Approaching Sixth Form 2018/2019
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CONTENTS
INTRODUCTION TO THE SIXTH FORM
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THE STUDENTS’ VIEW
5-6
ACADEMIC LIFE
7-8
CAREERS 9 SUBJECTS: ART
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BIOLOGY BUSINESS CHEMISTRY CLASSICAL CIVILISATION DESIGN AND TECHNOLOGY DRAMA AND THEATRE ECONOMICS ENGLISH LITERATURE GEOGRAPHY GOVERNMENT AND POLITICS HISTORY HISTORY OF ART LATIN MATHEMATICS FURTHER MATHEMATICS MODERN FOREIGN LANGUAGES – French, German & Spanish MUSIC PHOTOGRAPHY PHYSICAL EDUCATION PHYSICS PSYCHOLOGY RELIGIOUS STUDIES TEXTILES 2
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CONTACT DETAILS
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When choosing which A Level subjects to study, the best advice I can give you is to study subjects which you enjoy – not what your best friend or your parents think is enjoyable. It is no fun studying subjects which you find dull. However, it is essential that you take great care with your choice as some very competitive courses at university still require particular subject combinations. You must research their course requirements carefully, then consult the careers department and, where appropriate, investigate the advice given by professional bodies. We are here to help you with this process by giving you personalised and individual guidance – your tutor will advise you and it will also be a topic of conversation during your 1 to 1 interview with a member of SMT.
INTRODUCTION
Your years spent in the Sixth Form promise to be the most exciting and enjoyable time of your school career. Academically, the work starts from day one, but this work should be enjoyable and rewarding as these are the subjects you have thought hard about and want to study. The purpose of this booklet is to provide you with information and advice upon which you can make an informed decision that will result in your choosing the subjects that are the best fit for you.
Your subject teachers will support you through your A Level studies by inspiring you with their infectious enthusiasm for their subject and giving you constructive and individual guidance throughout the course but, at this stage, their role is to offer honest and frank advice about whether their subject is right for you. Make sure you talk at length with them – they will know what skills and strengths are needed to be successful. I would also encourage you to talk to current Sixth Form students who are studying the subjects you are interested in – they are never afraid to give an honest opinion as to exactly what a subject has to offer. It would be remiss of me not to mention that the Sixth Form at Tudor Hall is about more than examination results. Whilst excellent results are vital, it is important that you take advantage of the abundance of activities that exist outside the classroom. Wherever your interests may lie, there is an avenue open to pursue them. Our Sixth Formers play a vital role within school and beyond, where they are highly respected role models and leaders, and we will be looking to you to fill these roles with assurance. Looking beyond the Sixth Form, our careers and university programme will assist you to take the next step with confidence, with work placements, internships and mentoring by old girls all playing a vital role in helping you to get to where you want to be. We know that the Sixth Form experience we offer will be positive, productive and rewarding, and that you will leave with the skills that you need to be successful in life. Ian Edwards Assistant Head (Sixth Form)
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WELCOME FROM THE SIXTH FORM HOUSE
Moving into the Sixth Form is an exciting new phase of your education experience, where new and existing girls make a fresh start together on their journey towards adulthood. The LVI and UVI Houses, Inglis and Ashtons respectively, are purpose-built providing excellent social and study space. We recognise that girls of this age are moving towards greater independence. We aim to create a “half-way house� between a family home and a university hall of residence, where girls can begin to manage their lives whilst supported by highly skilled staff. In Inglis, girls are accommodated in comfortable, twin-bedded study rooms, whilst in Ashtons they have single dorms which are very similar in style to those found in university halls of residence. They have a communal common room, kitchens and dining area, which enable them to develop basic culinary skills needed for university. There is a grassy quad where girls can sit outside at weekends in nice weather and where house barbecues are held. Girls have wide ranging opportunities for leadership in the Sixth Form. In the house girls may serve on the Social Committee, which influences trips, activities and the general running of the house. At weekends girls may go into Banbury or Oxford or home to visit parents, depending on work and school commitments. Saturday and Sunday evenings are usually community times when the girls can get together to watch their favourite TV show and relax. There are also subject-based activities such as visits to art galleries and in-house workshops. Most girls seize the opportunity to participate in programmes such as Tudor in Four Continents, Model United Nations, Duke of Edinburgh and Young Enterprise. Many remain committed to sport and participate in weekend matches. Others spend time in the Music School or Drama Studio. In Ashtons girls have the freedom to go out on any weekend apart from the first and last weekends of each term, preparing them for the independence of university life. We keep in touch with our alumnae and it is both reassuring and rewarding to hear of their many successes at university and beyond. Jen Ranson LVI Housemistress
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During my time at Tudor I have been involved in a lot of co-curricular activities. In the Lower Sixth I was part of Young Enterprise team where we focused on the important aspects of running a ‘business’, with the task of selling a product of our choice to a target market. This was a great experience for me and I would recommend it to all of the current Lower Sixth. The sport at Tudor has been incredible throughout my whole time here with sports ranging from Shooting and Golf right through to Hockey and Lacrosse. Sport is on offer to all year groups and with the co-curricular being so vast there is always something to do each day.
STUDENT PROFILE
I joined Tudor in the IIIs as a boarder. At the beginning the whole idea of being at “big” school seemed far too daunting to comprehend, however Tudor has managed to not only get me through GCSEs and AS Levels but has helped me to challenge myself, especially in areas that I never thought I could. It’s funny to think just how quickly the past few years have gone and that finally I am in the Upper Sixth.
Tudor also offers some incredible trips that are available to the school body. Last year I was fortunate enough to be selected to go to South Africa where I volunteered at a school in Johannesburg with a group of Tudor girls. It was a wonderful experience for all of us as we met some incredible children and staff (and we were able to tour Nelson Mandela’s house and go on a Safari). This trip is part of a program called Tudor in 4 Continents. During my first year of Sixth Form I did find the workload very hard but with the support of the Housemistress and all the staff it became a lot easier. In the evenings the house staff are very understanding of the stressful positions that we are all in and try to take our mind off it by treating us to movie nights or pizza. The staff at Tudor have also helped me throughout my time at Tudor as they are so committed and dedicated. They have taught us so much both inside and outside the classroom. Had it not been for the wonderful staff at Tudor I couldn’t imagine having written a personal statement let alone be considering university. They are supportive and understanding which is recognised by all of the students and widely appreciated. I look forward to the rest of my Upper Sixth year and hope that it doesn’t fly by too quickly. Octavia Puckett UVI
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STUDENT PROFILE
I joined Tudor in Todd and have been a boarder ever since. Having only attended Russian schools before, I felt really nervous, but due to my life here quickly becoming busy with so many activities, I was quickly able to close both the cultural and language gap. Almost every in-school weekend there is a trip or activity of some sort, ranging from ‘bonding’ trips to Cheddar, Gower and Somerset in the first three years to outings to Theme Parks and Christmas Fairs. This ensured I was never bored. In Sixth Form trips become more optional and more suited to our age. There are trips out for meals and cinema visits and many girls use their weekends to get their work done. The workload from Vs to Sixth Form has increased significantly. Even though this was daunting at first, I quickly managed to adapt, due to all the support you receive from your teachers, housemistresses and Head of Sixth Form. I feel confident seeking help in any aspect of my life here, should I need to, and I know I will receive the support I require. I am studying Maths, Biology, Chemistry and Further Maths AS hoping to go on to do Chemistry at University. Although we are now covering much harder material, by choosing the subjects I enjoyed, I am happy to spend the extra time and energy going through the material – something that I believe is crucial, should you wish to succeed. Due to most of my A Levels being linear, it took some of the pressure off my first year, and I can sit my A Levels with more confidence, knowing I have more time to solidify the material covered. To balance my academic life, I strive to take part in some co-curricular activities too. Since Todd I’ve been having piano lessons and I am getting ready to take my grade 8 exam. I also enjoy taking part in school plays, which is a great way to improve your confidence, and I have joined the debating team taking part in both MUN and other styled debates like European Youth Parliament. This has given me the opportunity to meet and work with people outside Tudor, as well as really befriend members of my team too. My time at Tudor has been jam packed with memories that I know will last a life time. Although sometimes Sixth Form life may get a little overwhelming, if you stay calm and follow the advice you are given, you will be more than prepared for the next stage of your journey. Kate Kot UVI
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At Tudor Hall you will typically choose three A Level subjects to start in the LVI. There is the option to do a 4th A Level, but with the reintroduction of linear A Levels, this is a choice that will need discussion on an individual basis. Many girls choose to study an EPQ (Extended Project Qualification) to complement their A Level studies. All options should be discussed carefully with a member of SMT and their tutors. There are three reasons you may wish to study a subject at a higher level.
ACADEMIC LIFE
All A Levels from 2017 will be assessed on a linear basis which means there are no examinations sat at the end of the LVI that count towards the final grade. At the end of the UVI girls will sit a number of examinations that will make up their final grade.
