A LEVEL OPTIONS "There's a definite step back from staff. You're not spoon-fed, you have to work independently, take it seriously, and work hard ...
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FORM A LEVEL OPTIONS “There’s a definite step back from staff. You’re not spoon-fed, you have to work independently, take it seriously, and work hard. The support is there if you need it, but you’re encouraged to take control.”
“The buzz of the dedicated Sixth Form Centre is one of the most exciting aspects of the School: 200 students, with different outlooks, interests and backgrounds.”
Woodbridge School Sixth Form A Level Options 2020-21 An Introduction to the Sixth Form I am delighted to welcome you to Woodbridge School’s Sixth Form. As current parents and students will already appreciate, Woodbridge is a nurturing school with an outstanding level of individual care. Our Sixth Form leadership team, who comprise of Mrs Brown, Mrs Pilkington, Mr Richardson, together with our tutors, take pride in knowing and valuing every student as an individual, stretching them, encouraging them and appreciating them for each contribution that they make to our community. We expect our students to excel, and the expectations are high, but they are set appropriately for each student as we want education to be enjoyable and intellectually stimulating. Academically, Woodbridge School is exceptionally strong with our A Level results better than the vast majority of schools in the county and only equal to a select few. The individual and tailored support offered by our Head of UCAS facilitates strong records of success for entry into Oxbridge, alongside medical and veterinary schools. Russell Group universities also feature heavily in our list of Leavers’ destinations. Most importantly, the overwhelming majority of our students always gain entry to secure their chosen university course. However, Woodbridge always has been, and always will be, about more than academic success. Woodbridge values social and emotional development alongside academic and intellectual progress. Being part of the Woodbridge family means our students constantly develop the skills, attributes and mind-set essential for success in life. Through a broad extra-curricular programme, our students are given the opportunity to develop, to be collaborative and work as a team, to perform with confidence and to push themselves outside of their comfort zone. The extra curricular programme is supplemented by days off-timetable, focusing on particular areas such as entrepreneurship and leadership with the latter being a particularly strong aspect of the Sixth Form. All students in Year 12 take part in a series of critical thinking and problem solving lectures and activities, enabling them to take on positions of responsibility in year 13. Our Sixth Form provides a superb environment to flourish with an environment that brings out the best in each individual. We look forward to welcoming you. Miss Shona Norman Acting Head
TIMELINE FOR SIXTH FORM ENTRY FOR
SEPTEMBER 2020
APPLICANTS FROM CURRENT WOODBRIDGE
1
OTHER SCHOOLS YEAR 11 PUPILS
1. Initial enquiry (visit, Open Day, 1. COA preview test
telephone) 2. Preview interview with
2. Invitation to Open Day and/or Housemaster/mistress
Sixth Form Open Evening 3. Advice from tutors
3. Registration Form to be 4. Sixth Form Open Evening
completed and returned 5. Options discussion with tutor
SEPTEMBER –
4. Invitation to attend for Sixth Form and feedback to parents
DECEMBER 2019
interview with two members of
the Senior Academic Team
(separate interviews and
assessment with each)
2
5. Offers are made
(some conditional, subject to 6. Academic awards are made in
GCSE grades) January (subject to GCSE grades)
6. Academic awards are made in 7. Current pupils and award
January (subject to GCSE grades) holders are considered and
7. Music, Art, Sport, Drama, Chess reassessed for all awards. There
NOVEMBER 2019 – awards are made in February is no need for a separate
MAY 2020 following assessments application
8. Interview with a senior member
3
8. Acceptance of offers, including
confirmation of A Level subjects of staff to help ensure the most
chosen sensible A Level choices are
made
9. Sixth Form Pre-induction Evening 9. Sixth Form Pre-induction Evening
4
JUNE 2020
10. GCSE Results Day 10. GCSE Results Day
11. Applicants asked to send a 11. Checks undertaken on
copy of GCSE results slip to whether entry requirements
Woodbridge School have been met
12. Checks undertaken on
5
AUGUST 2020
whether entry requirements
have been met
13. Induction Day – day before the 12. Induction Day – day before the
start of term start of term
14. Sixth Form studies begin 13. Sixth Form studies begin
SEPTEMBER 2020
03 | SIXTH FORM | A Level Options
Studying in the Sixth Form
The Sixth Form is an exciting time where you specialise Number of subjects
in studying those subjects that will be important for
your future. At Woodbridge, A Levels are a central part A Levels require a significant amount of work, including
of your curriculum, alongside the sports, arts, music, independent study outside of the classroom. Most pupils
and all the other aspects that make a Woodbridge at Woodbridge will take three A Levels – universities
education so special. base their entrance criteria on this number of grades.
Qualifying for Sixth Form at Woodbridge We also offer the Extended Project Qualification (EPQ),
which counts as half an A Level. More details of this
A Levels are a step up from GCSEs in terms of qualification are included in this booklet.
difficulty. In order to cope with A Levels at Woodbridge,
you need to have a good set of GCSE results. Some pupils, who will go on to score grade 7s, 8s and 9s
in their GCSEs, may choose to study four A Levels. Those
We ask that you have: choosing to study further mathematics will also take four
● eight GCSEs at grade 5 or better, of which six should A Levels.
be grade 6 or better.
● a grade 6 or better in each subject that you wish to Your possible choices are:
study at A Level. Some subjects have higher entrance ● 3 A Levels
requirements – see individual subject pages for details. ● 3 A Levels + Extended Project Qualification
● 4 A Levels
“I actually spend
more time researching
information now;
I’m genuinely really
interested in the
subjects I’m taking.”
