SIXTH FORM
CURRICULUM GUIDE
Contents
Welcome from the Head
Introduction to Sixth Form Entry Requirements
Facilities Personal Support
Pathways to Success
A Level Subject Overviews
Welcome from the Head
Wakefield Grammar School Foundation is home to two of the North's leading independent schools: Wakefield Girls' and Queen Elizabeth Grammar School. Our commitment goes beyond academic excellence, emphasising the personal development of each student. With a strong academic ethos, we also provide a rich array of leadership opportunities, a mentoring programme with industry professionals, super-curricular learning in all subjects and an extensive range of cocurricular activities, including music, drama, and sports. Our excellent on-site facilities further enhance the Sixth Form experience, offering students a well-rounded and enriching journey.
While most of our students progress from Year 11 to Sixth Form achieving outstanding results—we are delighted to welcome new joiners each year. These students come from various local schools and beyond, utilising our comprehensive bus network or arriving by train, as we are a short and convenient six-minute walk from the train station. New students receive robust, personal support from our pastoral teams, helping them integrate seamlessly and quickly tap into all the opportunities available.
At Wakefield Grammar School Foundation, we tailor our courses to meet individual needs, with specialist tutors on hand to provide personalised guidance on the most suitable academic pathways. A key focus of our Sixth Form is preparing students for more independent learning and living, a crucial step for higher education and the workplace. We offer numerous opportunities for students to take on positions of responsibility, helping each to develop leadership skills, initiative, and a collaborative mindset—qualities essential for their future success.
As the incoming Executive Head from January 2025, I am enthusiastic about seeing our Sixth Formers happily make the most of this pivotal stage in their education. We recognise that while the Sixth Form years are often some of the most enjoyable, they can also be challenging. Our dedicated tutors are here to support students personally in navigating pressures and our Sixth Form students are all taught in small classes, with an average of 9 students. I am personally committed to being available to offer advice and guidance to any student seeking help with their future plans.
Dr Richard Brookes
A Diverse and Inclusive Community
Our Sixth Form benefits from a diverse and vibrant environment, where students from a variety of backgrounds and experiences come together. This creates a lively, stimulating, and inclusive atmosphere where every individual is recognised and valued. Led by dedicated tutors and the Sixth Form team, our supportive community ensures students receive consistent guidance throughout their journey. We offer personalised advice to help them make informed decisions about their next steps, whether it be higher education, apprenticeships, or other career paths.
Personalised Support and Pastoral Care
We are committed to developing well-qualified, lifelong learners who are ready to make a positive difference in the world. Our focus on exceptional pastoral care and tailored support recognises that one-size-fits-all solutions are not effective. At Wakefield Grammar School Foundation, we take pride in adapting our approach to meet the unique needs of each student, ensuring each feels secure, happy, and motivated.
Blending Tradition with Future Ready
What sets our Sixth Form apart is its blend of rich heritage with a forward-thinking focus so our students develop the key skills they will need for the workplace. Our A Level curriculum is enhanced with super-curricular opportunities that reflect our dedication to academic excellence. Beyond academics, we offer a wide array of personal development and co-curricular activities, including sports, music, drama, and charity work. Leadership roles coupled with our mentoring programme with our alumni network provide students with invaluable skills and insights ready for a variety of career paths and industries.
Developing Well-Rounded Young Adults
At Wakefield Grammar School Foundation, we foster a culture that encourages students to grow into articulate, confident, and well-rounded young adults. We emphasise not only academic achievement but also personal development, promoting critical thinking, resilience, and a willingness to embrace new challenges. We aim for our Sixth Formers to possess a strong sense of identity and clear values, grounded in a desire to make a positive impact.
Role Models and Ambassadors
Our Sixth Formers serve as ambassadors and role models, embodying the spirit of Wakefield Grammar School Foundation in all their endeavors. They are encouraged to look beyond their own experiences and consider how they can contribute positively to the community, whether through small acts of kindness or larger initiatives. The friendships and memories formed during this time are invaluable, and our dedicated staff are committed to providing a fulfilling and enriching experience for every student.
Preparing for the Future
In essence, the Wakefield Grammar School Foundation Sixth Form offers an environment that nurtures talent, supports personal growth, and prepares students for the complexities of adult life. It is a place where young people are given the care, support, and opportunities needed to achieve their personal best and make a meaningful contribution to society, leaving behind a legacy we can all be proud of.
Entry Requirements
The majority of our Sixth Form students progress directly from Year 11, reflecting the strong atmosphere and community spirit within the school. For our internal candidates, there is no formal application process for the Sixth Form, as it is expected that most will continue seamlessly.
We do warmly welcome students from other schools, both locally and from further afield. We make every effort to ensure that new joiners quickly integrate into our Sixth Form community and feel at ease. We pride ourselves on being warm, inclusive, ambitious and future focused.
Admission to the Sixth Form is based on overall academic achievement and suitability for the challenges of Sixth Form study; it is not automatic. Detailed entry requirements are outlined in the following pages, with certain subjects having specific GCSE grade prerequisites.
Students are expected to maintain high academic standards throughout their Sixth Form years, as strong academic performance in Year 12 is crucial for competitive university applications.
Facilities
Our campus is specifically designed to nurture both independence and collaboration. We provide a variety of dedicated Sixth Form spaces across our sites including the recently redeveloped Sixth Form Centre and a beautifully refurbished Georgian house which offer dedicated café-style spaces, common rooms, kitchens, quiet study zones and adaptable working spaces.
Each student’s Sixth Form journey is unique, as they study personal combinations of subjects, engage in different clubs, play various sports, and pursue individual passions. However, they are always united and supported within our bright, like-minded community.
We recognise that not all A Level students are ready to manage their academic career independently and that is why we provide a strong, tailored support system, ensuring every student has the guidance they need to succeed.
Personal Support
A strength of our Sixth Form is bespoke personal support. This makes Wakefield Grammar School Foundation an exceptional place to study and serve as a springboard to university and the workplace.