• You have been good at and enjoyed the subject in the past • You need this subject to enter a particular career or course • You have not studied the subject before but you have looked into it and think it will suit your strengths We provide a number of opportunities to help you decide which choices are right for you. At the subject fair you will be able to look at what is on offer in the Sixth Form, and you will also be invited into Sixth Form lessons so that you can gain a good sense of what to expect from the subjects on offer. Conversations with your Tutor will take place with regard to the subjects that you are considering choosing. Prior to the final deadline for handing in your choices, you will be given the option to discuss this further with members of SMT. At the parents’ meeting for the Vs, in the spring term, you will be able to discuss with your parents and teachers your potential for the subjects that you are interested in. Ab initio subject teachers will also be present for you to talk to. If in doubt about any aspect of choosing subjects in the Sixth Form, please seek guidance and assistance from the Deputy Head, Director of Studies, the Head of Sixth Form or your Tutor. As well as studying 3 subjects, girls will take lessons in Contemporary Issues and Sport. Contemporary Issues is a series of relevant informative and wide-ranging lectures aimed at opening up the world and its issues to the girls.
ACADEMIC MONITORING All Sixth Formers have a tutor, who is often a specialist in a subject area they are studying. The tutor works with each girl to ensure their academic results and future destination are the best possible. This involves close monitoring of work and play! 7
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ACADEMIC LIFE
OXBRIDGE If you are interested in applying to Oxford or Cambridge, there is a programme in place led by a senior member of staff.
POSITIONS OF RESPONSIBILITY Working in teams and having the opportunity to lead are key life skills. With the individual approach we offer we are able to ensure that girls are provided with the right role to allow them to grow as team players and leaders whether this is Head Girl, Games Captain or Charity Prefect.
SUBJECTS AVAILABLE AT A LEVEL Art Biology Business Chemistry Classical Civilisation Drama and Theatre Design and Technology Economics English Literature Geography Government and Politics History History of Art Latin Mathematics Further Mathematics Modern Foreign Languages – French, German and Spanish Music Photography Physical Education Physics Psychology Religious Studies Textiles
OTHER SUBJECTS AVAILABLE IN THE SIXTH FORM
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Leiths Introductory Certificate in Food and Wine Foreign Language Leaders’ Award Introduction to Russian Italian GCSE Ancient Greek GCSE (where possible)
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Following their work experience at the end of the Vth Year, the LVI and UVI are strongly encouraged to undertake formal work placements. This allows them to gain experience in a professional environment and improve their university and job prospects. The careers department provides advice and assistance with obtaining placements, and has a database of useful contacts in different areas of expertise and location, covering a wide range of disciplines. The girls are also advised to seek appropriate work experience or internships after they have left school and throughout their higher education.
CAREERS
Careers education forms an important part of the Sixth Form programme.
An “Introduction to UCAS” talk and gap fair is arranged in the LVI year. This includes advice on student finance, applications to overseas universities (including those in Europe, USA, Canada, Australia and New Zealand) and specific advice on applying for vocational subjects; medicine and other related courses, dentistry, veterinary science, law and teaching to name a few. Throughout the UCAS application process, the Head of Careers is available to provide additional support and assistance with choosing individual courses, writing personal statements and other related queries. The careers library contains copies of all university prospectuses, along with a wealth of useful information on choosing relevant courses and completing applications. An interview week is arranged during the first half of the Autumn term for all UVI pupils, prior to them submitting UCAS applications. UVI and LVI pupils are encouraged to carry out some form of local unpaid work on a regular basis, to fit with their timetables and provide additional work experience. Local placements include primary schools and children’s centres, charities (including Katharine House Hospice and the Banbury Young Homeless Project) and nursing homes. The Head of Careers is available to help arrange the work placement and monitor progress. Other areas covered by the careers department in the Sixth Form include preparing curriculum vitae, completing job and work experience applications and interview and presentation skills. Contact the Careers Department on jbenlalam@tudorhallschool.com
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SUBJECTS
ART Examination Board: AQA The Art Department offers the AQA A Level Art Course. This enables the candidate to work in a range of areas, including photography, creating a broadly-based portfolio, ideal for entering an art course at foundation or degree level. The candidate is expected to explore a given theme at A Level in the following areas: • drawing and painting in a variety of media • printmaking • ceramics and sculpture • photography and computer graphics. Themes or starting points can be as follows: • stimuli (e.g. images of wealth) • observational study (e.g. the depiction of old age) • art in context (e.g. how original is the work of Picasso?) In their chosen theme, they need to: • develop their ideas through sustained and focused investigations informed by • contextual and other sources, demonstrating analytical and critical understanding; • experiment with and select appropriate resources, media, materials, techniques and processes, reviewing and refining their ideas as their work develops; • record in visual and/or other forms, ideas, observations and insights relevant to their intentions, demonstrating an ability to reflect on their work and progress; • present a personal, informal and meaningful response demonstrating critical understanding, realising intentions and, where appropriate, making connections between visual and written research.
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PART 1: A Practical Investigation Sketchbook The sketchbook is mainly practical and contextual work. It supports Part 2. PART 2: Study sheets and a main piece of work
SUBJECTS
A Personal Investigation on a chosen theme supported by a personal study of 1000-3000 words and a main piece of work. This is 60% of the whole examination.
• At least 2 supporting sheets containing observational studies as well as demonstrating a development of ideas and perfection of skills which have emerged from the Practical Investigation Sketchbook. • a main piece of work or a series of work. PART 3: Personal Study. 3000 words • This will require visiting archives and museums to collect relevant information. Though this option entails a lot of reading, it is not just about reading books and regurgitating them. Candidates must develop an argument or outline a specific investigation. Some of the best Personal Studies have included interviews with artists. Externally Set Investigation on a chosen theme from a selection of examination questions. This is 40% of the whole examination. PART 1: A Practical Investigation Sketchbook • The sketchbook is mainly practical with annotations along the way to explain a practical investigation. It must have a practical outcome, i.e. lead to a practical main piece. PART 2: Study sheets and a main piece of work • At least 2 supporting sheets containing observational studies as well as demonstrating a development of ideas and perfection of skills which have emerged from the Practical Investigation Sketchbook. • 15-hour piece of work.
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SUBJECTS
BIOLOGY Examination Board: AQA Why study Biology? Studying Biology opens up a range of career choices across a variety of specialist areas. The Biology A Level works well when chosen alongside subjects such as Chemistry, Geography and Maths. By undertaking Biology A Level you will develop the practical skills, knowledge and inquisitive approach that will allow you to engage with and potentially solve many of the issues that still affect mankind in the 21st century. An A Level in Biology will allow courses such as Medicine, Veterinary Science, Marine & Freshwater Biology, Ecology, Biomedical Sciences, Genetics, Environmental Science, Zoology and Anthropology, to be studied at university. The Course The A Level will be assessed as a series of 3 examinations which will draw from all aspects of the 2-year course. The practical element of the course will also be assessed during these examinations. There is no separate examination for practical work. 10% of the awarded marks for the course are for mathematics. This includes calculating percentages, statistical tests and data analysis. Over the duration of the course, a variety of topics will be studied which draw on a wide range of biological principles and theory. Topics will encourage a breadth and depth of knowledge which in turn will allow access to a wide range of university courses and professions. Subject material to be studied includes: • Biological molecules • Cells • How organisms exchange substances with their environment • DNA and its role in the cell • Energy transfer in and between organisms • How organisms respond to the changes in their environment
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• Ecosystems Course requirements: Grade A or B at Double Award GCSE (at least one A grade is required). Grade B Biology GCSE (grade A is preferred).
SUBJECTS
• The genetic code and evolution
BUSINESS Examination Board: AQA Background The business specification has been designed to provide an understanding of: • how all types of business organisations work, ranging from small to multinational, and including topics such as marketing, finance and people; • the dynamic external environment in which businesses operate, including economic factors such as interest rates and inflation, the influence of technology, competition and ethical issues; • important topical issues which generate change for these organisations; • the range of stakeholder perspectives of business activities, including customers, competitors and banks. Business allows candidates to acquire a range of skills, such as presenting arguments and planning work. It focuses on the contemporary business world and encourages the practical application of business concepts. Business requires an interest in current affairs and candidates should be prepared to read newspapers and magazines and keep up to date with events in the world of business. Why study business at A Level? Business can provide a useful background to many different careers, for example, in accounting, industry, event management, finance, marketing, retailing, human resource management and government and is useful, but not essential, if you are thinking about starting your own business. Business blends well with any other A Level choices, including science subjects, languages, art/textiles, economics, politics and geography. Business studies touches on wider themes such as marketing, sociology, 13
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SUBJECTS
psychology, law, demographics and management. Business provides a very useful grounding for a management career in a large organisation, working in sales, marketing, public relations, export, operations management or human resource management. Business supplies the essential tools and knowledge if you are thinking of starting your own business, including being able to identify an opportunity, cash flow forecasting, marketing your product, financial management and business planning. Finally, business provides a range of practical information and skills which will help candidates cope with life in the future, such as dealing with finance, interest rates, inflation, share prices, legislation (laws), the EU and government. How is Business Examined? A Level Business Specification Subject Content: 1. What a business is 2. Managers, leadership and decision making 3. Decision making to improve performance in a. Marketing b. Operations management c. Finance d. Human resources 4. Analysing the strategic position of a business 5. Choosing strategic direction 6. Strategic methods: how to pursue strategies 7. Managing strategic change Assessment Assessment is via three two-hour papers, each worth 100 marks and 33.3% of A Level weighting and each one assessing all the content above.