Tel: +44 (0)1394 615041 | www.woodbridgeschool.org.uk | 04
Extended Project Qualification (EPQ) Although this is equivalent to half an A Level, it is not a classroom subject. Candidates receive tuition on research skills, referencing, project planning and reflection. Small group sessions with a personal supervisor, project planning, oral presentation and your final submission (usually an extended essay but it could be an artefact) can all be used in assessing the final product. This is a valuable, potentially cross-curricular, learning experience which can provide a useful discussion point for those for whom the UCAS process requires admission interviews. Our Recommendation for Study Our recommendation is to study 3 A Levels. These courses are challenging and will need significant focus, hard work and additional reading. Universities continually say that three good A Level grades are better than four mediocre ones. There is no need to be a hero! Further mathematicians will need to take four A levels in order that they can take the breadth of courses. If you are a high-performing pupil, likely to achieve grades 7+ in all subjects, then you might choose to study four A Levels. We consider this on a case-by-case basis and will be supportive where this is the right choice for the individual. 05 | SIXTH FORM | A Level Options
Sample pathways
Here are some hypothetical pupils’ thought processes about what they plan to choose for the Sixth Form and why.
These are not exhaustive of course, but may help you think through some of the issues:
3 A LEvELS Knows that the three subjects chosen are definites for two years: English Literature, Religious Studies and
Drama. They went really well at GCSE and resulted in grades 8/9 but in the rest, got grades 7 and 6. Does
not really know for sure what they want to study at university. Has a busy extra-curricular range of
interests including MUN (the meetings and trips sound great), sailing and CCF (Naval section). Will try the
Young Enterprise scheme as well to develop some business experience and carry on with CCF for the
great competitions and training courses available plus sport in the hockey season.
3 A LEvELS + EPQ Had a very good set of GCSEs especially in Physics, Maths, and Design and Technology. They thoroughly
enjoyed the coursework too and want to research, design and build a new cutting-edge wind sail or sail
board. An EPQ would give them that opportunity. This links well with their plans for university and
possibly beyond. While they enjoyed studying at their previous school, they like the new Sixth Form Centre
at Woodbridge with its study and common room. They are also excited by the huge range of extra-
curricular opportunities including singing in the Chamber Choir and volunteering to help in a local school
as part of the Seckford Scheme.
4 A LEvELS Always liked studying Maths and languages throughout school and is keen to study overseas for part or all
of their degree. A single or joint honours in languages has been on their minds for a while. Has chosen four
A Levels: Maths, Further Maths, French, and Spanish and likes the fact that this keeps university options
open for later. Is looking forward to going on one of the exchanges to Russia or China as they sound
amazing. Definitely wants to do the lighting in the drama productions though and also wants to put on a
production in the Seckford Theatre in a foreign language.
Next Steps
This is your pathway between your GCSEs and what you want to do in the future. Be ambitious but be realistic.
Specialise by playing to your strengths. Do not try and keep every door open – it cannot be done.
Use this booklet, come to the Sixth Form Open Evening, and seek advice. We are always happy to discuss your
future pathways.
You are about to enter a really exciting period of your education which will help shape the adult you will become.
Consider your options seriously, work hard, and most of all – seize as many opportunities as Woodbridge can offer
you in this intense two-year period!
Tel: +44 (0)1394 615041 | www.woodbridgeschool.org.uk | 06
The Sixth Form Centre
Woodbridge Sixth Form offers exceptional pastoral care that extends far beyond just the dedicated, experienced
team of personal tutors. It can be found everywhere: in and out of the Sixth Form Centre, on the games pitches,
in the classroom, and even in exchanges between students and staff rushing between lessons in the corridors.
The welfare of every student is paramount, and Woodbridge offers a wide range of care and support for any concern.
In Years 12 and 13, the pastoral lead is taken on by the Heads of Year 12 and 13 and overseen by the Director of
Sixth Form and Careers, whose offices can be found in the foyer of the Sixth Form Centre and upstairs in the Sixth
Form Centre respectively. Each student will also have a tutor and they will know you or will get to know you best
and are there to help you make your Sixth Form experience enjoyable smooth and productive.
Our students’ social development is one of the major strengths of the School and a quality of which we are proud.
“My advice would be to
really get involved with
extra-curricular activities.
There are so many
advantages: life skills, fun, a
relief from academic work,
and the chance to make
new friends and enjoy new
experiences. It’s a must.”
07 | SIXTH FORM | A Level Options
Preparation for life beyond school Drama
Drama at Woodbridge is not exclusive to students of
As well as academic success we pride ourselves in the subject and aspiring actors have the opportunity to
nurturing our students to become well-rounded, develop their dramatic skills very early in the academic
confident and resilient young men and women, ready to year with the Sixth Form play. In addition, the Senior
face whatever challenges may arise in life. Through a School musical which features biennially in the School
holistic approach to the wider school life, Woodbridge calendar, provides another opportunity for students to
has young people who thrive both here and in their take part in a production that is eagerly anticipated by
future lives. The offer of traditional areas such as Sport, the actors and audiences alike. Every other year, a group
Drama, Music, and Games, combined with ‘collapsed of Sixth Form students devise a production to take
curriculum’ days, a timetabled enrichment programme to the highly prestigious Edinburgh Fringe Festival.
including skills sessions on independent studying as well During this exciting week students get to perform and
as the many clubs and activities available, provides experience the real artistic buzz of Edinburgh during
students with a plethora of opportunities. its international festival.
‘Collapsed curriculum’ days Sport
Sport is an important part of life in the Sixth Form. On a
● Leadership morning Tuesday afternoon students can participate in traditional
● Enterprise day team sports such as hockey, rugby, cricket, and netball,
Alongside these ‘collapsed curriculum’ days, giving them the opportunity to represent the School at
Woodbridge Sixth Formers attend a variety of weekly match fixtures. In addition, a variety of other activities is
PSHCEE talks on different subjects ranging from study offered, such as running, gym, badminton, sailing, shooting,
skills, Internet safety, mental health, finance and future football, and swimming. We try and find a physical activity
options to name a few. that all members of the Sixth Form will want to do and
from which they will benefit socially and physically.
