SIXTH FORM ACADEMIC HANDBOOK - Queen's College
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SIXTH FORM ACADEMIC HANDBOOK
INTRODUCTION
The aim of this booklet is to provide the information necessary for you, as parents and students, to make the best
choice of A Level subjects and to find out more about the opportunities available to our students in the Sixth Form at
Queen’s College.
Please do not hesitate to contact the subject teachers, tutors or myself should you wish to discuss anything further.*
Mr Nick O’Donnell
Head of Curriculum Planning
njo@queenscollege.org.uk
Mr Nick O’Donnell Mrs Sharon Wilde Dr Lorraine Earps
Head of Curriculum Planning Head of Sixth Form Head Teacher
Mrs Jane Evans Mrs Pamela Pawley Mrs Rebecca Mockridge
Director of Outreach and Director of Studies Sixth Form Co-ordinator
Partnership
*Please note: The courses and activities offered in this brochure, and their content, may be subject to change.
1
THE SIXTH FORM
The Sixth Form is guided by Mrs Sharon Wilde, alongside Attendance
a team of staff, to support academic progress and overall School starts at 8.15 am and Registration takes place
pastoral welfare. Mrs Wilde can be contacted on electronically. The centre is open for study until 9.00pm
spw@queenscollege.org.uk or 01823 340832 on Mon-Thurs, until 6.00pm on Friday, and 10.00-12.00am
on Saturdays.
Staff
Assistant Heads of Sixth Form Mrs Ruth Copeland Students wishing to drive to school can do so, but need to
Miss Helen Goodall apply for a parking permit.
Sixth Form Co-ordinator Mrs Rebecca Mockridge
Sixth Form Centre Manager Mr Vince Jeffrey
Uniform
Sixth Formers wear suits or executive dress and conduct
themselves in a business-like manner.
2
LIFE IN THE SIXTH FORM
Queen’s College has a purpose-built Sixth Form Centre Social Space
to encourage students to find a natural balance between The large Common Room space hosts a varied
study and social activities. The environment helps to programme of events and co-curricular activities.
bridge the gap between the style of learning which they During break and lunchtime, students have access to
will encounter at school and at university. There are a hot beverages, a pool table, chess sets, board games,
variety of study areas and a number of computers and table tennis, a large outside area for ball games, music,
resources to support both independent and collaborative newspapers and friends.
study: Silent Area, Quiet Area, 2 Seminar Rooms, Resource
Room and Social Area. Tutor
Each pupil is assigned to a small tutor group (5-10 tutees).
The centre is supervised by the Sixth Form Team and The tutor will oversee academic tracking, Pastoral welfare,
Tutors, providing students with support and encouraging tutor outings and the UCAS process.
a friendly but purposeful armosphere.
Charity
Queen’s College Sixth Formers support their chosen
charities with a wide range of fundraising events
throughout the year. Most recently, cheques have been
presented to Macmillan Cancer, Musgrove Park Hospital
Just Giving for a new MRI scanner and Sports Relief. The
money was raised from cake sales, leg waxing on some of
our brave boys and a colour run.
3
EXTENDED LEARNING
There are several exciting opportunities at Queen’s to Extended projects enable students to follow a
broaden students’ study skills and knowledge beyond particular area of interest to a greater depth. They offer a
the traditional curriculum, helping them to become much greater degree of independent learning, but within
independent learners ready for the challenges of a supported environment. They give the opportunity to
university and beyond. We also wish to encourage a sense improve research, writing and presentation skills. They
of academic enquiry and to help students follow their can help differentiate students from other candidates
individual interests. on their UCAS application, especially on the more
competitive courses.
EPQ – The Extended Project Qualification
This is a free-standing qualification, worth (in UCAS In the Autumn Term of Year 12 a visiting speaker from a
points) slightly more than an AS level and it is graded A* university gives a lecture as well as advice on the EPQ.
to E. It involves choosing an area of interest, planning,
researching, carrying out the project and finally making More information available at
a presentation of their work. The project can take about http://www.aqa.org.uk/over/extendedproject.php
100 hours of study and, if it is an essay, it would need to
be about 5000 words. All Year 12 students are encouraged to begin the EPQ in
order to learn about Key Skills such as referencing. If the
Projects can be as diverse as a film or website together EPQ cannot be completed, the student will give a short
with a shorter written report. Each project finishes with a presentation on a subject of his/her choice to the tutor
presentation. group, in order to develop presentational skills.