Reporting and Assessment in Sixth Form
In both Year 12 and 13 students receive a termly grade report. This includes the Alis benchmarked target grade for each subject, an attitude to learning grade, suggested areas for development and the current working grade for each teacher based on recent assessments, predicting what the student is likely to achieve if current efforts continue. Accompanying this are two in-person parents' evenings and written reports. Feedback from at least one meaningful task per term, and often more frequently, per teacher for each subject is shared with students and parents on Firefly. We pride ourselves on maintaining open communication with parents, promptly addressing any academic concerns that arise. Every half-term, students complete a number of milestone assessments (at least one per subject), allowing teachers to monitor progress and identify areas needing support. In addition to an interim assessment in September to diagnose initial challenges, Year 12 students take an annual exam in May, assessing comprehensive course content and ensuring support can be provided to bridge any gaps in learning ready for Year 13. Following diagnostic interim assessments at the start of the year, students in Year 13 have milestone assessments each half-term and a February mock exam week where the majority of course content is assessed. These structured assessments help gauge students' academic standing against their set targets and support them in target setting.
Intervention and Support
Initial intervention for any subject difficulties is provided by academic departments through clinics, extra revision sessions, and one-to-one meetings. If a student under performs across multiple subjects relative to their target grades, follow-up involves intervention meetings with the Sixth Form team, action plans, study hall and communication with parents. Praise and recognition are given after significant assessment points, while ongoing monitoring ensures that any concerns are promptly addressed, enabling every student to reach their full potential.
Academic Enrichment
The Sixth Form team is dedicated to broadening the range of academic opportunities available to students. Departments and the Sixth Form team regularly share extension and super-curricular activities and events in all subjects. All students will select an EPQ, Finance, or Community Sports Leadership qualification alongside their A level options. Students can also engage with MOOCs (Massive Open Online Courses) from top universities, allowing them to explore topics beyond the standard curriculum and demonstrate their commitment to independent learning. Additionally, Sixth Form students have the chance to serve as academic mentors, supporting younger students in their academic development and giving back to the school community.
Study
Skills For Sixth Form students, a weekly form time focuses on building effective study skills. These sessions provide strategies and insights into study habits that significantly enhance academic performance, helping students understand which approaches are most impactful. A programme of training, skills and activities runs during the first term, before shifting focus to academic extension through participation in MOOCs and other enrichment opportunities.
Silent Study
To excel academically, students need time for deep reflection and focused work. To support this, Sixth Form students have the opportunity to participate in silent study periods each week in the Sixth Form study area. These sessions are dedicated to completing prep work and extension tasks set by teachers. With an expectation, for effective progress at A level, of around five hours of independent study per subject per week, silent study periods provide a structured environment to help students meet their academic goals.
Pathways to Success
Wakefield Grammar School Foundation is renowned for its academic excellence, but we understand that the future for our students will not be determined by academic performance alone. Employers today are looking for individuals who can add value, collaborate effectively, adapt to change, show initiative, and demonstrate resilience. These transferable skills are becoming increasingly vital, if not essential, in the modern workplace.
Our Pathways to Success programme addresses this need by equipping students with the tools and understanding to recognise, develop, and articulate their strengths. More importantly, it aims to provide every student with the opportunities and experiences necessary to develop the skills and knowledge essential for thriving in the global workplace of the future.
Experiences and Activities
Personal tutor to support post-18 choices
Speakers – regular Friday slot
Future Ready Lessons – EPQ, Sports Leadership, LEAP Enterprise
Short Courses (optional) – Peer Mentor, University Life Skills including budgeting, basic DIY and cooking
Professional Mentoring: access our engaged alumni network for tailored mentoring. Our alumni provide career advice, development and offer insights into career paths
Pathways Webinars: experience university and apprenticeship life firsthand through engaging webinars with current students, offering insights on navigating their paths and preparing for the future
Pathways Seminars: attend seminars featuring apprentices and industry professionals, providing inspiration and practical insights into various career paths and alternative routes to qualifications
Pathways Lectures: benefit from lectures throughout the academic year, with experts from local, national, and international industries offering career advice, guidance and inspiration
University Support Program: personalised guidance through the UCAS process, including assistance with applications, interview prep, and admissions tests like UCAT and LNAT
Specialised Support for Competitive Courses: our experienced Sixth Form team is adept at assisting applications for competitive fields such as medicine, dentistry, and Oxbridge
Careers INsight Week: held biannually in Spring term featuring inspirational role models showcasing a diverse range of careers and the key skills needed for success
Apprenticeship events - apprenticeships webinar, application support
Instagram interviews - held fortnightly with our alumni panel.
Subject Choices
Art & Design
Art & Design: Fashion and Textiles
Biology
Business
Chemistry
Classical Civilisation
Computer Science
Design & Technology
Drama and Theatre
Economics
English Language
English Literature
French
Geography
German
History
Latin Mathematics
Further Mathematics
Music
Physical Education
Physics
Politics
Psychology
Religion, Philosophy & Ethics
Spanish
Art & Design
Exam Board & Specification
Method of Assessment
Component 1:
Personal Investigation and Portfolio - 60%
Component 2:
Externally set assignment - 40%
Background Knowledge and Qualifications
Prospective A-Level Art and Design students should have a ‘good’ grade at GCSE, preferably 7 or above. However, applications will be considered on an individual basis: students who demonstrate potential and have an excellent attitude to learning may also be suitable candidates for the course. All candidates should have strong draughtsmanship skills, be motivated to follow personal lines of enquiry, and have creative skills to enable them to respond to source material in a personal and meaningful way.
Course Description
A-Level Art and Design will provide you with opportunities to develop personal responses to ideas, observations, experiences, environments and cultures in practical, critical and contextual forms. With guidance from your experienced and enthusiastic course tutors, visiting guests and external experiences, you will gain skills that will prepare you for the modern and creative world, in one of the fastest growing industries in the UK.
Component 1: Personal Investigation
Element
1: Practical Portfolio
This is a practical portfolio supported by contextual research. You will develop a personal response to a theme that you will select yourself, leading to a finished realisation or outcome. The project may be presented in any appropriate formats, for example, sketchbooks, mounted sheets or maquettes. Previous students have chosen topics such as the human form, landscape, architecture and still life. You should carefully select, organise and present work to ensure that you provide evidence of meeting all four assessment objectives.
Element 2: Related Study
You will establish through this written and, where appropriate, illustrated component, the related context in which your chosen practical portfolio exists. This may be established by exploring the genre, subject matter, movement or historical framework of the overarching starting point, course of study or theme selected. The aim of the related study is to enable you to develop your ability to communicate your knowledge and understanding of art historical movements, genres, practitioners and artworks, considering the way that these change and evolve within chronological and other frameworks. It also builds your understanding of the relationship between society and art: art historical terms, concepts and issues; methods of researching, investigating and analysing; and how works are interpreted and evaluated. The related study should be separate and clearly identifiable from the contextual research embedded in the development of the practical portfolio. The two elements of the Personal investigation are marked separately. The Related Study comprises 1/5 of the marks for the Personal Investigation (12% of the total A-Level Grade).