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Three compulsory sections which include 15-mark questions, short answer questions and two essays. Paper 2 Three data response compulsory questions worth approximately 33 marks each and made up of three or four-part questions.
SUBJECTS
Paper 1
Paper 3 One compulsory case study followed by approximately six questions.
CHEMISTRY Examination Board: OCR Course Content: The A Level course will include the study of: Atomic Structure, Bonding and Structure, Energetics, Kinetics, Equilibria, Redox, Inorganic Chemistry and the Periodic Table, Organic Chemistry and Modern Analytical Techniques. Students will be required to undertake core practical tasks throughout their course. There will be terminal examinations at the end of the 2-year course. Course requirements: A*/A Double Award GCSE A*- B Chemistry GCSE 6
Mathematics GCSE
Why study Chemistry? Chemistry is a fundamental science of global impact. Its application is evident in and essential to almost every aspect of daily life. As a chemist you can influence people’s lives and make the world a better place in which to live. Having a chemistry qualification offers choice. There is a huge range of chemistry-related work – jobs in environmental areas, food technology, pharmaceuticals, materials science, polymer and plastic development and application, chemical engineering, forensic science, marketing and production. People can undertake research into astronomy, biotechnology, medicine and biochemistry. They can become public analysts in the civil service, health and safety advisors, teachers and lecturers, and industrial and academic research and development officers.
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SUBJECTS
From an intellectual perspective, the owner of a chemistry qualification has been trained in the five major areas of intellectual activity – the abstract, the practical, the linguistic, the mathematical and the logical – and it is one of the few subjects to offer all five. University admissions tutors and employers recognise this and an AS or A Level in Chemistry speaks powerfully about its owner. Chemists can move into many areas of finance, accounting, banking, management, public relations, the law, publishing, patent work and other areas not formally related to the qualification held. Apart from the practical and financial advantages of a qualification in Chemistry, it is intellectually demanding and fascinating – what more could anyone want? Any girl aspiring to medicine or veterinary science or to read Biology at university must do Chemistry A Level.
CLASSICAL CIVILISATION Examination Board: OCR Course requirement: This course requires extensive reading and essay writing, so a good grade (7 or 6 and a high 5 would be considered as well) in English GCSE would be helpful. This course covers a wide range of topics in the context of Greek and Roman society and looks at their effect on the development of Western Art, History, Literature and Culture. Course structure and content: Candidates study literature, history and art. It is 100% examination, with three papers at the end of the course. Topics to be studied are: • Homer’s Iliad • Virgil’s Aeneid • Imperial Image • Politics of the Late Republic This subject combines particularly well with Latin, Greek, History, English, Art, Politics or History of Art. Why study Classical Civilisation? 16
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SUBJECTS
Classical Civilisation gives you the chance to see where many of our modern institutions and culture originally comes from, and how little we have changed over the years. The culture, history and literature of the Romans and Greeks have shaped our civilisation, and by choosing Classical Civilisation you will get to read some of the first works in Western literature that have paved the scene for books and poetry and plays throughout the centuries. You also see the beginning of self-promotion and advertising in Imperial Image, looking at how Augustus created the image of himself as a political hero, without the use of the internet and Instagram; advertising at its finest! You also get to study political systems and how individuals can wield influence over government, for better or for worse and see how similar or different things are to politics now. Where can Classical Civilisation take you? Obviously, you can study Classical Civilisation at university. A Level Classical Civilisation also shows that you can read and understand lots of information, analyse different sources to come to you own judgements, be aware of language and how it affects readers and persuades them to certain courses of action and much more. All these skills are valuable for any degree course and for any future employment; it gives you a very versatile and valuable skill set. Opportunities are endless for those who have studied Classical Civilisation; people that have studied Classics go onto a wide variety of careers, such as Boris Johnson (MP), Chris Martin (lead singer with Coldplay), Tom Hiddleston (actor), JK Rowling (author), Nick Owen (TV News presenter), Mark Zuckerberg (founder of Facebook), Jonathan Evans (ex-head of MI5) and many more!
DESIGN AND TECHNOLOGY Examination Board: AQA Aims of the Subject: This creative and thought-provoking qualification gives students the practical skills, theoretical knowledge and confidence to succeed in a number of careers. Especially those in the creative industries. They will investigate historical, social, cultural, environmental and economic influences on design and technology, whilst enjoying opportunities to put their learning in to practice by producing prototypes of their choice. Students will gain a real understanding of what it means to be a designer, alongside the knowledge and skills sought by higher education and employers.
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SUBJECTS
Course Description: The aims of the course are to develop and sustain students’ innovation, creativity and design and technology capability, encouraging them to recognize constraints and to produce high quality products, to enable students to apply essential knowledge, understanding and skills of product design, production processes and materials to a range of technological activities, whilst developing an understanding of industrial practices to develop students’ understanding of the influences of design processes and products from a historical perspective and in current practice to use ICT. Assessment: Course assessment is made up of three units, two exam papers at the end of the two year course and a controlled assessment folio as shown below. Paper 1: Technical principles Written exam: 2.5 hours, 120 marks, 30% of A Level. Paper 2: Designing and making principles Written exam: 1.5 hours, 80 marks, 20% of A Level. Non Exam Assessment: Practical application of technical principles, designing and making principles. Substantial design and make project, 100 marks, 50% of A Level. Written or digital design portfolio and photographic evidence of final prototype. Study Requirements: Students will develop their own project with teacher guidance. This unit results in the development of a product supported by a design folder. The folder will present a level of sophistication, depth of knowledge and understanding of the design process and development of a product. Self motivation and good time management are essential qualities for success in this unit. Course Entry Requirements: GCSE high grade 5 and above in English, Maths and Science and study in GCSE Design & Technology resistant materials is preferable. Additional Information: In order to be successful in this subject, students must possess a high degree of self discipline and motivation to ensure that project work is completed to a high standard and that deadlines are met. Students should also possess a flair for designing and making.
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Examination Board: AQA For anyone interested in the world of theatre, this course offers students breadth and depth of experience. The course is particularly keen to nurture students’ passion for drama and theatre as both participants and informed members of the audience. Students can expect to develop their knowledge and understanding of theatre practice, as well as enjoy introductions to a wealth of dramatic works.
SUBJECTS
DRAMA AND THEATRE
It is important for students to be able to work as part of a team whilst also developing their skills as individuals. The course demands high levels of motivation and stamina, and students will be expected to organise and run rehearsals themselves outside of allocated lesson time. The A Level Drama and Theatre specification is assessed through a combination of a 40% written examination and 60% non-examined assessment. The course is divided into three components: Component 1: Drama and Theatre (40%) Students are assessed on their knowledge and understanding of drama and theatre through the study and practical exploration of two set plays. They will also be required to analyse and evaluate a range of live theatre performances in their written work. This component culminates in a 3 hour written paper. Component 2: Creating Original Drama (30%) Students are assessed on their ability to devise and perform original drama. The devised drama must be influenced by the ideas and methodology of a recognised theatre practitioner. Students may contribute to the process and performance as an actor, designer or director. The component is assessed via a working notebook (worth 40 marks) and the devised performance (worth 20 marks). This component is internally assessed and externally moderated. Component 3: Making Theatre (30%) Students practically explore, interpret, and present for performance three extracts each taken from a different play. Students record the exploratory process in a reflective report (worth 20 marks). The third extract is 19
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SUBJECTS
explored utilising the ideas and methodology of a recognised theatre practitioner and then performed in front of a visiting examiner from AQA (worth 40 marks). Again, students can be assessed either as an actor, designer or director. Dramatists tackle every aspect of human existence. To do drama you must be a psychologist, detective, historian, philosopher, sociologist, artist, collaborator, motivator and scientist. Drama and Theatre is now an established A Level with academic merit, which is recognised by universities across the country, including those in the Russell Group. Pursuing an acting career via drama school is not the only option if you have an A Level in Drama and Theatre. Students with Drama and Theatre A Level have also gone on to succeed in law, teaching, psychology, the media, tourism, human resources, as well as careers in archives and the theatre itself. Drama and Theatre would be of benefit to any career requiring empathy, forward thinking, the ability to research, and a need for good people skills. The subject may complement a range of subjects including English, History, Classics and Art, or provide a contrasting discipline with study in other areas.