Extra-curricular opportunities
The international exchange programme
The Seckford Scheme The School’s long-standing international programme can
This takes place on a Friday afternoon and offers give Sixth Formers the chance to visit China and Russia.
students the chance to participate in the Combined Those studying languages can also take part in exchanges
Cadet Force (CCF) or Sports Leadership Award Scheme, or study trips to France, Spain, or Japan. The aim of these
help at the Thomas Wolsey School, work in theatre tech, trips is to allow students to immerse themselves in the
indoor wall climbing, or digital photography to name just culture of the country and to get to know it from the
a few opportunities. We encourage students to choose inside; a truly life-changing opportunity!
something that will help develop skills and challenge them.
Clubs and activities
Music These are many and varied at Woodbridge, from Model
Music is at the forefront of extra-curricular life at United Nations to Duke of Edinburgh; Young Enterprise
Woodbridge. Budding and exemplary instrumentalists to chess; dance to fencing. These clubs offer opportunities
and singers have the opportunity to hone their skills in to extend academic interests or to try something totally
the many and varied ensembles, competitions and wider new. All students are encouraged to try at least one
activities within school. There is ample opportunity for extra-curricular club a week. The huge range of activities
Sixth Form musicians to shine in public performances is not just challenging and fun, but an ‘extra’ to life in the
including concerts at prestigious local venues such as Sixth Form. Time spent on a variety of other activities
Ely Cathedral and Snape Maltings. The pinnacle for beyond the classroom will allow you to learn differently
particularly fine musicians is a chance to play in the and to develop. Crucially, it will allow you to understand
annual concerto concert, when the opportunity to play yourself, and others, better. Our extra-curricular
solo with an orchestra of professional musicians can programme is an important element in the exceptional
become a memorable highlight. education that the Sixth Form at Woodbridge provides.
Tel: +44 (0)1394 615041 | www.woodbridgeschool.org.uk | 08
University Advice
We know that a vital part of your education here is securing the best possible opportunity for when you leave.
Highly experienced Directors of Careers and Higher Education work from the Sixth Form Centre so that they,
along with your tutors, can sustain comprehensive and personalised support throughout the decision-making and
application processes.
If you are aiming for Oxbridge, Russell Group universities, or particularly competitive courses such as medicine, then
you will of course benefit from bespoke guidance throughout from dedicated teachers, helping to make your
application as strong as it can be and then preparing for additional exams and interviews with expert tuition.
However, every student receives comparable support for their individual plans: every individual plan matters.
Whether preparing a portfolio, practising for auditions, applying outside of the UK, or even something we haven’t
encountered before, we prioritise, providing you with the time, guidance and expertise you need to make the right
choices and then achieve your goals.
In addition to this personalised support we offer a variety of events to make the UCAS and other application
processes less daunting for both parents and students. These include UCAS evenings to explain to parents how we
work together to navigate the complexities of the system, visits to Oxbridge conferences and colleges, and visits to
the Universities of Essex and East Anglia.
Careers Advice
Students should be continually considering, researching and planning for their future goals. The School has a
well-equipped Careers department, with a wide variety of information available. There is a dedicated Careers and
University office in the Sixth Form Centre: open for drop-in questions and with a variety of current literature, as well
as access to a dedicated, up-to-date website with a plethora of information from taster days to apprenticeships, from
Cv-writing to gap year placements.
Sixth Formers also have dedicated sessions where they can learn more about the UCAS process, different careers,
interview techniques and Cv-writing. A unique initiative that is offered at Woodbridge is the Careers Lunches – a
chance for students to meet and network with professionals in their fields of interest. An annual Careers Fair
provides many opportunities for students to meet with different universities and professionals from a variety of
diverse career fields as well as learn about apprenticeship schemes and both school leaver and graduate programmes.
In addition, Woodbridge School has a network of over 4,000 Old Woodbridgians (former pupils), many of whom are
happy to help current students with work experience or advice.
Although the UCAS and careers journey starts in Year 12 it doesn’t finish at the end of Year 13. With our new
introduction of Graduway - an on-line platform for OWs to network - we can support all OWs and, more
importantly, they can support each other on their continuing journeys. Once a Woodbridgian, always a Woodbridgian.
This means we are here to help, whatever stage of your career.
“Our university adviser is incredibly
knowledgeable; it’s as if he won’t let you
not think about your future. He’s spoken
to everyone and seems to know from
one conversation exactly what everyone
is doing. The support and guidance he has
given is amazing.”
09 | SIXTH FORM | A Level OptionsA Level Subjects offered at Woodbridge School
A LEvEL SUBJECT LIST
● Biology
● Business Studies
● Chemistry
● Classical Civilisation
● Computer Science
● Design: Graphic Communication or 3D Design
● Drama and Theatre Studies
● Economics
● English Literature
● Fine Art
● Geography
● History
● Latin
● Mathematics
● Further Mathematics
● Modern Languages (French, Spanish)
● Music
● Photography
● Physical Education
● Physics
● Psychology
● Religious Studies
● Sociology
OTHER QUALIFICATIONS
● The Extended Project Qualification
(equivalent to half an A Level course)
● Chinese – Cambridge Pre-U qualification
● English for Speakers of Additional Languages (EAL)
Tel: +44 (0)1394 615041 | www.woodbridgeschool.org.uk | 10Extended Project Qualification EPQ (AQA)
An EPQ offers students the exciting opportunity to explore in 12 students, which will develop planning, research, referencing,
depth a topic in which they have a strong personal interest, IT, presentation and critical reflection skills. During completion
often a subject they are hoping to study at university level and of the project a supervisor will provide active support.
beyond. By carrying out research into their chosen project A production log of the learning journey made and a
students must demonstrate independent learning, careful presentation to a selected audience are key aspects of the
planning, and presentation skills in order to succeed. assessment (see below), alongside the final product – either
a 5000-word research paper or an artefact with attendant
As competition increases for entrance to universities, students 1000-word reflective commentary.
need now more than ever to evidence skills desirable in any
undergraduate. It is therefore easy to see why the EPQ is We would encourage well motivated, well organised and
so highly regarded by universities. An EPQ offers students passionate Sixth Formers to consider this an exciting and
UCAS points equivalent to half a full A Level and will unique addition to their three A Level subjects. After
certainly provide an interesting topic for university applicants completion of the Taught Skills Programme the EPQ course
called for interview. begins in December of Year 12 and must be completed by
December in Year 13.