Component 2: Externally Set Task
For this component, you will respond to a starting point provided by the exam board on 1st February. From this starting point, you will develop and explore a personal and meaningful response, comprising a preparatory period during which you will research, plan and develop ideas for a final outcome. The final response will be produced under supervision (exam). You can continue to work on preparatory work until the first period of supervised time commences. You will then have fifteen hours (divided into smaller sessions) in which produce your final response. Within the preparatory period and supervised time, you will provide evidence of all assessment objectives in response to your chosen starting point, brief or stimulus. All selected work produced for the component, including the research, planning and development work produced in the preparatory period, must be submitted for assessment. The Externally Set Task comprises 40% of the total A-Level Grade.
Art and Design: Fashion & Textiles
Exam Board & Specification
Method
of Assessment
Assessment is through 2 NEA Components.
Component 1: 60% total A Level
Component 2: 40% total A Level
Background Knowledge and Qualifications
It would be expected that students interested in this course would have studied a design based GCSE, either in Art and Design or Design and Technology, achieving a grade 6 or above. Students who do not possess these entry qualifications will be seen on an individual basis for their current strengths and abilities to be discussed.
Students who choose Art and Design Textiles Design will be encouraged to develop their intellectual, imaginative, creative and intuitive capabilities by investigative, analytical, experimental, practical, technical and expressive skills. They will be expected to be independent in developing, refining and communicating their own ideas in a range of media, related to textiles.
As a department, we hope to provide students with a platform to inspire a lifelong interest in, and enjoyment of, Art and Design.
Course Description
During the two year course you will study a range of different areas within textile design and choose to specialise in 1 or more areas, which include fashion design, fashion textiles, costume design, printed and/or dyed fabrics and materials, domestic textiles, wallpaper, interior design, constructed textiles, art textiles and installed textiles.
You will be introduced to a variety of experiences that explore a range of textile media, processes and techniques including both traditional and new. You will be encouraged to explore drawing for different purposes, using a variety of methods and media on a variety of scales. Sketchbooks/ workbooks/journals will be used to underpin your work where appropriate. Inspiration will be gained from a range of art, craft and design, from the past and from recent times, including European and nonEuropean examples.
Our aim is to give students the capability to express themselves creatively in a range of textile materials.
Biology
Exam Board & Specification
AQA
Method of Assessment
Three examinations.
Paper 1: 35% total A Level
Paper 2: 35% total A Level
Paper 3: 30% total A Level
Background Knowledge and Qualifications
This course builds on the knowledge, understanding and practical skills that you have developed during your GCSE science course. You should have achieved a high grade at GCSE in Biology or Combined Science Trilogy. During parts of the course, students will also be expected to handle and interpret data, therefore a high grade in GCSE Maths is also required.
Course Description
The A-level Biology course builds on GCSE topics and introduces new areas in physiology, the environment, cell biology and biochemistry. The first year covers cells, biomolecules, genetic variation, and how organisms exchange substances with the environment. The second year covers energy transfers in and between organisms, how organisms respond to their environment, genetics, populations, evolution, ecosystems, and the control and manipulation of gene expression. Advances in the biological sciences are rapid, especially in the field of molecular genetics and the understanding of human diseases, and this course reflects such progress. Students will look in detail at biological molecules, gene technology and the genetic code, alongside the physiology of plants and animals, with a particular emphasis on the human organism.
Practical Work and Fieldwork
The assessment of practical skills will be undertaken in both years, through a series of experimental tasks that will form the basis for a proportion of the questions in the written exams. Investigative techniques in ecology will be included, usually during a 3 day residential field trip. As well as your A-level grade you can be awarded a practical skills endorsement for your practical work. This will encourage the development of experimental design and manipulative skills, together with data recording, analysis and drawing of conclusions.
Business
Exam Board & Specification
Edexcel
Method of Assessment
Three examinations.
Paper 1: 35% total A Level
Paper 2: 35% total A Level
Paper 3: 30% total A Level
Background Knowledge and Qualifications
The course assumes no prior knowledge of Business so no specific GCSE subjects are required however it would be expected that in the vast majority of instances students have studied Business successfully at GCSE. Students should note that a minimum of 10% of the total marks are available for quantitative skills, which include ratios, percentages and percentage changes, averages, interpretation of index numbers as well as fractions and the calculation of profit and loss, so some basic mathematical skills are required. You will also be expected to write in a clear and logical fashion in response to short and longer answer essay style questions, and have the ability to make informed judgements and proposed evidenced based solutions to business issues. Above all however you should be interested in the business environment and have a knowledge and interest in current business affairs.
Business normally mixes with other arts and social science subjects, but could also be useful to scientists who are thinking of a career in business.
Course Description
The course supports progression from GCSE and builds upon the understanding developed during the GCSE course. The course follows four themes and is assessed through three externally examined papers. Students are introduced to core business concepts and develop a broad understanding of how businesses work before they consider the decision-making tools that help business people move towards a more scientific approach to management. They will investigate, analyse and evaluate business opportunities and issues and build on this by using both qualitative and quantitative methods. The course also encourages students to take a more strategic view of their decisions and recommendations.
The course also provides a real business focus and encourages students to contextualise the theory and respond to real-life business case studies that reflects today’s global world. The course helps students develop an understanding of current global issues that impact on business, preparing them for their next steps in today’s global world.
Chemistry
Exam Board & Specification
AQA
Method
of Assessment
Three examinations.
Paper 1: 35% total A Level
Paper 2: 35% total A Level
Paper 3: 30% total A Level
Background Knowledge and Qualifications
A-level Chemistry builds on the knowledge, understanding and practical skills developed at GCSE. You should have achieved a high grade in GCSE Chemistry or Combined Science Trilogy. A high grade in GCSE Maths is also essential due to the increased mathematical content at Alevel. The course integrates theory and relevant practical work, which are developed at different levels throughout the course. You will need to be able to communicate effectively, research and critically think about chemical problems.
Course Description
Many of the topics will be familiar to you from GCSE: atomic structure, periodic table, chemical bonding, energy changes, extraction of metals, acids and alkalis, rates of reaction. Other topics will be less familiar: chemical equilibrium, transition metals, and most of Organic Chemistry. Practical work is an essential component of the course and is closely integrated with the theory. You will follow a programme of individual assignments, designed to reinforce theory work and develop your practical skills. You will be assessed on your ability to carry out, interpret and evaluate experiments.
