sthelens.london