To prepare students for the challenge of independent study an
initial 12 week Taught Skills Programme is undertaken by all Year
Assessment Objectives Weighting
AO1 Manage 20%
Identify, design, plan and carry out a project, applying a range of skills, strategies and methods to
achieve objectives.
AO2 Use Resources 20%
Research, critically select, organise and use information, and select and use a range of resources.
Analyse data apply relevantly and demonstrate understanding of any links, connections and
complexities of the topic.
AO3 Develop and Realise 40%
Select and use a range of skills including, where appropriate, newtechnologies and problem-
solving, to take decisions critically and achieve planned outcomes.
AO4 Review 20%
Evaluate all aspects of the extended project, including outcomes in relation to stated objectives
and own learning and performance. Select and use a range of communication skills and media to
present evidenced project outcomes and conclusions in an appropriate format.
EPQ co-ordinator: Mrs A H Davis
11 | SIXTH FORM | A Level OptionsBiology (AQA)
Minimum entry requirements: Where can it lead?
GCSE grade 7 in Biology or 7 in additional science. Biology opens the way to a wide range of degrees including
Medicine,veterinary Science, Zoology, Botany, Biochemistry,
How will I be taught? Microbiology, Biogeography, Environmental Science,
The latest resources will be utilised including new Agriculture, Sports Science, Marine Biology, and Biostatistics.
exam-board approved text books, microscopes, centrifuges, Biology is a dynamic, constantly evolving subject, relevant to
PCR and gel electrophoresis equipment. Practical work our own life and how we interact with the environment.
including fieldwork and the use of ICT is an integral part Biology is a fundamental foundation for a wide and varied
of the course. The A Level course is delivered by two range of careers and professions.
experienced A Level teachers. This offers pupils specialist
knowledge with variety in teaching style and delivery of
the course.
Course Structure
A Level Content Assessment Method
1. Biological molecules Paper 1 2 hours (35% of A Level)
2. Cells Content
3. Organisms exchange substances with their environment Any content from topics 1– 4, including relevant practical skills
Questions
4. Genetic information, variation and relationships
76 marks: a mixture of short and long answer questions
between organisms 15 marks: extended response questions
5. Energy transfers in and between organisms
6. Organisms respond to changes in their internal and Paper 2 2 hours (35% of A Level)
external environments Content
7. Genetics, populations, evolution and ecosystems Any content from topics 5–8, including relevant practical skills
Questions
8. The control of gene expression
76 marks: a mixture of short and long answer questions
15 marks: comprehension question
Paper 3 2 hours (30% of A Level)
Content
Any content from topics 1–8, including relevant practical skills
Questions
38 marks: structured questions, including practical techniques
15 marks: critical analysis of given experimental data
25 marks: one essay from a choice of two titles
Head of Department: Dr L v Rickard
Tel: +44 (0)1394 615041 | www.woodbridgeschool.org.uk | 12Business (AQA)
Minimum entry requirements: Where can it lead?
GCSE grade 6 in English and Maths preferred.There is no Studying Business need not necessarily lead to the study of
requirement to have studied Business Studies at GCSE. a Business-related degree at university, although a large
number of students taking the Business course do proceed
How will I be taught? to this type of course. As a social science, it could be a useful
The department aims to develop students’ interests in the preparation for study in many areas and as a third subject it
world of Business, enhance their confidence and self-reliance will meet the A Level entry requirements for any degree
and, of course, to achieve academic success. Students are where the subjects to be studied at A Level are not specified.
encouraged to develop a variety of skills relevant to their Universities offer a wide range of courses that combine
future careers and lives, which include the analysis of Business Business studies with other subjects such as Modern
case studies and the formation of well-founded opinions Languages, Economics, ICT and even Engineering. These
and judgements. combinations of technical skills and understanding of the
Business world are positive selling points in a competitive
employment market.
Course Structure
A Level Content Assessment Method
1. What is Business? Paper 1: Business 1
2. Managers, leadership and decision making • Section A – multiple choice 15 marks
3. Decision making to improve marketing performance • Section B – short answer questions 35 marks
• Section C and D – essay questions 25 marks each
4. Decision making to improve operational performance
• Duration 2 hours weighting 33.3%
5. Decision making to improve financial performance
6. Decision making to improve human resource performance
7. Analysing the strategic position of a Business Paper 2: Business 2
8. Choosing strategic direction • Data response
9. Strategic methods: how to pursue strategies • Duration 2 hours weighting 33.3%
10. Managing strategic change
Paper 3: Business 3
• Case study followed by questions
• Duration 2 hours weighting 33.3%
Head of Department: J M Percival
13 | SIXTH FORM | A Level OptionsChemistry (OCR)
Minimum entry requirements: Where can it lead?
GCSE grade 7 at Chemistry or GCSE grade 7 at additional Our Chemistry A Level students have gone on to study a
science is preferred. huge variety of courses for many different careers, including:
Medicine, Forensic Science,veterinary Science, Research, Law,
How will I be taught? Biochemistry, Food and Nutrition, Teaching/Lecturing,
We have an excellent range of practical equipment for use in Pharmacy, Industrial Chemistry, Engineering, Molecular
synthetic and analytical Chemistry. Up-to-date textbooks are Modelling and many more.
used and a wide variety of other materials from sources such
as the Royal Society of Chemistry are included to enhance
knowledge and understanding. The A Level course is delivered
by two experienced teachers per class, offering students
specialist knowledge and variety in teaching style and delivery
of the course.
Course Structure
A Level Content Assessment Method
1. Practical skills in Chemistry 1. Periodic table, elements and physical Chemistry
2. Foundations in Chemistry Examination
3. Periodic table & energy Multiple choice and structured questions covering theoretical
and practical aspects of Periodic table, elements and physical
4. Core organic Chemistry
Chemistry
5. Physical Chemistry and transition elements
6. Organic Chemistry and analysis
2. Synthesis and analytical techniques
Examination
Multiple choice and structured questions covering theoretical
and practical aspects of organic synthesis and analytical
techniques
3. Unified Chemistry
Examination
Structured questions and extended response questions
covering theory and practical skills
Head of Department: Mrs A Hillman
Tel: +44 (0)1394 615041 | www.woodbridgeschool.org.uk | 14Classical Civilisation (OCR)
Minimum entry requirements: Where can it lead?