The A-level course aims to: stimulate your interest and enjoyment in Chemistry. develop a deeper knowledge and understanding of the subject. You will consider why things happen in Chemistry, why atoms form chemical bonds and why chemical reactions take place. develop not only your practical skills but also your ability to communicate ideas, solve problems, work as part of a team and make use of ICT and digital skills.
make you more aware of the relevance of Chemistry to society. Chemists are at the forefront of new developments in plastics, medicines and textiles, in improving the quality of our food and in helping to maintain and improve our environment.
For your A-level you will be studying the following areas:
Physical Chemistry
Inorganic Chemistry
Organic Chemistry
Practical and Investigative skills
At A-level a separate ‘endorsement’ of practical work will be assessed by teachers. This will not be graded. If students pass, it will be reported on their certificate, otherwise it will not be reported.
Classical Civilisation
Exam Board & Specification
OCR
Method of Assessment
Three examinations.
Paper 1: 40% total A Level
Paper 2: 30% total A Level
Paper 3: 30% total A Level
Background Knowledge and Qualifications
You do not need to have studied Classical Civilisation, Latin or Classical Greek at GCSE to study this subject at A-level. All ancient literature and sources are studied in English. What is most important is that you should have a lively and enquiring mind, an interest in the classical world, a willingness to read and explore new ideas, and an ability to communicate your ideas and opinions effectively.
Course Description
The course components offer a blend of history, literature and drama from the Greek and Roman worlds. In addition, the components we offer combine to produce a cohesive course with strong links between all three:
Component 1 – The World of the Hero
Homer’s Odyssey tells of Odysseus’ adventures with monsters and bewitching women until he finally reaches home and prises his wife from the clutches of her unpleasant suitors. The gods and goddesses struggle to help and hinder him and as well as being an entertaining story the book raises questions about the concept of heroism and gives an insight into life and culture many centuries ago.
Component 2 – Culture and the Arts
When Augustus created the Roman Empire out of the chaos of the Roman Republic he had to manage his public and private image extremely carefully for a variety of audiences. This image changed as he steered the Roman world out of a long period of civil war, presenting himself as the heir of Julius Caesar who could deliver peace, stability and prosperity through the elimination of his rivals in war. Once in power he had to ‘sell’ his new system to all sections of Roman society and reconcile the conflicting demands of each. The image of himself that he created to instil confidence in the population of the Roman world, and a belief that his system was capable of avoiding a return to civil war after his death is a remarkable achievement considering that this process started when he was just 19 in 44BC and ended with his death by natural causes in AD14. It has served as a model for rulers ever since and in the autumn of 2019 Boris Johnson compared himself to Augustus as he tried to guide the UK through Brexit. The course will encourage you to think critically about the use of image in the ancient and modern worlds.
Component 3 – Beliefs and Ideas
‘Democracy’ is held up by many as an ideal method of governing states in the twenty-first century, but two and a half thousand years ago, in ancient Greece, the Athenians developed the purest form of it, in which every citizen could vote on making every law. You will study how this radical form of government developed through the sixth and fifth centuries BC, how the Athenians themselves celebrated and idealised it, but how many Greeks were highly critical of it. The course will encourage you to think critically about democracy and other political systems.
Computer Science
Exam Board & Specification
OCR
Method of Assessment
Two examinations and a project.
Paper 1: 40% total A Level
Paper 2: 40% total A Level
Non Examined Assessment: 20% total A Level
Background Knowledge and Qualifications
“Software is the nearest thing to magic that we have invented.”
- John Naughton, Professor of the Public Understanding of Technology, Open University
Computer Science is about creating solutions. As society becomes more controlled by computers, we study the tools and techniques used to create the websites, apps and programs which will be used to run the world. If you have ever wondered why you can never find the right website or program for a particular job, Computer Science will teach you how to create it yourself.
Course Description
As well as learning about the components that make up a modern computer and the way they function, the course focuses on computational thinking and programming skills.
You will discover how software is written, compiled and executed, and how different computer languages operate on a fundamental level, right down to their handling of memory and the computer processor.
You will learn how to write algorithms to solve common computing problems such as sorting, searching, encryption and communicating across a network. You will consider what makes one algorithm more efficient than another, and learn tricks and techniques to help you break down large problems into smaller, more manageable ones.
All topics will be taught with a combination of theory lessons and practical workshops. The main language we teach will be Python, a popular and powerful language that is suitable for beginners and experienced programmers alike. You will also learn HTML, CSS and Javascript: the languages that form the bulk of the web.
The full A-level course also features a practical project which can be completed in your choice of language, so it offers an opportunity for students who may have an interest in Java, C# or PHP. Finally, because the nature of Computer Science is constantly changing, we will consider the current state-ofthe-art in areas such as artificial intelligence and automation.
Design and Technology
Exam Board & Specification
AQA
Method of Assessment
Two examinations and a project.
Paper 1: 30% total A Level
Paper 2: 20% total A Level
Non Examined Assessment: 50% total A Level
Background Knowledge and Qualifications
To embark on this course students will normally have gained grade 6 or better in GCSE Design & Technology (or similar practical subject), although the course could accommodate those with good ability in Design Technology up to Year 9 who didn't take the GCSE and we will consider this on an individual basis.
Course Description
This two-year course covers a range of materials and develops a technical understanding of how products function and are made. Students will learn about wider design principles and the effect of design on users and the world. Students will identify market needs, develop design solutions, and make and test prototypes/products. The course encourages freedom in design and making approaches. Mathematical and scientific knowledge are important aspects of this STEM subject.
Students will develop key skills in:
Developing and sustaining innovation, creativity and design and technology capability.
Using the iterative process to design, model, test and evaluate their design prototypes
Applying knowledge and skills of design production, using a range of CAD/CAM, CNC and Rapid production processes
Using ICT to enhance and present their design prototypes and projects
Recognising the social, moral, spiritual and cultural values inherent in design and technological activity.
Developing as discerning consumers.
Developing positive attitudes of co-operation and citizenship.
Year 12
In Year 12 students will undertake a major Design and Making project, as well as studying the content for exam paper 1. Students will begin their NEA
Project at Easter of Year 12.
Paper 1 - Core Technical Principles
Design and Making Project
Year 13
In Year 13 students will continue and finish their major NEA project, as well as studying the content for exam paper 2.