4
Life Skills Course The school has had a major involvement in the Duke
Students will participate in a weekly course, run by of Edinburgh Award scheme since the 1970s, since
Mr Phil Mann, which includes financial management, when hundreds of Sixth Form students have achieved
understanding the judicial and political processes in the Gold Award. At Gold level the students currently
the UK, career choices etc. This course involves outside have the option to undertake a canoeing expedition in
speakers and practical experience. Scotland or a walking expedition in the Lake District.
The requirements of the Scheme give our students more
Theory of Knowledge opportunities to show leadership by development skills
These lessons are offered in Year 12 as a thoughtful and of self-management, problem-solving, teamworking,
purposeful enquiry into different ways of knowing and positive attitudes and communication. In addition, a
into different kinds of knowledge. Theory of knowledge Sixth Form Team in entered into the prestigious Ten Tors
is composed almost entirely of questions, the central one Challenge.
being: “How do we know?”. It is an excellent preparation
for interview based university applications and for the
increasingly diverse problem solving challenges of the
modern workplace.
Leadership Opportunities
Students are encouraged to take up positions of
responsibility throughout the school, from Model
United Nations to Sixth Form or School Prefects and
Sixth Form Mentors. There is the opportunity for students
to develop their communication, team work and
delegation skills. These are important life skills and are
excellent preparation for university.
5
PEARSON EDEXCEL
ART
What do I need to know or be able to do before taking What will I learn on this A Level course?
this course? The A Level course is designed to encourage an
The most essential requirement is a real enthusiasm for adventurous and enquiring approach to Art and Design.
Art. If you enjoy being creative, inventive and/or are good You will develop the skills to convey your ideas and
at drawing, A Level Art will suit you. A good grade at GCSE feelings through your artwork in an expressive manner
is a helpful foundation but is not essential. and you will become confident in your aesthetic
understanding and critical judgement. You will acquire
What kind of student is this course suitable for? knowledge and understanding of Art and Design in
Students who wish to undertake further studies in contemporary society and other times and cultures.
art, craft and design, usually at Art College or further
education. The precise skills you acquire will be determined to some
extent by your particular areas of interest and the media
Students who are looking to take up careers for which in which you choose to work. You may like to concentrate
an art background is relevant. These might include on painting, printmaking or on working with a wide
advertising, publishing, architecture, museums, theatre or variety of materials.
art gallery work.
Students who have an interest in and aptitude for the
subject, but who do not intend to take the subject beyond
the A Level.
6
How will I be assessed? Year 13
Art and Design Coursework — You will build on your
Year 12 studies and expertise developed in Year 12. You will also
Art and Design Coursework — You will be given undertake a personal study (1000–3000 words) on a
opportunities to practise and develop skills in a wide theme of your choice.
range. You will explore themes, do research and drawing
from primary sources and select from your findings to Externally set assignment — A question paper will be
produce a range of final pieces and their supporting given to you during the Spring Term, providing you with
studies. a choice of questions. You will then have guidance and
support in the preparatory period before completing the
timed piece of artwork.
7
PEARSON EDEXCEL
BIOLOGY
Biology A Level will give you the skills to make Full use is made of the excellent Biology facilities, with
connections and associations with all living things around a strong emphasis placed on practical work. We also
you. Biology literally means the study of life and if that’s value learning outside of the classroom, with trips to
not important, what is? Being such a broad topic, you’re the Natural History Museum to see classification in
bound to find a specific area of interest, plus it opens the action, a lab day on forensic science with At-Bristol and a
door to a fantastic range of interesting careers. neuroscience day with a real brain dissection.