ECONOMICS Examination Board: Edexcel Students will follow the Edexcel A Level Economics A course, designed to reflect today’s global economy and the current economic issues we face. The course consists of 4 themes, 2 studied in the first year and 2 in the second year of A Level: Theme 1: Introduction to markets and market failure • The nature of economics • How markets work: supply, demand and price • Market failure • Government intervention Theme 2: The UK economy – performance and policies • Measures of economic performance: growth, inflation, unemployment and trade • Aggregate demand and supply • National income and welfare
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• Macroeconomic objectives and policy: government spending, tax and interest rates
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• Business objectives and growth • Revenues, costs and profits • Market structures: product markets and labour markets • Government intervention: competition and regulation Theme 4: A global perspective
SUBJECTS
Theme 3: Business behaviour and the labour market
• International economics: emerging and developing economies • Poverty and inequality • The financial sector • Role of the state in the macroeconomy The A Level is assessed through 3 written papers, each 2 hours long, taken at the end of the second year of study. These papers combine multiple-choice and short-answer questions, with data response and essay questions. Success in these will require a high standard of literacy and numeracy, as well as the ability to think logically, to evaluate critically and to apply understanding to new and unexpected scenarios. It may sound hard, but this challenge makes it a stimulating and exciting new subject to learn. Why study economics? Economics is everywhere around us, affecting every aspect of our lives and so, whether you have realised it or not, the subject surrounds you and shapes your choices. To understand these choices more fully, to think more logically about the world we live in and so to make more informed decisions are therefore crucial benefits that the study of economics can provide. The subject is undoubtedly valuable to our roles as consumers, employees, entrepreneurs, voters and citizens. The rigorous and logical thinking demanded and developed by the study of economics is highly valued by university admissions tutors and employers. The skills developed in studying economics complement any other A Level subject, whether it be in the humanities, arts or sciences, as well as preparing students for the rigours of any university degree. Where does economics lead? Successful study of economics at A Level will support an application for any degree course, whilst leading most directly into university study of economics, business and finance, management, mathematics, political science, history or geography. Economics or related subjects at degree level provide opportunities for careers in both the public and private sectors, in the UK and abroad. Jobs
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SUBJECTS
include working in finance and banking, accountancy and business management, the civil service, local and central government. Economists are also found in many other areas including manufacturing, technology and computer science, health and education.
ENGLISH LITERATURE Examination Board: OCR Who studies A Level English literature? You should enjoy reading and be prepared to study a range of poetry, prose and drama, modern and from the established English literary canon. Success in this subject comes from a willingness to re-read class texts in your spare time, and to read critical and contextual background material – the more the better! OCR A Level, H472 This will be an exciting new A Level for us. Component 1: Shakespeare, and a comparison of other pre-1900 Drama and Poetry. Written examination, 2 hrs 30 mins, 40%. Your Shakespeare text will be chosen from: Coriolanus, Hamlet, Measure for Measure, Richard III, The Tempest, and Twelfth Night. Your Drama text will be chosen from: Edward II, The Duchess of Malfi, She Stoops to Conquer, A Doll’s House, and An Ideal Husband. Your Poetry will be chosen from: Chaucer, Milton, Coleridge, Tennyson and Christina Rossetti. Component 2: Close reading in a chosen topic area and a comparative study. Written examination, 2 hrs 30 mins. (40%) Your topic and set texts will be one of the following: • American Literature 1880–1940 (The Great Gatsby, The Grapes of Wrath) • The Gothic (Dracula, The Bloody Chamber and Other Stories) • Dystopia (Nineteen Eighty-Four, The Handmaid’s Tale)
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• The Immigrant Experience (Call it Sleep, The Reluctant Fundamentalist) Component 3: Post-1900 Poetry, Drama and Prose, with one text being post-2000. Critical Writing on one text (most probably, focusing on one poem from a selection)
SUBJECTS
• Women in Literature (Sense and Sensibility, Mrs Dalloway)
Comparative essay (most probably, comparing a play and a novel) Coursework, 20%. Why study English? English Literature A Level is a celebration of some of the most powerful lines ever written in this language. You should know by now whether writing can move you: if it does, then A Level English Literature will be the whirlwind two year love affair which you hark back to for the rest of your life, and which will inform the rest of your life! Perhaps more than any other subject, this is one built on passion. At the same time, though, English Literature A Level teaches you to think shrewdly, to interpret and not just accept information, to read between the lines and construct a convincing argument. The answers are rarely black and white, so the subject rewards creativity and lateral thought. English students grow confident and experienced in developing their ideas and defending their positions. They know to see situations from different points of view, to empathise with many perspectives. Students of English go on to be successful in a variety of disciplines. Lawyers value their ability to argue black into white and to digest and interpret large amounts of written information; newspapers and television stations value their ability to write clearly and accurately; public relations and advertising firms value their ability to understand how language achieves its effects and their ability to exploit this to persuade the public. Russell Group universities recognise the value of English Literature A Level; viewing it as a subject which they recognise as a useful preparation for many different courses. After all, you may go on to study Nuclear Physics, but at some point you will need to be able to communicate your ideas. Above all, English rewards you with a versatile set of skills that will be useful in practically any walk of life and valued by any employer.
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SUBJECTS
GEOGRAPHY Examination Board: AQA Course requirement: At least a grade 6 in both Geography and Mathematics GCSE. A high grade 5 may be considered. Course content: Component 1: Physical Geography What’s assessed Section A: Water and carbon cycles Section B: either Hot desert systems and landscapes or Coastal systems and landscapes or Glacial systems and landscapes Section C: either Hazards or Ecosystems under stress How it’s assessed Written exam: 2 hours 30 minutes 120 marks 40% of A Level
Component 2: Human Geography What’s assessed Section A: Global systems and global governance Section B: Changing places Section C: either Contemporary urban environments or Population and the environment or Resource security How it’s assessed Written exam: 2 hours 30 minutes 120 marks 40% of A Level Questions Section A: answer all questions (36 marks) Section B: answer all questions (36 marks) Section C: answer either question 3 or question 4 or question 5 (48 marks) Question types: multiple choice, short answer, levels of response, extended prose
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What’s assessed Students complete an individual investigation which must include data collected in the field. The individual investigation must be based on a question or issue defined and developed by the student relating to any part of the specification content. How it’s assessed 3,000-4,000 words 60 marks 20% of A Level Marked by teachers Moderated by AQA
SUBJECTS
Component 3: Geography Fieldwork Investigation
Students will undertake four days of fieldwork during the course. There will be a parental charge for this although it is subsidised by the school as it forms a compulsory part of the course. Fieldwork will take place at a recognised Field Studies Council centre in the UK.
GOVERNMENT AND POLITICS Examination Board: Edexcel Course requirement: Grade B in GCSE History or a grade 6 and high 5 in English. This is essentially a writing subject with a fair amount of reading. Course content: subject to Ofqual acceptance Government and Politics involves looking at how the British government works. You will learn all the basics – what are the rules of the United Kingdom, what is parliament and how does it work, what are the powers of the Prime Minister and cabinet, what are the powers of judges, what rights do you have as citizens, what are pressure groups and how do they work, how do political parties operate and how has devolution to Scotland and Wales come about? This specification is really about what has happened since 1997, and what policies and changes the recent Labour government and the Conservative-Liberal Democrat coalition have brought about. Moreover, you will also look at the ideologies of the main political parties including liberalism, conservatism and socialism. This is the philosophical part of the course for those who like broad ideas and concepts, how they fit together and where they are contradictory. Also, as a contrast feminism or anarchism is studied. The last part of the course is about global politics, which looks at conflict, terrorism, the role of the super powers, international human rights, globalisation, the roles of international organisations like the U.N. and N.A.T.O., debt relief and climate change. In amongst this technical material there is a great deal of scope for argument and debate.
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SUBJECTS
In Politics you learn the skill of synthesising a lot of material and using it argumentatively. This is valuable for future jobs. It is good for improving your general knowledge about how this country works. Politics uses short answers, essays and some very simple source-based material for questions. It is a learning subject as it is new and you have no GCSE knowledge behind you. The lessons are based on arguments and debates. There is no coursework involved at any stage. Why should I choose Government and Politics? If you are interested in people and events that have shaped our world, then politics is for you. It teaches you how to express your opinions clearly and effectively, supported by relevant evidence. It suits anyone who wants to be able to think for herself and not take others’ actions or opinions at face value. It is ideal for those who want to make informed judgements about controversial issues and present a well-ordered case. This is vital in a wide variety of careers. Politics has many links to other subjects like history, religious studies, economics, and geography. Politics lies at the heart of everything you do in life. Although many past students have gone on to politics degrees, others have used the research and analysis skills developed to forge other careers. The high levels of literacy and critical thinking developed are useful to anyone wanting to work in law, advertising, marketing and PR, and all forms of journalism including television and magazines. It could help you to become a more interesting person as you will be able to talk confidently about the world around you, and show how your political knowledge has enabled you to see all sides to a debate.