No knowledge of Latin or Greek is necessary for this course - Classical Civilisation combines well with English Literature,
everything is read in English. Classical Civilisation has no Religious Studies, History and Latin, or could provide a
specific entry requirements. It is open to all students. It is contrast with other subjects (e.g. sciences) in order to
helpful if you have an interest in, or want to learn about, the broaden your education. If you have been successful at
literature and culture of the ancient Greek and Roman Classical Civilisation, you will have proved that you can enter
worlds. There is an element of essay writing, so an ability to upon a new area of study and learn the technical vocabulary
communicate knowledge and understanding in written form and skills that are appropriate to it.You will have shown that
is useful. you can write clearly and express complex ideas in a concise,
logical and well-organized way. Classical Civilisation could lead
How will I be taught? on to a degree in Classical Studies, Ancient History,
Teaching tends to be done in small groups, and is often Archaeology, or English at university. It may well be of interest
discussion-based. Lessons on Greek and Roman art and to students considering Architecture. Many doors will be
material culture involve learning new skills of observation open, and the skills developed through this course will be
and analysis, and applying this within a historical narrative of applicable in a range of employment areas, while your
change and development.visual sources can be viewed in knowledge of Greek and Roman culture will always remain
class using photographs and drawings, but there may also be with you.
trips to the British Museum and the Cambridge Museum of
Classical Archaeology. Literary set texts are studied through
independent and class reading. Exam-style questions and
essays are set regularly. Your teachers will ensure that you
know and can recall the core facts relevant to your topics.
However, once this is done, class discussion and debate
always form an enjoyable aspect of this course.
Course Structure
A Level Content Assessment Method
The world of the hero (two texts are studied) Examination
• Homer’s Odyssey 2 hours 20 minutes
• virgil’s Aeneid 100 marks
40% of total A Level
Culture and the arts Examination
• Greek art 1 hour 45 minutes
75 marks
30% of total A Level
Beliefs and ideas Examination
• Greek Religion 1 hour 45 minutes
75 marks
30% of total A Level
Head of Department: A M Wright
15 | SIXTH FORM | A Level Options“There’s a definite step back from staff.You’re not spoon-fed, you have to work independently, take it seriously and work hard. The support is there if you need it, but you’re encouraged to take control.”
Computer Science (AQA)
Minimum entry requirements: Where can it lead?
GCSE grade 7 in Mathematics. GCSE grade 6 or above in a Our Computer science A Level students have gone on to
modern language preferred. study a variety of subjects at university level and beyond –
Computer Science, Mathematics, Computer technology,
How will I be taught? forensics and others. Many of our students go straight from
We have an excellent range of practical electronic and university into highly-paid employment with international
physical resources for use in Computer science. Up-to-date corporations such as Shell or Crédit Suisse.
textbooks are used and a wide variety of materials from
sources such as the British Computer Society, Computing at
School and others. The A Level course is delivered by two
experienced A Level teachers per class, offering students
specialist knowledge and variety in teaching style and delivery
of the course.
Course Structure
A Level Content Assessment Method
1. Fundamentals of programming Paper 1: On-screen exam: 2 hours 30 minutes, 40% of A Level
2. Fundamentals of data structures What’s assessed:
3. Fundamentals of algorithms A student’s ability to program, as well as their theoretical
knowledge of Computer science from subject content 1-4
4. Theory of computation
Questions
5. Fundamentals of data representation A series of short questions and write/adapt/extend programs in
6. Fundamentals of computer systems an electronic answer document provided by the School
7. Fundamentals of computer organization and
architecture
Paper 2: Written exam: 2 hours 30 minutes, 40% of A Level
8. Consequences of uses of computing What’s assessed:
9. Fundamentals of communication and networking A student’s ability to answer questions from subject content
10. Fundamentals of databases 5-12
11. Big Data Questions
Compulsory short answer and extended answer questions
12. Fundamentals of functional programming
13. Systematic approach to problem-solving
14. Non-exam assessment: the computing practical Non-exam assessment: 75 marks, 20% of A Level
project What’s assessed:
The student’s ability to use the knowledge and skills gained
through the course to solve a practical problem. Students will be
expected to follow a systematic approach to problem-solving as
mentioned in subject content 13
Head of Department: J A Hillman
17 | SIXTH FORM | A Level OptionsDesign: Graphic Communication or 3D Design (AQA)
Minimum entry requirements: It is firmly engrained in the department that students should
GCSE grade 6 or above in Design & Technology or Art & Design be given the freedom to explore personal areas of interest
and a genuine interest in the subject. within the framework of the chosen discipline – Graphics or
3D – and thus all work is individual and completely original.
How will I be taught?
With a strong design foundation firmly in place, all A Level All A Level Design students are expected to attend at least
students (both Graphics & 3D) start the course by completing a two Design Clinic sessions per week to aid in the progression
short 5 week project which requires thorough exploration of the of their work.
core principles of the course. This includes undertaking relevant
contextual research from which to develop ideas, experimenting In the past Graphic Communication students have studied
with appropriate processes and techniques, and refining the disciplines which include:
chosen concept into a final outcome. Alongside this students are ● Branding & Identity
required to clearly record the progress of their ideas through ● Packaging Design
drawing and written annotation. The purpose of this introduction ● Character Design
is to support the students in establishing a good understanding of ● Children Book Illustration
A Level expectations in Design and provides the opportunity for ● Advertising & Promotion
a baseline assessment. Additionally it also gives teaching staff the ● Fashion
opportunity to identify strengths and weaknesses very early on
for additional support. Three Dimensional students have studied:
● Architectural Design
Following on from this students will complete two further ● Product Design
projects throughout the majority of Year 12 and will then embark ● Body Adornment
on the Personal Investigation project (worth 60% of the final ● Environmental Design
A Level grade) towards the end of the year (usually in June). ● Furniture Design
Starting this at the end of Year 12 allows students the opportunity
to make a strong start to the project and to undertake vital
primary contextual research over the summer break. Where can it lead?