Salters-Nuffield Advanced Biology (SNAB) is a new Practicals
course which looks at Biology through up-to-date Biology, like all sciences, is a practical subject.
real-life contexts and makes innovative use of ICT. We Throughout the course you will carry out practical
use traditional teaching methods, practicals and the activities including:
resources and teaching animations from the SNAB online
website to cover the course content in an exciting and • Using microscopes to see cell division
novel way. • Dissection of animal and plant systems
• Aseptic technique to study microbial growth
The SNAB course uses real-life scenarios as a context • Investigating activity within cells
for each chapter. This enables students to see the • Investigating animal behaviours
importance of each topic to everyday life as well as • Investigating distributions of species in the environment
to understand how the subject matter interrelates.
These topics include the ever-increasing problem of These practicals will give you the skills and confidence
cardiovascular disease, the ethics behind genetic testing needed to investigate the way living things behave and
and why extinction is on the rise. work. It will also ensure that if you choose to study a
Biology-based subject at university, you’ll have the
Course information practical skills needed to carry out successful experiments
The Year 12 course is divided into four topics: on your degree course.
• Lifestyle and health How will I be assessed?
• Genes and proteins The AS course is examined with two 1½ hour papers.
• DNA and development
• Biodiversity and natural resources The A2 course is examined by three 2 hour papers sat in
Year 13. They cover content from both Year 12 and 13. At
The A Level course covers all of the Year 12 topics and least 15% of the marks for A Level Biology are based on
also includes: what you will have learnt in your practicals.
• Ecology, conservation and evolution
• Infection, immunity and forensics
• Physiology and energy
• Nervous and hormonal control, learning and the brain
8Practical assessment Entry requirements
There are 18 core practicals that students will undertake A Level Biology builds on the work done in GCSE Biology
during the course. These cover the 12 techniques required and Maths, so you’ll need good GCSE results from both.
for the practical competency assessment. Practical Written communication is also important and you’ll need
competency will be indicated on the students results slip to have a good command of English.
as either a PASS or FAIL in this area.
“Biology is the key science at the moment. It enjoys bigger
Throughout the A Level course, students will handle budgets, a bigger workforce and achieves more major
complex problems and develop many different skill areas discoveries. Biology is likely to remain the biggest part of
making the study of Biology an excellent background for science through the twenty-first century.”
many careers – there is no job to which a Biologist cannot Freeman Dyson Theoretical Physicist and Mathematician
adapt!
Studying A Level Biology at university gives you all sorts
According to bestcourse4me.com, the top degree of exciting career options, including:
courses taken by students who have an A Level in
Biology are: • Doctor
• Clinical Molecular Geneticist
• Biology • Nature Conservation Officer
• Psychology • Pharmacologist
• Sport and exercise science • Research Scientist
• Medicine • Vet
• Anatomy • Teacher
• Physiology and Pathology • Marine Biologist
• Pharmacy • Dentist
• Dentistry • Physiotherapist
• Natural Sciences • Dietician
• Zoology
• Marine Biology
• Dietetics
• Anthropology
• Nursing
• Physiotherapy
9PEARSON EDEXCEL
BUSINESS
‘The secret of change is to focus all your energy not on fighting The department uses a range of approaches including:
the old but on building the new.’ • Case studies
Socrates • Videos/TV programmes
• Visits
‘Always deliver more than expected.’ • Conferences/Outside Speakers
Larry Page Co-founder of Google • The Internet
• Groupwork/Role play
‘What do you need to start a business? Three simple things: • Note-taking
know your product better than anyone, know your customer, • Essay-writing/Data-response/Report-writing
and have a burning desire to succeed.’ • Crosswords/Brain-teasers/A-Z tests
Dave Thomas Founder of Wendy’s • Modular assessment
• Online learning
The aims and objectives of the Edexcel Level 3 Advanced
GCE in Business are to enable students to: Students will be required to take an interest in current
• develop an enthusiasm for studying business business news and issues through the watching of
• gain a holistic understanding of business in a range relevant TV programmes, reading quality newspapers and
of contexts magazines and websites. The course will then seek to
• develop a critical understanding of organisations and develop the students’ abilities to analyse why businesses
their ability to meet society’s needs and wants work in the way they do.