Paper 2 - Designing and Making Principles
NEA - Students will finish the Non Examination Assessment (NEA), which requires students to undertake a single substantial design and make task accompanied by a portfolio consisting of approximately 45 pages including photographic evidence of the practical work.
Drama and Theatre
Exam Board & Specification
Method of Assessment
Examination, Performance and Coursework
Component 1: 40% total A Level
Component 2: 30% total A Level
Component 3: 30% total A Level
Background Knowledge and Qualifications
"I regard the theatre as the greatest of all art forms, the most immediate way in which a human being can share with another the sense of what it is to be a human being." - Oscar Wilde
Drama is about exploring human experience and the theatre should be a place where people of all backgrounds are entertained and enlightened. In both comedy and tragedy, drama has been used throughout history as a forum to explore the issues, people and stories that fascinate us.
Today the theatre industry employs thousands of skilled creatives and artists, some of whom work in the associated fields of television and film. From writers and actors, to stage managers and lighting designers, the UK is recognised around the world for its highly skilled theatre and film workforce.
Course Description
You will learn about the history of theatre and performance, and you should expect to gain an understanding of the various styles and forms of theatre that have developed over the centuries. You will study a play and explore it practically in the drama studio, experimenting, discussing and justifying choices in performance, either from an acting or technical perspective. You will also have the opportunity to view live theatre and discuss the choices that are made in bringing a production to the stage. You will be taught how to think critically about performance and production aspects and how they have an impact on the audience.
Your group will present performed extracts from other plays, using ideas established by particular directors or practitioners, either as an actor or technician. For A Level, you will also have the opportunity to devise and make your own theatre, taking on the influences of a particular director, theatre company or influential figure.
Economics
Exam Board & Specification
AQA
Method of Assessment
Three examinations of equal weighting.
Paper 1: Markets and Market Failure
Paper 2: National and International Economy
Paper 3: Economic Principles and Issues
Background Knowledge and Qualifications
The course assumes no previous knowledge of Economics so no specific GCSE subjects are required.
However, although Economics is not mathematical, it does require a good level of numeracy as quantitative skills form 20% of the final qualification. Whilst a confident performance in mathematics at GCSE is desirable, the skills required extend only to ratios, fractions, percentages, index numbers and the calculation of revenue, profit and loss.
Economics also requires the ability to think and analyse logically so strong English skills will also stand you in good stead. If you have an interest in current affairs, the state of the economy and how it might be improved, you stand to gain the most from this course.
As a social science, Economics will mix easily with all science and arts subjects but popular combinations are with History, Politics, Geography, Mathematics and English.
If you have a definite career in mind you may find Economics useful to study because of the understanding it gives to the general operation of the economy in which you will work and the development of logical reasoning.
Course Description
Economics offers an insight into the events, interactions and debates that affect almost everyone on the planet. It is an international subject of rational thought, progression and growth that considers individuals’ standards of living, feelings of well-being and their rights and responsibilities.
Economics will teach you to think logically and use theories to understand how economies operate. At the heart of the subject is the question of how we divide up scarce resources and how decisions resulting from this affect us all – in other words, who gets what and why? It therefore studies all of society and the activities and behaviours of various groups within it, from workers to firms and from consumers to governments.
The other significant part of the course concerns the macro economy and includes the study of inflation, unemployment, economic growth and international trade, and the difficulties governments face when they attempt to steer the economy in their chosen direction. All economic issues are supported by theory, but the daily diet of the course will focus on relevant and topical issues of the day. Teachers use a variety of approaches including case studies, video and classroom debate, but it is expected that students take an active interest in current affairs and are keen to learn why the economy works in the way that it does and discuss the relative merits of various solutions to economic problems.
English Language
Exam Board & Specification
Method of Assessment
Two examinations and a project.
Paper 1: 40% total A Level
Paper 2: 40% total A Level
Non Examined Assessment: 20% total A Level
Background Knowledge and Qualifications
All students taking English Language at A-level will already have both English and English Literature at GCSE, preferably at grade 6 or above.
Having a genuine interest in reading and writing about what you have encountered in your use of and your study of others’ use of the English Language is also expected.
You will think about English and study ideas about how the language works, how it has evolved, how it links to society and how it is affected by contextual issues.
You will enjoy developing your skills in analysing different kinds of spoken and written texts.
You will also enjoy developing your own writing skills so that you become confident in producing texts adapted to different purposes and audiences.
Course Description
For your A-level you will be studying the following areas:
Component 1
The first component deals with Language, the Individual and Society. The aim of this part of the subject content is to introduce students to language study, exploring textual variety and children’s language development.
Component 2
The second component deals with Language Diversity and Change over time. Students will study the key concepts of audience, purpose, genre and mode and will explore language in its wider social, geographical and temporal contexts. They will explore processes of language change.
Component 3
This component is coursework. Two pieces are required. One piece will be an investigation into a language issue of interest to the student (2000 words). For instance: language and the media, code switching, regional dialect or how different social groups express themselves. For the second piece (1500 words), students will have to produce a piece of original writing that is either persuasive, narrative or informative. This is a great opportunity for developing your own creativity!
English Literature
Exam Board & Specification
Method of Assessment
Two examinations and a project.
Paper 1: 40% total A Level
Paper 2: 40% total A Level
Non Examined Assessment: 20% total A Level
Background Knowledge and Qualifications
All students taking English Literature at A-level will already have both English and English Literature at GCSE, preferably at grade B or above.
You should be prepared to read widely in prose, poetry and drama, and to make close studies of unprepared texts as well as set books.
You will need to be able to make comparisons between short passages and whole texts, and to analyse what you have read.
You will certainly need to be able to write competent essays, and to express your understanding of texts in written and spoken form.
Course Description
For your A-level you will be studying the following areas:
Component 1
Students are required to study one play by Shakespeare which will be assessed in Section 1 of component 1 by two questions: one on language and the other on wider themes. In addition, students are required to study one pre-1900 drama text and one pre-1900 poetry text which will both be assessed in Section 2, in a choice of theme-based, comparative essay questions. These questions might involve commenting on both the poetry and the prose texts in terms of core themes such as ‘love’ or ‘society’. For instance, you might have to compare both texts in terms of a question like: ‘Conflict in literature generally arises from misunderstanding.’
Component 2
We will study a topic – for instance, The Gothic. Students must study at least two whole texts in their chosen topic area from the core set-text list. For instance, for The Gothic, two of the set texts are: “The Bloody Chamber” by Angela Carter and “Frankenstein” by Mary Shelley. In the exam, students are required to respond to an unseen text on the theme of The Gothic, followed by a comparative essay on at least two set texts. Questions might run along the lines of: “The conflict between reason and emotion is characteristically Gothic.”