Students can develop a strong portfolio during this course in
Year 13 is spent completing the Personal Investigation project, readiness for most Design related BA Hons degrees. Past
which is due for submission in January. In February, students start students have entered BA Hons courses such as Architectural
the Externally Set Assignment (worth 40% of the final A Level Design, Product Design, Fashion, and Design for Print. For
grade) which culminates in a 15 hour final exam whereby the students who wish to gain a further year building upon
final piece is created. existing work a Foundation Art & Design course is usually the
recommended route.
Two teachers work with each group, and each shares
responsibility for their specialism: graphic communication or 3D The skills acquired throughout the course such as research
Design. Students are expected to take leadership of their work skills and the ability to progress and manage work
under the careful guidance of their teachers and should develop independently are also very useful attributes to support
their work independently outside of the classroom. applications into many other degrees and courses.
Course Structure
A Level Content Assessment Method
1. Personal investigation No time limit
96 marks
60% of A Level
2. Externally-set assignment Preparatory period and 15 hours supervised time
96 marks
40% of A Level
Head of Department: Mrs D Cracknell
Tel: +44 (0)1394 615041 | www.woodbridgeschool.org.uk | 18Drama and Theatre Studies (AQA)
Minimum entry requirements: Where can it lead?
You should have a good range of experience of Drama for this Many students have gone on to read drama as part of either
course. GCSE Drama is not a requirement, but is an advantage. a single or joint honours Drama degree. A number of
GCSE grade 6 or better in English would also be beneficial. students have also gone on to train at prestigious drama
schools such as Central School of Speech and Drama,
How will I be taught? LAMDA and Mountview Academy. Woodbridge School has
The emphasis of the course is that it is taught through produced a considerable number of successful actors and
practical experience. There are opportunities for all actresses, many of whom have gone on to perform in the
students to experience live theatre throughout the two years West End, with the RSC, as well as on television and in film.
and students are encouraged to take part in the thriving
extra-curricular life of the department. All practical Drama provides excellent communication skills, which are
examination work is supported by the state-of-the-art vital in all careers. It can also be a launching point for various
Seckford Theatre and students are able to work with the arts-based opportunities.
School’s resident academic technician in order to develop
their work in a professional context. Written work is
supported by theory lessons as well as regular essay tasks
which prepare candidates for the written examination.
Course Structure
A Level Content Assessment Method
Component 1- Drama and theatre
Knowledge and understanding of drama and theatre Written exam - 3 hours
Study of 2 plays
Evaluation of the work of live theatre makers
Component 2 - Creating original drama
Devised piece influenced by the work and methodologies of one prescribed Performance and working
practitioner notebook
Component 3 - Making theatre
Practical exploration and interpretation of extracts taken from 3 plays Performance and reflective report
Methodology of a prescribed practitioner will then be applied to Extract 3 which
is performed as a final assessed piece
Head of Department: Miss G Mayes
19 | SIXTH FORM | A Level Options“I’ve really learned time management and organizational skills - and fast. I know, though, that these are essential skills for the future, so it’s all positive.”
Economics (AQA)
Minimum entry requirements: Where can it lead?
Grade 6 in Mathematics and grade 6 in English Language at Economics is a subject requiring much logical analysis and is
GCSE or equivalent.There is no requirement to have studied therefore highly favoured by many degree courses such as
Business studies at GCSE. Law, Business and Management in addition to further study
of the discipline itself. There are many and varied careers in
How will I be taught? which an economics education is useful, such as finance, civil
There is bound to be a degree of formal teaching in a service and local government.
subject that is new to all students. However, once economic
principles have been understood, lessons will frequently Graduates in Economics earn more on average than other
involve discussion and application of theory through graduates. Furthermore, an understanding of resource
interactive methods and more formal written questions. allocation and the workings of the economic system are
It is vital that students think for themselves and practise essential to modern Business. Anyone intending to be
the application of economic theory to real world issues. involved in management of any size of Business should have
The quality press is a vital source of information in a subject an insight into economic principles.
that is topical and therefore students are encouraged to read
widely. The use of relevant economics and news websites is
also actively encouraged.
Course Structure
A Level Content Assessment Method
1. Individuals, firms, markets and market failure Unit 1
• Economic methodology and the economic problem Written exam: 2 hours
• Individual economic decision making 80 marks
33.3% of A Level
• Price determination in a competitive market
Section A: data response questions requiring
• Production, costs and revenue written answers, choice of one from two
• Perfect competition, imperfectly competitive markets and contexts worth 40 marks
monopoly Section B: essay questions requiring written
• The labour market answers, choice of one from three worth 40
• The distribution of income and wealth: poverty and inequality marks
• The market mechanism, market failure and government
intervention in markets
Unit 2
2. The national and international economy Written exam: 2 hours
• The measurement of macroeconomic performance 80 marks
33.3% of A Level
• How the macroeconomy works : the circular flow of income,
Section A: data response questions requiring
AD/AS analysis, and related concepts
written answers, choice of one from two
• Economic performance contexts worth 40 marks
• Financial markets and monetary policy Section B: essay questions requiring written
• The international economy answers, choice of one from three worth 40
marks
Head of Department: J M Percival
21 | SIXTH FORM | A Level OptionsEnglish Literature (OCR)
Minimum entry requirements: The A Level course is delivered by two A Level teachers
GCSE grade 6 or IGCSE grade 6 in English Language and per class, offering students specialist knowledge and variety
English Literature. in teaching style and delivery.
How will I be taught? Where can it lead?