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Examination Board: OCR Course Requirement: History A Level builds on the skills learned at GCSE. It is an essay-writing subject with a fair amount of reading involved. Minimum grade B at GCSE is required.
SUBJECTS
HISTORY
Course content at A Level: In the first year we look at the making of Georgian Britain, 1678-1760. These were formative years in the making of a democratic Great Britain. In depth, we look at the Glorious Revolution and the fight against the Jacobites and Catholics. In contrast, we also look at Liberal Italy and Mussolini from 1896-1943. In the second year, we study Russia from 1855-1964. This covers the political, economic and social developments of the Tsarist period from Alexander II, and the revolutions in 1917, to the political, social and economic development of the communist state under Lenin, Stalin and Khrushchev. Coursework is completed on Nazi Germany, looking at Hitler’s leadership, the Final Solution and his foreign policy. History is a valuable subject as it teaches useful skills you will need in most jobs later on. You learn how to synthesise a great deal of material to use in arguments. This forms the basis of essay writing. Working with sources teaches you how different people have different views of events; you learn how to spot bias and how circumstances affect how people write. However, the most interesting part of the study of history is looking at the characters and actions of the past. This still has great relevance for today. Who should study History at A Level? Anyone who thinks they might enjoy finding out more about life in the past and is interested in people and events that have shaped our world. Anyone who would like the opportunity to develop their own interests through their coursework. Anyone who wants to be able to express her own opinions clearly and effectively. Anyone who wants to be able to think for herself and not take others’ actions or opinions at face value.
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SUBJECTS
What is the value of studying History at A Level? We hope you will enjoy it. The course gives you the opportunity to investigate a range of topics so you are sure to find something that really inspires you. The study of history trains you to select relevant information, assess the validity of an argument, think and write logically, make informed judgements about controversial issues and present a well-ordered case backed by supporting evidence, thereby equipping you for a wide variety of careers. History is considered a worthwhile A Level subject for entry to almost all degree courses. History also includes a number of cross-curricular skills and links with subjects like English and RS, and can provide greater academic breadth for those focusing on the sciences or other arts subjects. What value might History at A Level be in the future? The most obvious path is a degree in History, where you would get the opportunity to study the aspects that particularly interested you in greater depth. However, many people use the research and analysis skills developed in History to become lawyers. The high levels of literacy and critical thinking developed through studying History are useful to anyone wanting to work in advertising, marketing and PR, and all forms of journalism including television and magazines. The ability to think creatively within a clear framework is highly sought by many employers in publishing and the arts. It could help you to become a more interesting and well-rounded person, able to talk confidently about the world around you and present your ideas clearly and with conviction.
HISTORY OF ART Examination Board: Edexcel Course Content and Skills:
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History of Art is the analysis and interpretation of visual culture. It is concerned with the study of European painting, sculpture and architecture, and approaches our cultural and historical heritage in a new way. The first year involves visual analysis and interpretation
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While studying History of Art students develop the skills of analysing works of art and interpreting them with confidence. Simultaneously, they learn to make critical judgements, analyse different sources of historical evidence, and gain independent learning skills. Throughout the course, students are encouraged to achieve their full potential in the intellectual, written, oral and visual skills required by this discipline.
SUBJECTS
of paintings, sculptures and buildings. Students will also focus on significant art historical themes such as nature, identities and or war. During the second year girls study two topics that focus on the art and architecture in Europe during a given period. Girls at Tudor Hall currently study sixteenth-century and seventeenth-century European art and architecture.
No prior study of History of Art is expected for students taking this course, just a general interest in art and architecture is all that is required. History of Art and Your Future History of Art is a highly respected and traditional discipline taught at Oxford and Cambridge and most of the Russell Group Universities. Nevertheless, students taking History of Art go on to read a range of subjects at degree level, including Politics, Philosophy, History, Economics, Architecture, English, Modern and Classical Languages, Geography, Anthropology, Law, Art and Fashion as well as History of Art. Moreover, many career opportunities are opened up by the subject: students often go on to work in galleries, museums and heritage, advertising, fashion, business, brand consultancy, the media and architecture. Previous students of History of Art A Level include the Duchess of Cambridge! Above all, however, an appreciation of art can enhance your life and your interaction with the world around you. Outside the Classroom Throughout the course, History of Art trips are run to art galleries and buildings in Oxford and London and speakers are often invited to give talks at the school. In the second year, there is the opportunity for students to go on the annual trip to Florence and Venice or Rome. There are also opportunities for public speaking about art through the Articulation competition.
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SUBJECTS
LATIN Examination Board: OCR Course requirement: Grade 7 at Latin GCSE Course structure and content: Candidates study Latin language and literature, with its historical and cultural context. It is 100% examination, with four papers at the end of the course. Paper
Content
Time / marks
% of total
Language 1
Unseen translation of verse and prose; scansion
1hr 45 mins (100 marks)
33%
1 hr 15 mins (50 marks)
17%
Language 2
Comprehension of a Latin passage OR Translation into Latin
Prose
Two set texts plus in translation for context
2 hours (75 marks)
25%
Verse
Two set texts plus in translation for context
2 hours (75 marks)
25%
The literature being considered will be a combination of: • Cicero’s “pro Milone” • Virgil’s Aeneid • Tacitus’ “Annals” • Latin Love Poetry (selected from Ovid, Propertius and Tibullus) This subject combines particularly well with Classical Civilisation, Greek, MFL, History, English, or Politics. Why study Latin? Apart from being one of the best subjects out there, Latin gives you the opportunity to study the Romans in depth. Many aspects of our modern civilisation are rooted in the Romans, and Latin gives you the chance to explore these. It also rewards you with a very versatile and marketable skills set for the future: impeccable linguistic ability, research skills, analytical skills, evaluative skills… the list is endless! 30
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MATHEMATICS
SUBJECTS
Opportunities are endless for those who have studied Latin; people that have studied Classics go onto a wide variety of careers, such as Boris Johnson (MP), Chris Martin (lead singer with Coldplay), Tom Hiddleston (actor), JK Rowling (author), Nick Owen (TV News presenter), Mark Zuckerberg (founder of Facebook), Jonathan Evans (ex-head of MI5) and many more!
Examination Board: Edexcel Course Outline: The A Level Mathematics course is both challenging and rewarding. It is designed to provide students with a broad understanding of the key elements of pure and applied Mathematics. Course requirement: A Level Mathematics is a demanding course and builds heavily on GCSE Mathematics material. In order to study this subject it is necessary to possess the algebraic skills required at the higher tier of GCSE and preferably to have obtained a grade 7 or above. Course Details: A Level Mathematics consists of three elements: Pure Mathematics, Statistics and Mechanics The Pure Mathematics element develops fluency in algebraic manipulation, progressing through topics including functions, graphs, sequences and series, advanced trigonometry and calculus. The Statistics element is concerned with the collection and interpretation of data. Students learn about measures of dispersion, including standard deviation. They are introduced to advanced probability, discrete random variables and the normal distribution. Statistics is widely used in other disciplines, such as Economics, Biology, Psychology, Medical Sciences and Geography. The Mechanics element is concerned with particles, forces and motion and is often likened to Physics. This is due to the exploration of concepts including momentum, velocity, forces and motion. Students interested in Physics and Engineering will find this module particularly useful.
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The A Level Mathematics examination will consist of three papers: Paper 1: Pure Mathematics 1 Paper 2: Pure Mathematics 2 Paper 3: Statistics and Mechanics
(2 hours) (2 hours) (2 hours)
Why study A Level Mathematics? In 2008, the Wall Street Journal printed an article in which the top 20 jobs in the United States, according to pay and conditions, were listed as Mathematician, Statistician and Actuary. That there could be an occupation entitled Mathematician is a surprise to many, but to stand in the number one position was a surprise for a world often wondering where Mathematics really fits in. In fact, half the top ten jobs included occupations that require a heavy mathematical basis. The skills developed, such as logical thought, problem solving, statistical analysis and abstract thought, make Mathematics A Level valuable for careers such as Law, Medicine, Psychology, Engineering, Economics and Management to name but a few. Here are some further points to consider when contemplating studying A Level Mathematics. • Mathematics A Level underpins further study in many degree courses, including Engineering, Computer Science and Physics. Without Mathematics, these disciplines would cease to exist. • Mathematics is one of the most marketable subjects in terms of acceptability and is highly welcomed in combination with other subjects for most university courses and careers. Universities consider it to be a ‘traditional’ course with a high academic rigour and therefore it is highly respected by all of the top universities, regardless of the course taken. For many universities, Mathematics is their first choice A Level. • Mathematics is a beautiful and enjoyable subject. It encourages curiosity and is concerned more with watertight, rigorous proof and argument than any other academic discipline. • Mathematical ideas and knowledge are always finding new applications. In e-commerce to national defence, mathematicians are highly regarded for the skills they offer and mathematics as a subject discipline now underpins much of modern life from online credit card security to international logistics. • Mathematics will encourage and nurture your problem solving skills and develop your resilience, creativity and logical thought processes. These will all prove invaluable in your life and career ahead.