Component 3
Coursework – worth 20% of the final grade. Two pieces are required: one is a close reading or re-creative task (1000 words); the other is a comparative essay (2000 words). Students are required to study three literary texts. The three texts must include one prose text, one poetry text and one drama text and there is a requirement that: the texts must have been first published or performed in 1900 or later; and at least one of these texts must have been first published or performed in 2000 or later.
French
Board & Specification
Method of Assessment
Three examinations; two written, one oral.
Paper 1: 50% total A Level
Paper 2: 20% total A Level
Paper 3: 30% total A Level
Background Knowledge and Qualifications
You should normally have achieved at least a grade 6 or above in French at GCSE and be confident of achieving a top grade at A-level. It is, however, vitally important that you really want to develop your language beyond what you are capable of at the moment.
If you answer “yes” to the following questions, my question to you is not “Why study French at Alevel?”, but “Why not?”
Have you enjoyed French to GCSE?
Do you enjoy being able to communicate in another language?
Are you interested in the world around you?
Do you want to give yourself an edge which not many have?
Course Description
The course has been designed to focus on France and French-speaking countries and to inspire curiosity about them. You will learn about current trends in society, for example, the changing nature of the family, ‘cyber-society’ and the place of voluntary work today. Also, you will discover Artistic Culture in the French-speaking world, for example, contemporary francophone music and cinema.
At A-Level, we will discuss issues such as the positive features of a diverse society, what life is like for the marginalised and how criminals are treated. We shall also consider political questions such as teenagers’ right to vote, the power of demonstrations and questions concerning immigration. There will be a study of a film and a book or two books, translation into and from French and throughout the examination papers proficiency with the grammar is important. Listening, reading, speaking and writing skills will become highly developed through meeting a wide variety of contexts and sources.
Geography
Exam Board & Specification
Edexcel
Method of Assessment
Three examinations and an NEA.
Paper 1: 30% total A Level
Paper 2: 30% total A Level
Paper 3: 20% total A Level
Non Examined Assessment: 20% total A Level
Background Knowledge and Qualifications
It is not a requirement to have studied Geography at GCSE to take this A-level course; however, previous study of Geography at GCSE provides a valuable foundation in skills and knowledge for further study - several topics build upon GCSE content, but many are new. A lively and enquiring mind, an interest in the environment and current affairs, a willingness to explore new ideas and an ability to communicate effectively are more important than prior study.
Course Description
The A-level course aims to inspire you to become a global citizen by exploring your place in the world, your values and your responsibilities to other people and the sustainability of the planet. It consists of a balance of physical and human geography topics, exploring the complex interactions between humans and the environment through interesting contemporary geographical questions and issues.
Physical Geography Topics:
Tectonic Processes and Hazards
The Water Cycle and Water Insecurity
The Carbon Cycle and Energy Security
Climate Change Futures
Coastal Landscapes and Chang
Human Geography Topics:
Globalisation
Superpowers
Regenerating Places
Human Rights and Intervention
Migration, Identity and Sovereignty
hod of Assessment
Three examinations; two written, one oral.
Paper 1: 50% total A Level
Paper 2: 20% total A Level
Paper 3: 30% total A Level
ions
. owledge and communication skills SE. an GCSE? uage? es? ciety of German-speaking ther area of interest? ure job prospects?
Course Description
As well as improving your mastery of the language, all aspects of the course focus on the society, culture and history of German-speaking countries. You will finish the course not only as a proficient speaker of the language, but also as a young adult going out into the diverse environment of Higher Education or employment with a greater understanding of the world around you.
Furthermore, you will have developed a range of transferable skills including communication, research skills, critical thinking and creativity.
Aspects of German-speaking society
Multiculturalism in German-speaking society
Artistic culture in the German-speaking world
Aspects of political life in the German-speaking world
ory ard & Specification Method of Assessment
Three examinations and NEA.
Paper 1: 30% total A Level
Paper 2: 20 % total A Level
Paper 3: 30% total A Level
NEA: 20% total A Level
nd Knowledge and Qualifications
come to A-level History after studying the subject to GCSE level, where they will evant skills and knowledge. However, those who haven't taken GCSE History eterred, as interest, literacy, analytical thinking, and effort are the main or success. We want students to arrive at their lessons ready to confront big iscuss, debate and question!
Course Description
History is at the intersection of lives being lived and those that have gone before. It is the collective record of humanity in all of its ambiguity – glory, progress, pain and sorrow.
The A-level History course explores the past to shed light on the present, challenging students to engage with enduring debates that still resonate in contemporary society. Questions of state action and personal responsibility; liberty and authority; self-determination and subjugation permeate the course, encouraging critical reflection about the past and modern world.
Course Components
For your A-level you will be studying the following areas:
Component 1: Britain 1625-1701 - Conflict, Revolution and Settlement (30% of marks)
Component 2: Russia 1894-1924 (20% of marks)
Component 3: Poverty, public health and the state in Britain, c1780–1939 (30% of marks)
Students also undertake a personal coursework investigation, driven by their own historical interests. This is a personal investigation into historical interpretations and is worth 20% of the final marks. The department is intending to offer a range of potential coursework areas for study based on research into one the following topic areas: the career of Richard the Lionheart, the French Revolution or Nazi Germany.
fication Method of Assessment
Three examinations.
Paper 1: 33% total A Level
Paper 2: 17 % total A Level
Paper 3: 25% total A Level
Paper 4: 25% total A Level
dge and Qualifications
is required and an interest in the past, especially in classical
h to study and logical thinking of many modern languages literature ever written nding of language and its nuances omans in the original language gives the closest possible insight hat continues to profoundly influence our own. es the Roman world de at GCSE Latin
Course Description
The two year A-Level course shares some features with the GCSE course and therefore has a reassuring familiarity: there are two language components and two literature (prose and verse) components.
There is not a great step up from GCSE to the beginning of the A-Level for students who have acquired a very thorough grasp of Latin vocabulary and grammar. New grammar items are added in a similar way to GCSE, and the learning of set texts follows in the same manner as at GCSE: translation, consideration of style and content, as well as discussion of motives and literary qualities are at the core of lessons.