The course enables students to enjoy reading and discussing An A Level in English Literature is welcomed as a qualification
English Literature, and to increase their understanding of what for many careers, and provides a very wide range of
the study of literature involves. The emphasis is on developing opportunities for courses in the arts, humanities, media and
the confidence to respond independently to a wide range of communications at degree level. English Literature can also be
texts in depth, through close reading, a variety of critical a valuable contrast to scientific, technological and economics
approaches, and an appreciation of the contexts in which based subjects, opening up greater breadth of interest, range
literary texts are written and understood. As the students of reference and facility with ideas and language.
develop an understanding of modern critical theory, for
example, they will also be helped to improve their writing in
order to capture the depth and complexity of the ideas raised
in discussion and through reading and analysis.
Course Structure
A Level Content Assessment Method
1. Drama and poetry pre-1900 Unit 1
a. Shakespeare (30) Examination
b. Drama and poetry pre-1900 (30) Written paper
For Shakespeare you might study Hamlet or The Tempest, answering Closed text, 2 hours 30 minutes
one question on a passage and one on the play as a whole. 60 marks or 40% of the A Level
For the drama and poetry, you will work on Ibsen’s A Doll’s House and Rossetti’s
Selected Poetry or Webster’s The Duchess of Malfi and two books from Milton’s
Paradise Lost.These paired texts will be written about together, providing scope for
interesting comparisons.
2. Comparative and contextual study Unit 2
a. Close reading in chosen topic area (30) Examination
b. Comparative and contextual study from chosen topic area (30). Written paper
For comparative and contextual study you will study two texts from a topic or distinct Closed text, 2 hours 30 minutes
genre. This might be a study of dystopian fiction such as Atwood’s The Handmaid’s Tale, 60 marks or 40% of the A Level
Orwell’s 1984 or Bradbury’s Fahrenheit 451or a focus on gothic fiction such as Bram
Stoker’s Dracula and Angela Carter’s The Bloody Chamber. Beyond the set texts students
will examine extracts from the genre as it has developed and continues to be relevant
to modern readers. Samples taken from a wide range of texts will help students
prepare to tackle an unseen passage in the examination.
3. Literature post-1900 Unit 3
a. Critical piece OR re-creative piece with commentary (15) Course work
b. Linked texts essay (25) Internally assessed
For the course work, students produce two pieces of work, the first a 40 marks or 20% of the A Level
1000-word essay or re-creative piece plus commentary on one collection of poetry
published since 2000, the second, a 2000-word essay exploring comparisons and
contrasts between two texts (one play, one novel). All three texts must have been
published after 1900 and include a poetry, a prose and a drama text, one of which
must have been published after the year 2000. For example, you might study three
texts on the theme of Post-War America, Relationships and Change, Time or The
Contemporary World.
Head of Department: Dr A Renshaw
Tel: +44 (0)1394 615041 | www.woodbridgeschool.org.uk | 22“You can approach any teacher about anything if you’re enthusiastic about a subject, not just the ones teaching you. They don’t need to teach you to support you or enjoy a conversation!”
Fine Art (OCR)
Minimum entry requirements: Many of our cohort leave for an art based degrees, but not all.
The Induction for Year 12 A-Level artists is entitled ‘New We support this process. Art is seen as a hugely worthwhile
Beginnings. There are a number of pathways within this occupation and discipline by the whole school. Students and
Induction. Fine Art encompasses painting, sculptural, fashion, staff alike work very hard to get the best results. Our aim is to
drawing, ceramics and more. Photography based art (animation, open doors for our artists, to allow them to be themselves and
film, still photography etc) is a separate course. Students can to function on a commanding level practically and conceptually.
study both Fine Art and Photography in distinct blocks.
How will I be taught?
The focus of the course is on becoming an artist rather than most of our candidates will have studied GCSE Art and Design,
making art to suit an assessment matrix; we chase good art and but we do make exceptions where appropriate. A successful
achieve great academic results in doing so. As the course Year 13 artist will need to be adaptable, passionate, skilful,
develops the assessment criteria are used to critique work but analytical, independent, imaginative, organised and resourceful.
they are not the only determining factors regarding success; self- The manner in which we teach, therefore, aims at the continued
satisfaction and identity are paramount to us. We seek wherever development of these skills. We do not have a ‘house style’; it is
possible to meet and get to know prospective sixth form artists imperative that at each stage of the course students seek to
before they arrive so that we can pre-emptively make provision develop their own artistic personality. It is commonplace that
for them in their Induction. our Year 13 exhibition shows a mixture of hand crafted
outcomes and digital art; sculpture and installation alongside
Initially class time is filled with 4 short challenges which are open painting, photography, film, textiles and drawing. As a
to interpretation. They cover painting, drawing, sculpture and department we are an attractive, complementary blend of the
photography. Meanwhile the homework is designed to maximise traditional and the contemporary. Students are expected to
the artistic freedom of the students. Every week students are critique each other’s work, at times assess their own work and
given a different word to respond to in whatever manner they respond practically to teacher/ student discussions. Formative
choose. Support is of course given and an idea of how much assessment and good communication between student/ home/
work to produce is proscribed but the direction of the artists’ school continue to prove most influential in driving our
work is in their own hands. The deeply practical nature of this students forward. Woodbridge School’s ethos regarding the
Induction is complemented by a course text. We read ‘What Are need for students to forge ahead in becoming more resilient,
You Looking At? 150 Years of Modern Art in the Blink of an Eye’ reflective, better a communicating, more imaginative and
by Will Gompertz and discussed weekly. unafraid to be an individual have particular pride of place in this
department. These are core attributes for any work place.
All sixth former artists are given their own separate studio space
to work in. Once the Induction is over the students complete a
Where can it lead?
Art based courses:
three term long Personal Investigation.The remit of which is
their choice and which is accompanied by a related study (a
● Foundation course
short essay).The course finishes with a shorter Externally Set
● BA Hons in Fine Art, Fashion, Graphic Design, Product
Design, Illustration, Ceramic Arts, Photography, Costume, Film,
Task which sees the artists select and respond to a theme given
Art History and more.
to us by OCR, our exam board.
● This can then lead on to an MA.