• understand that business behaviour can be studied
from a range of perspectives Students will be expected to answer questions similar to
• generate enterprising and creative approaches to these examples:
business opportunities, problems and issues • Assess the likely advantages and disadvantages of
• be aware of the ethical dilemmas and responsibilities Cadbury’s switching production from the UK to Poland.
faced by organisations and individuals • Can it be right to sacrifice 6,000 jobs in the long-term
• acquire a range of relevant business and generic skills, interests of the shareholders?
including decision-making, problem-solving, the • Using the numerical information provided, write a
challenging of assumptions and critical analysis report to the CEO of Unilever PLC stating whether or
• apply numerical skills in a range of business contexts not they should go ahead with a full-scale national
launch of a new ice-cream.
• “Empowerment of the workforce will improve the
performance and efficiency of a business.” Discuss.
• Evaluate the limitations of published accounts as an
indicator of future company performance.
• Should McDonalds be allowed to be an official sponsor
of the Olympics?
10All these questions (and many others) will be supported The Edexcel Level 3 Advanced GCE in Business is
by theory, but the emphasis will be on the ability of structured into four themes and consists of three
students to analyse business problems and evaluate their externally examined papers.
own solutions to these problems.
Students are introduced to business in Themes 1 and 2
Business beyond A Level through building knowledge of core business concepts
One in eight students at British universities is now and applying them to business contexts to develop a
studying Business Studies and those doing Business broad understanding of how businesses work. Breadth
Studies degrees find it easy to get work. The percentage and depth of knowledge and understanding, with
of Business Studies graduates finding a job within six applications to a wider range of contexts and more
months of leaving is 67%, which is ahead of all other complex business information, are developed in Themes
general subjects. 3 and 4, requiring students to take a more strategic view
of business opportunities and issues.
“40% of our graduate intake are those with a Business
Studies background. We are interested in graduates who Students are encouraged to use an enquiring, critical
can think for themselves.” and thoughtful approach to the study of business, to
Peter Forbes A Human Relations Consultant with LCL understand that business behaviour can be studied from
a range of perspectives and to challenge assumptions.
“You are more likely to get a job with Sainsbury’s if you
have a Business Degree.”
Judith Evans Head of Human Resources for Homebase
“If two students were exactly equal you would always take
the Business Studies graduate as they could be almost
immediately useful to the organisation.”
Roy Harrison Institute of Personnel and Development
11OCR CAMBRIDGE TECHNICAL
EXTENDED CERTIFICATE
IN BUSINESS
What is a Cambridge Technical? How am I assessed?
This is a technical vocational qualification that is designed Units 1, 2 and 3 are assessed by exam and marked by
to give you a work-focused alternative to A Levels and OCR. The other two units are assessed internally and then
equivalent to it. moderated by OCR.
• Designed to give you opportunities to demonstrate and
develop the practical application of knowledge and For the examined units students have an opportunity for
understanding in the areas of work that appeal to you. one resit of each unit.
• Enables you to develop your research skills as you work,
both independently and with colleagues, to progress There are four possible pass grades: pass, merit, distinction
through your qualifications. and distinction*.
What do I study? What can I do with a Cambridge Technical?
Learners will take five units: three mandatory units and two The three choices open to you are:
optional units. • Employment, where you can put your new practical
skills towards generating an income.
Everybody will study the following mandatory units: • Further education, such as a higher-level qualification at
• The business environment school or college.
• Working in business • Higher education, such as a degree course at university.
• Customers and communication Access to higher education is possible if you take the
Level 3 qualifications because they have UCAS points.
The optional units cover a wide range of topics to give
them the opportunity to take a unit that is relevant to
a specific aspect of business; for example marketing,
accounting, human resources or business planning.
1213
AQA
CHEMISTRY
AQA Chemistry assessment framework consists of two Master classes are run for those with the interest to
written papers for AS (if taken) and three written papers for go beyond the A Level specification. Each year several
A Level as well as a practical endorsement. students have a go at the Chemistry Olympiad and the
Cambridge Chemistry Challenge papers where we have
The A Level course follows on as a natural progression had notable recent success.
from the iGCSE, GCSE Chemistry or Trilogy Award courses.