A-Level Course Content
The language components consist of:
1. unseen translation worth 33% of the total A-Level
2. comprehension or prose composition (English to Latin translation) worth 17% of the total A-Level. The literature components consist of:
1. Prose set text worth 25% of the A-Level and requiring the in depth study of the Latin set text alongside additional English to give you a thorough understanding of very interesting periods and characters of Roman History. The set texts are wide-ranging and include a selection of Latin Literature's greatest authors such as Tacitus, Cicero, Nepos and Apuleius.
2. Verse set text worth 25% of the A-Level and requiring the in depth study of the Latin set text alongside additional English to give you a thorough understanding of some of the best poetry the Latin language has ever produced. The set texts are wide-ranging and include a selection of Latin Literature's greatest poets such as Vergil, Ovid, Lucretius and Tibullus.
All four components are tested by written examinations.
s
tion Method of Assessment and Qualifications
Three examinations of equal weighting.
Paper 1:33⅓ % total A Level
Paper 2:33⅓ % total A Level
Paper 3: 33⅓% total A Level
e achieved at least a grade 7 in GCSE Maths as this is a
Course Description
Mathematics at A-level is a course worth studying in its own right. It is challenging but interesting. It builds on work you will have met at GCSE, but also looks at new ideas. It is a useful support for many other qualifications, and a sought-after qualification for the workplace and Higher Education courses.
While studying Mathematics you will be expected to: use mathematical skills and knowledge to solve problems solve more complicated problems by using mathematical arguments and logic. You will also have to understand and demonstrate what is meant by proof in mathematics simplify real-life situations so that you can use mathematics to explore and model what is happening and what might happen in different circumstances use the mathematics that you learn to solve problems that are given to you in a real-life context use calculator technology and other resources (such as the internet, formulae booklets or statistical tables) effectively and appropriately; use graphical and geometrical software; understand when not to use such technology and its limitations
What will I do on this course?
Pure Mathematics
Applied Mathematics – Mechanics
Applied Mathematics – Statistics
matics
Method of Assessment
Three examinations.
Paper 1:25 % total A Level
Paper 2:25 % total A Level
Paper 3B: 25% total A Level
Paper 3C: 25% total A Level
Qualifications
t a grade 7 in your GCSE, although 8 or 9 is allenging course. You may only choose Further e, if you are also opting to study Mathematics.
Course Description
Further Mathematics includes the pure and applied topics from the Mathematics A-level which are explored at greater depth as well as introducing new concepts.
While studying Further Mathematics you will be expected to: use mathematical skills and knowledge to solve problems solve more complicated problems by using mathematical arguments and logic will understand and demonstrate what is meant by proof in mathematics simplify real life situations so that you can use Mathematics to explore and model what is happening and what might happen in different circumstances use the mathematics that you learn to solve problems that are given to you in a real-life context use calculator technology and other resources (such as the internet, formulae booklets or statistical tables) effectively and appropriately; use graphical and geometrical software; understand when not to use such technology and its limitations
What kind of things do I do on this course?
Core Pure Mathematics
Further Mechanics
Further Statistics
Music
Exam Board & Specification
Edexcel
Method of Assessment
Examination, Performance and Coursework
Component 1: 30% total A Level
Component 2: 30% total A Level
Component 3: 40% total A Level
Background Knowledge and Qualifications
The subject is an extremely rewarding option for those who are keen to develop their musical skills and understanding. The word “music” covers a huge range of different styles and genres, and each one of us has our own preferences and interests. The Edexcel A level specification recognises this through the varied areas of study and the broad range of different styles and genres covered.
Course Description
Component 1 - Performance (30%)
The standard difficulty level is Grade 7. Grade 6 is considered Less Difficult, and as such, not all marks are available. Grade 8 is considered More Difficult, and as such, extra credit is gained for that level of difficulty (i.e. full marks can still be achieved despite making a few small errors). The performance component is recorded and assessed externally by Edexcel. Recitals can be recorded any time from 1 March in Year 13, and must be submitted by May.
Component 2 - Composition (30%)
The briefs assessing technique portion are assessed with 6 hours of controlled assessment (not all at once!), while the free composition is simply worked on over the duration of the course and completed in Year 13 by Easter. The composition component is assessed externally by Edexcel.
Component 3 - Appraising (Listening) (40%)
The appraising exam is the only examined component, taking the form of a 2 hour 10 minutes listening paper, with candidates having control over their own recordings. You answer three listening questions on set works you have studied during the course, one dictation, and write two essays, one on a set work, and one on an unfamiliar piece of music. You need to use your knowledge of the set works, plus understanding of their wider context, and how they fit into musical history, to answer the questions.
Three examinations and a NEA.
Paper 1: 30% total A Level
Paper 2: 20% total A Level
Paper 3: 20% total A Level
NEA : 30% total A Level
Course Description
A-level Physical Education allows learners to study sports science and PE in an academic setting, enabling them to critically analyse and evaluate their performance and the performance of others. The course equips learners with both depth and breadth of knowledge, understanding and skills relating to scientific, socio-cultural, and practical aspects of sport and physical education. Students benefit from practical lessons where theoretical concepts and scientific knowledge can be applied to practical examples to help reinforce understanding and develop analytical techniques.
For your A level, you will be studying the following areas:
Component 1
Applied Anatomy and Physiology
Exercise Physiology
Biomechanics
Component 2
Skill acquisition
Sports Psychology
Component 3
Sport in society
Contemporary issues in physical activity and sport
Component 4
Performance or coaching
Evaluation and analysis of performance for improvement
cation Method of Assessment
Three examinations.
Paper 1: 34% total A Level
Paper 2: 34% total A Level
Paper 3: 32% total A Level
ge and Qualifications
ge, understanding and practical skills that you have nce course. You should have achieved a high grade at GCSE rilogy. A major difference between GCSE and A-level Physics hould have achieved a high grade in Mathematics and, whilst s to study Mathematics at A-level. Clearly, another essential n and enjoyment of Physics!
Course Description
In addition to the topics covered at GCSE, which are studied in greater depth, you will be introduced to some completely new areas of Physics. These different topics, Particle Physics, for example, cover areas where great leaps of understanding have been made which have changed our boundaries of knowledge.
If you study Physics you will discover answers to questions such as:
What was so special about the new element Marie Curie discovered?
How do we know that antimatter exists?
Is an electron a particle or a wave?
How do we detect an exoplanet?
What does colour tell us about a star?
What is a Quasar?
How old is the Universe?