Beyond the classroom our artists exhibit twice a year in two big
● Architecture is a very popular next step for A Level artists.
very well attended shows, they create a limited edition print for Non Art based courses:
sale each year (the student artists receive 50% of their profits! ● Lots of students also go from here to non Art based degrees
Please see www.woodbridgeschoolartdepartment.com for in which case as well as being an important grade on your UCAS
details), they go on a number of trips, attend whole day application you take with you lots of skills developed in the A
workshops and get to meet and talk to a number of visiting Level such as problem‐solving, creativity, critical thinking – such
artists. as analysing, synthesising, communication, relationship building
skills, adaptability, self‐management and self-development.
Course Structure
A Level Content
1. Induction projects
2. Woodbridge Editions and additional extra curricular opportunities.
3. A Level Personal Investigation that includes a Related Study. (60% of A Level)
4. A Level externally-set task (40% of A Level)
5. Portfolio preparation
Head of Department: J Hutchinson
Tel: +44 (0)1394 615041 | www.woodbridgeschool.org.uk | 24Geography
Minimum entry requirements: Where can it lead?
None. GCSE Geography grade 6 minimum is useful, but Where can it lead? Anywhere! Geography degrees, with the
candidates without it will be considered individually. potential to specialise in either physical or human areas are
popular choices, as are other science-based courses such as
How will I be taught? Oceanography, Geology, Conservation, Engineering and
Each unit is delivered by teachers who are experienced in their Meteorology. Humanities courses such as International
fields. A wide variety of methods is used with up-to-date Development; Law; Planning; Business also regard Geography
resources including videos, maps, photographs, textbooks and as a valuable A Level subject. The skills and knowledge gained
ICT packages. Field work is an integral part of the course and lead to careers in a wide range of professions.
the local environment is used extensively. Geography is the
best subject on Earth! That is what it is all about: your world,
what it is like, the issues that it faces, the impacts that you have
on it and that it has on you.
Course Structure
A Level Content Assessment Method
Physical Systems (01) Examination
Landscape Systems 1 hour 30 minutes
• At least one from Coastal Landscapes, Glaciated Landscapes or 22% of total A Level
Dryland Landscapes
Earth’s Life Support Systems
• Importance of water and carbon to life on Earth
• Case studies of tropical rainforest and Arctic tundra
Human Interactions (02) Examination
Changing Spaces; Making Places 1 hour 30 minutes
• How place is understood and represented 22% of total A Level
• An increasingly interconnected world with patterns, unequal flows,
challenges and geopolitics
Global Connections
• Global Systems: Trade in the Contemporary World or Global
Migration
• Global Governance: Human Rights or Power and Borders
Geographical Debates (03) Examination
At least two from 2 hours 30 minutes
• Climate change 36% of total A Level
• Disease dilemmas
• Exploring oceans
• Future of food
• Hazardous earth
Investigative Geography (04) Non-examined assessment
Non-examined assessment, which is an independent geographical 20% of total A Level
investigation conducted by each candidate based on primary and
secondary data
Head of Department: Miss J A Gill
25 | SIXTH FORM | A Level OptionsThe work is tougher but it’s actually more enjoyable. I just love Geography; the things I am learning about now actually make my blood pump! We’re learning about natural disasters, and I’m finding lessons fascinating.”
“Go for what you want to do, rather than what you’re good at or advised to do. If you’re actually interested in the subjects then it makes the workload easier and your determination to succeed is stronger.”
History (AQA)
Minimum entry requirements: Where can it lead?
GCSE grade 6 in History and a high grade in English Language History is one of the facilitating A Levels so is highly regarded
or English Literature. For students who have not studied GCSE by selecting universities. It lends itself to most degree courses
History, each case will be assessed on its merits. but especially to History, Law, Politics, Journalism, Sociology,
Anthropology and Criminology. Former historians have even
How will I be taught? been known to become information technology consultants.
History puts the human experience at the heart of everything More usually they make excellent lawyers, detectives,
we learn. Emphasis is placed upon discussion and debate; politicians, diplomats, journalists and business leaders of all
lessons may include research exercises but focus upon the descriptions. Famous history graduates include John F. Kennedy,
need to form and promote robust arguments. Teacher-led Gordon Brown, Sacha Baron Cohen, Prince Charles, Michael
whole-class presentations encourage students to ask questions Portillo, Shakira, Louis Theroux, Bruce Dickenson, Mike
and discover more; they include an expectation that students Atherton, Jonathan Ross and Laura Kuenssberg. Many of the
will contribute, or take a lead, in sharing their own findings. world’s top businesses have also been headed by a
Students will also embark on a wide range of skill-specific disproportionately large number of historians; Anita Roddick
tasks to ensure that their inner historian can emerge and (founder Body Shop), Chris Hughes (co-founder Facebook),
flourish. Preparatory study will centre primarily upon reading, Donna Dubinsky (CEO Palm), Samuel Palmisano (CEO IBM),
taking notes, preparing for seminars, and writing essays and Carly Fiorina (president and CEO Hewlett-Packard), Howard
document responses. Stringer (chairman and CEO Sony), Richard B. Fisher (chairman
Morgan Stanley), Lee Lacocca (CEO Chrysler), Charles Sennott
(co-founder Global news), Ben Silverman (co-chairman NBC)
and James Kilts (CEO Gillette).
Course Structure
A Level Content Assessment Method
1. Tsarist and Communist Russia 1855–1964 Unit 1
2. Religious conflict: England c1529– c1570 Examination
3. Historical investigation 2 hours 30 minutes
40% of total A Level
One essay from:
Was the Late Medieval Church a healthy institution?
Unit 2
Was John a bad king?
Examination
Was Douglas Haig an incompetent butcher? 2 hours 30 minutes
With regard to his foreign policy was Hitler a traditional 40% of total A Level
German statesman?
Unit 3
Coursework essay
4500 words
20% of total A Level
Head of Department: N E Smith
Tel: +44 (0)1394 615041 | www.woodbridgeschool.org.uk | 28You can also read