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Examination Board: Edexcel The Further Mathematics A Level course is exceptionally demanding and is designed to ensure that candidates wishing to pursue a degree course with a heavy mathematical content are suitably prepared. It also provides a wonderful journey for students who possess a deeper enjoyment of and interest in Mathematics and its applications. Universities will often prefer students to have Further Mathematics A Level for some of their courses but it is not always mandatory. Examples of universities who often prefer or require Further Mathematics include Warwick, LSE, Oxford and Cambridge. Courses such as Engineering and Mathematics are likely to be those requiring or preferring the qualification but students are advised to contact the Mathematics or Careers departments for further guidance.
SUBJECTS
FURTHER MATHEMATICS
Course Requirement: Students who elect to study Further Mathematics must do so in addition to A Level Mathematics and must have attained a 9 grade at GCSE or an equivalent standard in another system. Grade 8 will be considered. Our girls will study Further Mathematics alongside A Level Mathematics. Course Details: The Further Mathematics A Level Qualification contains a proportion of optional content as well prescribed material. The Pure Mathematics element introduces new concepts such as complex numbers, matrices and hyperbolic functions; as well as develop techniques in calculus, trigonometry and proof. At Tudor Hall we have chosen to study Decision Mathematics and Further Statistics for the optional elements of the course as these give our students a wider breadth of knowledge, in addition to providing opportunities to explore exciting and relatively newer, developing areas of the field. Decision Mathematics is principally concerned with algorithms and problems involving Networks. It provides a very useful foundation in the mathematics underpinning computer programming. AS Further Mathematics will consist of two papers: Paper 1: Further Pure Mathematics Paper 2: Decision Mathematics 1
(1.5 hours) (1.5 hours)
The A Level Further Mathematics examination will consist of four papers: Paper Paper Paper Paper
1: 2: 3: 4:
Further Pure Mathematics 1 Further Pure Mathematics 2 Decision Mathematics 1 Further Statistics 1
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(1.5 (1.5 (1.5 (1.5
hours) hours) hours) hours)
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SUBJECTS
MODERN FOREIGN LANGUAGES Examination Board: AQA A Level courses are offered in German, French and Spanish. Reasons for studying languages at A Level •
75% of the world’s citizens DO NOT speak English. Therefore language skills are vital in today’s global economy and students with language skills enjoy better employment rates than those without. 3.5 million jobs in the UK are linked to the import and export of goods and services to other European countries and this trade depends on good language skills.
•
Other areas where languages are important include business and marketing, travel and tourism, journalism, politics and the Civil Service, teaching, translation, PR, media, law, accountancy and banking. Universities offer language courses alongside most other courses in recognition of their importance in every field.
•
Even if your future job does not involve languages, they will increase your marketability because employers know that language students are flexible, open-minded and in possession of good oral and written communication skills and cultural awareness.
• Languages are life-enriching as they enhance opportunities to travel, study, live and work abroad.
• Above all, language learning is FUN and gives you an insight into how other people think, work and live. Course requirements: Preferably GCSE grade A/7 minimum (as well as enthusiasm for the course) but we recommend that girls discuss their suitability for the course with members of the modern foreign language department before making a decision. In addition, the successful study of a modern foreign language requires a desire to have contact with or to visit the country of the language being studied and the motivation and ability to work independently when required. Course content: Students will explore social, political and historical issues, current affairs and culture relevant to the target language country through exposure to 34
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SUBJECTS
authentic articles, videos and audio material. They will also study a film and a piece of literature and they will undertake personal research on an aspect of target language culture. Formal study of grammar, including more advanced concepts such as the subjunctive, and translation into and from the target language will also represent key features of the course. The course will culminate in a terminal examination including an oral, essays on the film and literature, listening, reading and translation.
MUSIC Examination Board: Edexcel Music A Level allows students to develop their skills in performing, composing and musical appreciation. They will encounter a wide variety of music from both the western classical tradition and more contemporary and world genres. In performance and composition students will have the freedom to work in whichever style best suits them, and will gain further experience using computer software to generate scores combined with work in more traditional acoustic fields. Music at this level requires a commitment to both the practical and academic aspects of the subject. It is expected that students following the A Level will involve themselves fully in the co-curricular musical life of the school and take a leading role in ensembles and concerts. A high standard of practical skill is essential for solo recitals, ensemble playing and composition and we would expect students to have gained at least grade VI standard on their first instrument/voice to achieve the highest level at A Level. Keyboard skills are useful but not essential. It is important for A Level students to enjoy listening to a wide variety of music due to the anthology of works which will be studied in depth. Fluency and accuracy in writing, together with good spelling and grammar is important for essay topics in the Musical Understanding components and you will be expected to research specific periods, styles and aspects of musical and instrumental development independently. A Level Music components Performing Students may perform as a soloist or in an ensemble and are free to choose music in any style. Students are likely to be required to perform a recital of 8 minutes minimum and may recorded during the second year of the course. 35
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SUBJECTS
Composing The students will be expected to compose to given briefs and have the option of free composition. There will also be an assessment of compositional techniques. Appraising This unit will test the knowledge of understanding of musical elements, context and language. There are likely to be six areas of study, each with three set works. The areas of study are likely to be: Vocal Music, Instrumental Music, Music for Film, Popular Music and Jazz, Fusion, New Directions. The assessment will comprise a written paper, areas of study and dictation, and two essay questions. Combining music with other subjects Many subjects combine well with music, from a wide range of humanities or languages to maths and science. For a more business motivated path, music works well alongside ICT, Business Studies and economics. With a qualification in music you can go on to higher education and a variety of jobs, not just within the field of music. Music is one of the most respected qualifications amongst employers and universities as it demonstrates a large number of very important skills required in both the world of work and higher education – self-discipline, team-work, perseverance, presentation, analytical skills, communication, organisation and planning skills, decision-making, ability to follow instructions, high level of written ability, enterprise, enthusiasm and creativity. Entry Requirements Summary • Students should be proficient on at least one instrument/voice, approximately Grade VII/VIII standard, on entry to the course. Keyboard skills are useful but not essential. • It is advisable to have Grade 6 or above in GCSE music. A high grade 5 will also be considered. • Good theoretical knowledge is required and a level comparable to Grade V theory is advised. • Students should be prepared to participate in the extra-curricular musical life of the school. • Students must be prepared to spend time in the department outside of lessons working on composition and practical coursework. • All students on the course will be expected to perform in concerts.
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Music A Level combines the aesthetic, practical and academic aspects of education and is, therefore, a course designed to enrich, extend and stimulate students. Possible career opportunities include; performing, sound-engineering, theatre-work, arts-administration, advertisement, composing in the media, radio and broadcasting, publishing, sales, recording industry, television, music therapy, journalism, music retail, orchestral management, teaching, composing and many other fields.
SUBJECTS
Higher Education and Employment – A Career in Music
Please speak to the music staff for further information on a career in music as the music industry is now one of the UK’s largest employers and new courses at university and college level are appearing each year, especially in contemporary music and production.
PHOTOGRAPHY Examination Board: AQA A Level Photography Component 1: Personal Investigation – 60% of marks The course will start with a series of short briefs for the students to complete. This will teach the students how to create effective projects and help them to choose a stimulating area of study to spend the subsequent year investigating. Practical techniques using the camera, digital manipulation and mixed media will be explored while building up a portfolio of images related to the personal investigation. Throughout the component students will be creating a written record of their discoveries to help them produce a 1000-3000 word essay, which is submitted alongside their practical work.
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SUBJECTS
Component 2: Externally-Set Assignment – 40% of marks Question papers containing several themes to start from will be given to the students. The students will work over the remaining months to create a personal response to their chosen theme. At the end of component 2 the students must complete 15 hours of unaided, supervised work. All the work produced for this component will be marked as a whole.
PHYSICAL EDUCATION Examination Board: AQA The new A Level course in physical education should equip students with depth and breadth of knowledge, understanding and skills relating to scientific, sociocultural and practical aspects of physical education. The exact content of the course has yet to be finalised by AQA but DfE guidelines have stated that A Level PE specifications will require students to: • develop theoretical knowledge and understanding of the factors that underpin physical activity and sport and use this knowledge to improve performance • understand how physiological and psychological states affect performance • understand the key socio-cultural factors that influence people’s involvement in physical activity and sport • understand the role of technology in physical activity and sport • refine their ability to perform effectively in physical activity and sport by developing skills and techniques and selecting and using tactics, strategies and/or compositional ideas • develop their ability to analyse and evaluate to improve performance • understand the contribution which physical activity makes to health and fitness • improve as effective and independent learners and as critical and reflective thinkers with curious and enquiring minds.