The course in Physics is suitable for anyone who has an interest in and enjoys Physics and wants to find out about how things work in the real world. The specification has been specifically developed as a stepping stone to further study and will assist you in developing skills required by universities, whatever course you choose to study. In particular, the course helps you develop high levels of communication and numeracy skills, a logical approach to problem-solving as well as many practical skills.
During the course, students are given a variety of tasks to assist them in developing an understanding of the work and to achieve their potential. Students are encouraged to take responsibility for their own learning and to initiate any additional study they require to fully understand the material covered. Staff are always available to provide students with additional help and support. Physics is fundamentally an experimental subject and practical work is carried out throughout the course and is undertaken both individually and while working with others. It is performed in step with the theory and thus acts as a means of enhancing the theoretical concepts as well as developing good practical skills.
Method of Assessment
Three examinations of equal weighting.
Paper 1: 33⅓ % total A Level
ualifications
ars and has enjoyed considerable academic e to the subject not being available before Key t is not possible and therefore all students start nts to have an interest in what is happening affairs, mainly by regularly reading broadsheet erform in this subject would be their ability in ry is not necessary to take Government and ources and essay writing skills, which are
Course Description
The AQA Politics course is split into 3 areas, each worth an equal weighting of the A-level.
Government & Politics of the UK
This 2 hour paper will focus on Democracy & Participation, Elections & Referendums, Political Parties, Pressure Groups, EU, Parliament, UK Constitution, Prime Minister & Cabinet, Devolution and the Judiciary. It will consist of a mixture of medium length ‘explain’ and essay style questions.
Government & Politics of the US
This 2 hour Paper will focus on the Constitution, Congress, the role of President, the Judiciary, Elections, Political Parties, Pressure Groups, Civil Rights. There is also a section comparing the US systems with the UK. It will consist of a mixture of medium length ‘explain’ and essay style questions.
Political ideas
This 2 hour paper will focus on Conservatism, Liberalism, Nationalism & Socialism. It will consist of a mixture of medium length ‘explain’ and essay style questions.
Politics lessons are taught mainly in a seminar style with plenty of opportunity to participate in lively discussions, as well as independent learning through class presentations. Outside the classroom, the department organises regular visits to London to attend talks from a variety of politicians and speakers, as well as an opportunity to visit the Houses of Parliament. There are also visiting speakers in school, who provide the students with in-depth knowledge of various political functions.
chology
oard & Specification Method of Assessment
Three examinations of equal weighting.
Paper 1: 33⅓ % total A Level
Paper 2: 33⅓ % total A Level
Paper 3: 33⅓% total A Level
ound Knowledge and Qualifications
is the scientific study of the mind and behaviour. Students following the course will erstanding of the core areas of psychology and the key approaches and s that have helped to shape the discipline. The course requires no prior knowledge ct.
ho have an interest in science and human behaviour will find the course particularly Students who tend to do well on the course are those who are open minded, enjoy and debate and are willing to consider different perspectives.
Course Description
What will I learn on this course? You will learn about psychological research and the ways in which psychologists have sought to explain human behaviour. You will develop an understanding of the key approaches and perspectives in Psychology, including the Biological, Cognitive, Behaviourist, Psychodynamic and Humanistic approaches.
You will also learn about some of the important issues and debates that have shaped the discipline, such as the nature-nurture debate and ethical issues in psychological research. The course will also develop your understanding of the ways in which psychological research can be applied to improve human wellbeing, such as in the treatment of mental illness and in the development of educational and forensic practices.
Religion, Philosophy & Ethics
Exam Board & Specification Method of Assessment
Edexcel
Three examinations.
Paper 1: 33⅓ % total A Level
Paper 2: 33⅓ % total A Level
Paper 3: 33⅓ % total A Level
Background Knowledge and Qualifications
There are no prior knowledge requirements for taking the Religious Studies A Level, although taking it at GCSE (& achieving at least a 6) is desirable, and being able to write well-structured essays is essential. If you have a genuine interest in religion, philosophy & ethics then this course will provide you with the opportunity to study some of those areas of interest in great depth. The course is taught by staff from both WGHS & QEGS RPE Departments.
Course Description
The A level is split into three parts, which carry equal weighting for the final mark & grade. There is no coursework, and each component is assessed in a 2 hour exam each at the end of Year 13. You will be covering a range of religious, philosophical & ethical topics, including – but not restricted to – the following:
Component 1: Philosophy of Religion
Year 12 Philosophical issues and questions; The nature and influence of religious experience; Problems of evil and suffering.
Year 13 — Philosophical language; Works of scholars; Influences of developments in religious belief.
Component 2: Ethics
Year 12 — Significant concepts & debates in religion, ethics & morality, ethical theories including Utilitarianism and Natural Moral Law; application of these theories to real-world issues e.g. Environmental Ethics, Equality, Sexual Ethics, Situation Ethics, War & Peace
Year 13 — Scholars such as Aquinas, Kant & Aristotle; Deontology & Virtue Ethics; Medical ethics with an emphasis on beginning and end of life issues e.g. abortion, IVF & euthanasia.
Component 3: New Testament
Year 12 — Social, historical and religious context of the New Testament; Texts and interpretation of the Person of Jesus; Interpreting the text and issues of relationship, purpose and authorship.
Year 13 — Ways of interpreting the scripture; Texts and interpretation: the Kingdom of God, conflict, the death and resurrection of Jesus; Scientific and historical-critical challenges, ethical living and the works of scholars.
Spanish
Exam Board & Specification
Method of Assessment
Three examinations; two written, one oral.
Paper 1: 50% total A Level
Paper 2: 20% total A Level
Paper 3: 30% total A Level
Background Knowledge and Qualifications
You should have achieved a good grade at GCSE in Spanish.
Most important, however, is an interest in developing the knowledge and communication skills you have acquired through your study of the language at GCSE.
You might ask yourself:
Are you predicted to achieve a good grade in your Spanish GCSE?
Do you enjoy being able to communicate in another language?
Do you enjoy getting to grips with new language structures?
Would you like to find out more about the culture and society of Spanish-speaking countries?
Are you planning to study languages at University?
Would you like to study a foreign language alongside another area of interest?
Will offering another European language increase your future job prospects?
Course Description
As well as improving your mastery of the language, the new specification features a topical focus on the culture and society of the Hispanic World and aims to promote your capacity for critical thinking.
You will finish the course not only as a proficient speaker of the language, but also as a young adult going out into the diverse environment of Higher Education or employment with a greater understanding of the world around you.
Furthermore, you will have developed a range of transferable skills including communication, research skills, critical thinking and creativity.