Success in these, and Maths at grade 7 or above is taken The course is designed for those wanting to use some
as evidence of suitability for the study of Chemistry in the Chemistry but it also provides a firm basis for many
Sixth Form. disciplines ranging from Law to Psychology. More obviously
it is an access subject for those wishing to take up careers
Chemistry A Level is well respected by universities and in Chemical Engineering, Textile Chemistry, Metallurgy,
employers because, to succeed, you need to be hard Geology, Oceanography, Biochemistry, Food Technology,
working, versatile, practical, logical, good with numbers, Biological Sciences, Pharmacology, Medicine, Dentistry or
a teamworker and a clear communicator. Veterinary Sciences.
Some Sixth Form chemists are surprised by the amount Students who have followed the A Level course are found
of calculations they have to do. These typically relate to at most UK Universities, including those placed highest in
practical contexts and involve rearranging equations, the league tables. On average, one a year gains a place to
using ratios and keeping track of units and significant Oxbridge to study either Chemistry or related subjects.
figures. Students need to make good use of the resources
available; these include text books, data books, revision Our most distinguished alumnus is Dr Peter Mitchell, Nobel
guides, websites and computer applications. Prize for Chemistry 1978.
14AQA
COMPUTER SCIENCE
This specification has been designed for students who wish Paper 1
to go on to higher education courses or employment where What’s assessed
knowledge of computing would be beneficial. One can study This paper tests a student’s ability to program, as well as
Computing and go on to a career in Medicine, Law, Business, their theoretical knowledge of computer science from
Politics or any type of science. The course is not about learning subject content 1–4 left and the skills required from section
to use tools or just training in a programming language. 13 left.
Instead, the emphasis is on computational thinking.
Assessed
Subject Content On-screen exam: 2½ hours; 40% of A Level.
1. Fundamentals of programming
2. Fundamentals of data structures Questions
3. Fundamentals of algorithms Students answer a series of short questions and write/
4. Theory of computation adapt/extend programs in an electronic answer document
5. Fundamentals of data representation provided by us. We will issue preliminary material, a skeleton
6. Fundamentals of computer systems program (available in each of the programming languages)
7. Fundamentals of computer organisation and architecture and, where appropriate, test data for use in the exam.
8. Consequences of uses of computing
9. Fundamentals of communication and networking Paper 2
10. Fundamentals of databases What’s assessed
11. Big Data This paper tests a student’s ability to answer questions
12. Fundamentals of functional programming from subject content 1–12 left.
13. Systematic approach to problem solving
14. Non-exam assessment – the computing practical project Assessed
Written exam: 2½ hours; 40% of A Level.
Computing is of enormous importance to the economy, and
the role of Computer Science as a discipline itself and as an Questions
‘underpinning’ subject across Science and Engineering is Compulsory short-answer and extended-answer questions.
growing rapidly.
Non-exam assessment
Computer technology continues to advance rapidly and the What’s assessed
way that technology is consumed has also been changing The non-exam assessment assesses a student’s ability to
at a fast pace over recent years. The growth in the use of use the knowledge and skills gained through the course
mobile devices and web-related technologies has exploded, to solve or investigate a practical problem. Students will
resulting in new challenges for employers and employees. be expected to follow a systematic approach to problem-
For example, businesses today require an ever-increasing solving, as shown in section 14 above left.
number of technologically-aware individuals. This is even
more so in the gaming, mobile and web-related industries Assessed
and this specification has been designed with this in mind. 75 marks; 20% of A Level.
15PEARSON EDEXCEL
DESIGN AND TECHNOLOGY
(PRODUCT DESIGN)
The course intends to reflect the demands of a truly Topic 6: Effects of technological developments
modern and evolving society and enable students to Topic 7: Potential hazards and risk assessment
apply themselves and give them the skills to succeed in Topic 8: Features of manufacturing industries
their chosen pathway. Topic 9: D
esigning for maintenance and the cleaner
environment
Equipping students with design skills for the future Topic 10: Current legislation
Students will be able to recognise design needs and Topic 11: Information handling, modelling and forward
develop an understanding of how current global issues, planning
including integrating technology, impacts on today’s Topic 12: Further processes and techniques
world.
Component 2: Independent Design and Make Project
Encourages creativity and innovation Non-examined assessment
At A Level, students will have the confidence to innovate 50% of the qualification
and produce creative design solutions as they develop 120 marks
their own design brief with a client/end user.