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• The new A Level PE will be assessed with an examination making up 70% of their final grade • It will also require a non-exam assessment (practical component) with students assessed in the role of player/performer or coach making up 30% of their final grade • Students will also be able to focus their skills as they will only be assessed in one activity. The following activities can be chosen: Amateur Boxing
Association Football
Athletics
Badminton
Basketball
Camogie
Canoeing
Cricket
Cycling
Dance
Diving
Gaelic football
Golf
Gymnastics
Handball
Hockey
Equestrian
Hurling
Kayaking
Lacrosse
Netball
Rock Climbing
Rowing
Rugby League
Rugby Union
Sculling
Skiing
Snowboarding
Squash
Swimming
Table Tennis
Tennis
Trampolining
Volleyball
Boccia
Blind Cricket
Goal Ball
Powerchair Football
Polybat
Table Cricket
SUBJECTS
The units:
PHYSICS Examination Board: Edexcel Physics develops problem-solving through experimental analysis, analogies with familiar experiences and curiosity about what holds us together, causes the sun to shine and makes the world go ‘round’. The course develops the core concepts and relationships in GCSE Physics. Course requirement: A grade of at least A or A* at GCSE is preferred. A grade 6 or higher in GCSE Mathematics is recommended. A high grade 5 will be considered. However mathematics tutorials are offered to practise solving physics problems that occasionally require more advanced mathematical techniques. The A Level course will include the study of: Mechanics, Vectors, Energy, Oscillations, Properties of Materials, Electricity, Waves, Kinetic Theory, Gas Laws, Quantum Physics, Nuclear Physics, Units and Prefixes, Electric, Magnetic and Gravitational Fields. 39
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SUBJECTS
Where can you go with physics? Physics is at the heart of everything and is a highly rewarding discipline to study at school, university and beyond. Above all physics opens doors to a wide variety of careers. That is a bold statement, perhaps, but one that can be justified. Physics explores questions like how did the universe begin? How will it end? What is a black hole? Is time travel possible? If you have an enquiring mind, always asking why things happen, then physics will help you find the answers. It forms the basis of most modern technologies and holds the future to global well being. The career opportunities available are as vast as the subject itself due, in part, to the transferable skills gained whilst studying physics. It is these transferable skills that make the difference between an employee who is merely satisfactory and one who will significantly improve the performance of the organisation concerned. Employers see a physics qualification as an indication of someone who will immediately be an asset to the organisation. This is because physics requires the following attributes: • A logical and numerate mind • The ability to solve problems • Communication skills, developed through report-writing and presentations • Computing and practical skills • Teamwork and flexibility (essential for lab work and projects) Over half of all physicists work in research and development, engineering, and information technology. Some physicists work on problems at the frontiers of knowledge; others tackle the challenging problems which arise in the application of physics to industrial and engineering problems. If you want to be well paid, a physics degree can help you get a job in finance, telecommunications or the electrical industry. According to a survey of Institute of Physics members, these sectors have an average starting salary of about £40K. Physicists also work in medicine, astronomy, meteorology and teaching. The chart shows a list of typical sectors where physicists are found.
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Examination Board: AQA Course requirement: At least two grades at BB in Science Double Award or the equivalent in two single sciences. A high grade 5 or above in Mathematics.
SUBJECTS
PSYCHOLOGY
Why choose Psychology? Studying Psychology offers an opportunity to gain a thorough introduction to the fascinating study of mind and behaviour through active engagement with a range of relevant and motivating topics. Students learn about important psychological theories and develop an understanding of related ethical issues, research and social diversity which help them interpret the world around them with greater insight and understanding. The topics studied in Psychology are fascinating and students can often relate them to their everyday life. Topics studied in LVI include: • Memory and Forgetting • Obedience, Conformity and Social Change • Attachments • Psychopathology (the causes and treatments of mental illnesses) • Research Methods You will develop a range of transferable skills, from analysing psychological concepts to critically interpreting research and ‘evidence’. You will enjoy debating topics and expressing your ideas effectively and coherently in written work. You can achieve a balanced curriculum and broad education, as Psychology complements many subjects including RS, Biology, History, PE, Drama and English Literature.
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SUBJECTS
RELIGIOUS STUDIES Examination Board: AQA Tudor Hall’s distinctive and highly successful approach to Religious Studies continues to promote advanced critical-thinking skills in the Sixth Form through the study of the disciplines of Philosophy, Theology and Ethics. The new AQA linear A Level course is structured around each of these important subjects. Over the course of the two years students will study the following: Philosophy: arguments for and against the existence of God; the problem of evil; religious experience; religious language; miracles; life, death and the after-life. Ethics: natural law, situation ethics, virtue ethics, utilitarianism, divine command and Kantian ethical theories and their practical application to controversial issues, such as: embryo research; abortion; euthanasia; capital punishment; animal rights. Theology: with particular reference to Christian theology in relation to the following topics: sources of wisdom and authority; the relationship between science and religion; the challenge of secularisation; migration and religious pluralism; gender and sexuality. It is not necessary to have taken the subject at GCSE level in order to take the A Level course, but there is an element of ‘catch up’ for those new to the subject because Tudor Hall GCSE students will already be familiar with some of the A Level vocabulary. The GCSE students will have the advantage of having been introduced to some of the topics at a basic level but the level of difficulty at A-level is a considerable step-up. Religious Studies at A Level is excellent preparation for a whole range of subjects at university. The syllabus contains many cross-curricular links to a wide diversity of subjects such as the sciences, psychology, sociology, medical ethics, English and history. Religious Studies is a highly popular subject in the Sixth Form and the department has an outstanding record of success when it comes to A Level results.
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Examination Board: AQA The aims of this specification are to encourage students to: • Develop creative and imaginative abilities to communicate ideas with some purpose and meaning in art, craft and design
SUBJECTS
TEXTILES
• Develop investigative, experimental and interpretative capabilities to improve practical skills of control when using materials, tools and techniques • Increase critical awareness of the roles and purposes of art, craft and design in different times and culture • Become more confident in using visual and tactile elements to record what is seen, felt and thought A Level Art: Textiles Personal Investigation – one major project – 60 % Candidates will submit a project that has a personal significance. The investigation must include a related personal study that must be between 1000 – 3000 words. The Controlled Test – 40 % (15 hours) will be a response to a question set by AQA. The candidate is expected to undertake research, by direct observation and document research, so they have enough information to produce a piece of work under examination conditions. This must be in the same subject area as the research projects. Textiles is a versatile and exciting subject to take at A Level leading to careers in a wide variety of fields such as design in all its aspects – fashion (women’s wear, men’s wear, children’s wear, lingerie, knitwear); interior design, jewellery, shoes and accessories. The performing arts offer many opportunities: make-up artist in films, TV and stage together with special effects; film and theatre set and costume design. The retail trade also has many openings, for example, stylist, buyer, surface decorator or visual merchandiser. Individuals can use their creative talents as illustrators, in textiles, as photographers, as graphic designers, ceramicists, printmakers and sculptors. Industry needs product and furniture designers, advertisers, marketers and PR people. Journalism is a rich field with fashion and home textiles. Museums need curators and last, but certainly not least, there is teaching at primary, secondary and tertiary level. 43
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SUBJECTS
INTRODUCTORY CERTIFICATE IN FOOD AND WINE Aims: Through being shown a wide range of professional practical cooking methods and being taught the associated theory, the primary aim of this course is to provide students with a vital life skill for independent living which, should they so choose, could open up areas of possible employment. Students will gain the confidence to cook by making judgements on the ingredients they buy, the dishes they put together in their menus, and the methods they use to cook and serve the food to achieve the best results. By the end of the course, students should be able to show that they can produce specified dishes to the required standard under timed conditions using professional methods. Objectives: By the end of the course students should be able to cook to the standard of quality family food and should be able to: • Read a recipe and follow instructions • Weigh and measure ingredients • Select the correct equipment for the task • Co-ordinate the elements of a meal for a specific serving time at the correct serving temperature • Season food • Recognise when food is cooked, or ready to serve • Work in an organized and hygienic fashion • Have an understanding of attractive food presentation and be able to select the correct serving plates and dishes • Demonstrate and know the basic theory of the following skills
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Batter Bread Cakes – creaming, melting, rubbing in, whisked Chocolate work Deep fat frying Egg cookery Using egg whites – mousses, meringues Farinaceous ingredients Fish – classification, choosing, preparation, cooking Gelatine Glazing
Mayonnaise Meat – choosing, preparation, browning, stewing, roasting Methods of cooking Pastry – Shortcrust, rich shortcrust, choux, rough puff Sugar syrups & caramel Sauces (sweet & savoury) & gravies Stock Vegetables – choosing, preparation, cooking, seasons
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On completion of the course candidates achieve a basic professional qualification which, if successful, will enable them to potentially gain employment in the food industry during their gap years perhaps or it may even be the starting point of a career as a Chef! We are therefore looking for high levels of commitment to the course. Vegetarians should consider the course very carefully as we will be handling a lot of raw meat, fish and offal.
SUBJECTS
The course will be delivered over five school terms.
As part of the course all girls will be entered for a Basic Hygiene Certificate. This is a nationally recognised qualification in all sectors of the food industry. Girls who successfully complete the course will be eligible to join the ‘Leiths List’. Students can contact them if they are looking for work in the Gap year or during university holidays. Leiths School plan and monitor the certificate. A senior member of Leiths staff will introduce the course to the girls and several visits are made during the five terms. On the final visit the girls will be assessed through a practical test. They will also sit a 1½ hour theory examination. The cost of this exclusive course will be approximately £1,850, which can be added to your school bill over a five term period. It will include: • The course • All food costs • One set of good quality personally engraved knives • One Leiths Food Bible • One Leiths Apron and Hat • Folders and writing materials Unfortunately we only have eight places available on the course. This is to allow sufficient space and attention for each student. So when considering the applications, we will have to take into account the girls’ other commitments. If demand exceeds the places available, we will then draw the names out of a hat, in order to make the allocation of places as fair as possible. If there are insufficient numbers of girls interested, we will not be able to run the course.
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SUBJECTS
ASSESSMENT AND EXAMINATION Aims: The progress of students will be monitored in a variety of situations to ensure: • that the correct professional methods are used • that the pattern of work is efficient and organized • that the food served is of a standard and quality expected by a family employing a cook • that the students will demonstrate their understanding of food and personal hygiene in a catering environment in all practical sessions. Objectives: • Students are working towards a practical exam of 2.5 hours at the end of the course. • Skills, methods and general theory question and answer sessions will be a normal part of any lesson providing an opportunity to reinforce knowledge and apply this knowledge in a practical situation. • Teachers will do short tests throughout the course or have a more formal end of term testing regime. Test results will be recorded. • Students are working towards a theory exam of 1.5 hours at the end of the course. • Students are required to do a menu planning exercise which is an assessed project. • Parents or Guardians will be informed of progress/concerns via termly reporting. • Students will take part in a lesson or mock exam which will be formally assessed in the summer term of LVI/Y12. Leiths School of Food and Wine LTD operates a system of part formal exams (theory and practical cooking exams) and part continual assessment (menu planning, tests, time plans and food cooked in class). In order to be eligible for a final certificate the student must achieve: • A practical exam mark in excess of 60% • A theory mark in excess of 60%
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• A good attendance record with no more than 5 absences • A basic food hygiene certificate Certificates: Successful students will be awarded with a:
SUBJECTS
• A continual assessment mark in excess of 60% including an average class cooking mark of 6/10 or above and 5/10 or above in class tests, ie, a total of more than 60%
Leiths Basic Certificate in Food and Wine with: • Distinction • Merit • Pass Or Leiths Basic Certificate in Practical cookery: Awarded when the student passes the practical exam but fails the theory paper. An overall mark higher than 60% still needs to be achieved. Leiths Certificate of attendance: Recognition that the student has taken part in the course, awarded at the discretion of the examining body. Exams Theory: • The final theory exam is set and marked by Leiths School of Food and Wine and as part of the continual assessment requirements, the students will be expected to complete theory tests set and marked internally. • The student will sit a theory paper of 1.5 hours which will cover all aspects of the course and has been designed to test that the student has a sound knowledge and understanding of cooking methods and terminology for this level of skill. Practical: • The student is marked on both the method of preparation (representing 40% of the total) and the final taste and presentation of the dishes (representing 60% of the total). • The student must pass both these elements. Pass marks are 24/40 and 36/60 respectively. 47
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SUBJECTS
GCSE SUBJECTS ITALIAN GCSE These may be available dependent on demand.
ANCIENT GREEK GCSE Examination Board: OCR The GCSE will be taught from scratch over the two years of the Sixth Form. The papers are a mixture of language, literature and culture. There is one language paper, comprising unseen translation and grammatical analysis (50%), and a prose literature paper and a verse literature paper: these two papers are 25% each. The set texts for examination in 2020 and 2021 will be: Prose: Tales from Herodotus, Sections XVb (The Ethiopians) and XX (The Power of Custom) Verse: Homer, “Iliad”, Book 3 lines 1–112 You will find this GCSE more manageable if you have already studied Latin for GCSE.
OTHER COURSES AVAILABLE INTRODUCTION TO RUSSIAN Girls can elect to do a beginners’ course in Russian. The time commitment is one double lesson per week in the LVI and UVI. Students will learn to read and write the relevant scripts and to deal with everyday situations such as meeting people, ordering food and booking accommodation. FOREIGN LANGUAGE LEADERS’ AWARD UVI linguists have the opportunity of participating in the Foreign Language Leaders Award scheme, which aims to help them develop team and leadership skills through learning to teach languages. The time commitment is one double period per week. Students spend the first term learning how to teach and run language activities. In the following term, they put this into practice by team-teaching some junior lessons at Tudor Hall and The Carrdus School. The award helps students to develop confidence, initiative and organisational skills and is an excellent addition to UCAS and job application forms. 48
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Headmistress
Email Address
Miss Wendy Griffiths
wgriffiths@tudorhallschool.com
Deputy Headmistress Mrs Clare Macro
cmacro@tudorhallschool.com
Deputy Headmistress (Pastoral) Ms Rani Tandon
rtandon@tudorhallschool.com
Assistant Head, Head of VIth Form Mr Ian Edwards
iedwards@tudorhallschool.com
CONTACT DETAILS
CONTACT DETAILS
Deputy Head of VIth Form (Pastoral) Mrs Kate Hart
khart@tudorhallschool.com
Oxbridge Mr John Field
jfield@tudorhallschool.com
Sixth Form Tutors Mrs Sheila Craske Mr John Field Miss Elizabeth Fulton Mr Jonathan Galloway Ms Alison Gamble Mrs Kerri Hadfield Mr Matthew Harper Mrs Kate Hart Mrs Chris Joliffe Mrs Cherylin Preston Mr David Roberts (Bob) Mrs Rachel Smith Mrs Holly Thomas
scraske@tudorhallschool.com jfield@tudorhallschool.com efulton@tudorhallschool.com jgalloway@tudorhallschool.com agamble@tudorhallschool.com khadfield@tudorhallschool.com mharper@tudorhallschool.com khart@tudorhallschool.com cjoliffe@tudorhallschool.com cpreston@tudorhallschool.com droberts@tudorhallschool.com rsmith@tudorhallschool.com hthomas@tudorhallschool.com
Sixth Form House Staff ASHTONS Mrs Kelly Thornton Mr Henry Vigne
kthornton@tudorhallschool.com hvigne@tudorhallschool.com
INGLIS Mrs Jen Ranson Miss Elizabeth Snoddon
jranson@tudorhallschool.com esnoddon@tudorhallschool.com
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CONTACT DETAILS
Heads of Department Head of Art
Mrs Sheila Craske
Head of Biology
Dr Kate Kettlewell
Head of Business Studies and Economics
Mr Richard Thompson
Head of Careers and Academic Music
Mrs Jo Benlalam
Head of Chemistry
Mrs Cherylin Preston
Head of Classics and Head of Lower School Miss Lindsey Cullen Head of Dance
Miss Bronwen Robinson
Head of Drama
Mrs Justine Stephens
Head of DT
Mr Barrie Dolphin
Head of English
Mr David Roberts (Bob)
Head of French
Miss Pervin Ozkan
Head of Geography
Mrs Kerri Hadfield
Head of History (Senior) & Politics
Miss Alison Gamble
Head of History of Art
Miss Elizabeth Fulton
Head of Food Studies
Mrs Jane Haggarty
Head of ICT
Mrs Christine Jolliffe
Head of Learning Support
Mrs Lily Gulliver
Director of Outdoor Education and Duke of Mrs Kitty Wells Edinburgh’s Award Head of Modern Languages and German
Miss Holly Thomas
Head of Mathematics
Miss Vicki Marsh
Director of Music
Mrs Lindsey Lea-James
Director of Sport
Ms Sadie Lapper
Head of Photography
Miss Lizzi Snoddon
Head of PSHE
Mrs Kate Hart
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Head of Religious Studies
Mr Jonathan Galloway
Head of Physics
Mr Jason Conduct
Head of Spanish
Miss Monica Jimenez
Head of Textiles
Mrs Sara Fordy
CONTACT DETAILS
Heads of Department Continued
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www.tudorhallschool.com
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