Content overview
Content and assessment overview • Students will individually and/or in consultation with a
The Edexcel Level 3 Advanced GCE in Design and client identify a problem and design context
Technology (Product Design) consists of one externally- • Students will develop a range of potential solutions
examined paper and one non-examined assessment which include the use of computer aided design and
component. evidence of modelling
• Students will be expected to make decisions about the
Students must complete all assessments in May/June in designing and development of the prototype in
any single year. conjunction with the opinions of the user group or client
• Students will realise one potential solution through
Component 1: Principles of Design and Technology practical making activities with evidence of project
Written examination: 2 hours 30 minutes management and plan for production
50% of the qualification • Students will incorporate issues related to
120 marks sustainability and the impact their prototype may have
on the environment
Content overview • Students are expected to analyse and evaluate design
Topic 1: Materials decisions and outcomes for prototypes/products made
Topic 2: Performance characteristics of materials by themselves and others
Topic 3: Processes and techniques • Students are expected to analyse and evaluate wider
Topic 4: Digital technologies issues in design technology, including social, moral,
Topic 5: Factors influencing the development of products ethical and environmental impacts
16EDUQAS
DRAMA AND THEATRE
Component 1 2. An extract from a text in a different style chosen by the
Theatre Workshop Non-exam assessment: internally learner. Learners must realise their performance live for
assessed, externally moderated (20% of qualification) the visiting examiner.
Learners will be assessed on either acting or design.
Learners choosing design must also give a 5-10 minute
Learners participate in the creation, development and presentation of their design to the examiner. Learners
performance of a piece of theatre based on a reinterpretation produce a process and evaluation report within one week
of an extract from a text chosen from a list supplied by of completion of the practical work.
Eduqas. The piece must be developed using the techniques
and working methods of either an influential theatre Component 3
practitioner or a recognised theatre company. Text in Performance Written examination: 2 hours 30
minutes (40% of qualification)
Learners must produce: Two questions, based on two different texts, one written
• a realisation of the performance or design pre-1956 and one written post-1956.
• a creative log
Pre-1956:
Component 2 • The Trojan Women, Euripides
Text in Action Non-exam assessment: externally assessed • As You Like It, William Shakespeare
by a visiting examiner (40% of qualification) • Hedda Gabler, Henrik Ibsen
Learners will be assessed on either acting or design. • Machinal, Sophie Treadwell
Learners participate in the creation, development and • Cat on a Hot Tin Roof, Tennessee Williams
performance of two pieces of theatre based on a stimulus
supplied by Eduqas: Post-1956:
• Saved, Edward Bond
1. A devised piece using the techniques and working • Accidental Death of an Anarchist, Dario Fo
methods of either an influential theatre practitioner or • Racing Demon, David Hare
a recognised theatre company (a different practitioner • Love and Information, Caryl Churchill
or company to that chosen for Component 1) • Chimerica, Lucy Kirkwood
Section C
Closed book: The extract of text required for answering
the questions will be printed on the examination paper. A
question based on a specified extract from: The Curious
Incident of the Dog in the Night-Time, Mark Haddon,
adapted by Simon Stephens. Details of the 10-15 minute
extract will be released during the first week of March, in
the year in which the examination is to be taken.
17PEARSON EDEXCEL
ECONOMICS
‘The whole point of Economics is to solve people’s problems Economics is about choice and the impact of our choices
(and not just money problems). It is about power and on each other. It relates to every aspect of our lives, from
information, truth and credibility. It will help in finding love as the decisions we make as individuals or families to the
much as help in getting a job.’ structures created by governments and firms. An economic
Tim Harford The Undercover Economist, Financial Times way of thinking can help you make better choices.
‘Study economics and you’ll soon be able to impress your How is the Pearson Edexcel A level in Economics A
friends – and your parents’ friends – by knowing what phrases structured?
such as ‘the balance of payments’ and ‘budget deficit’ mean. The subject has been grouped into four broad areas of
But economics is about so much more than high finance – it study. In Theme 1 and Theme 2 you will be introduced to
touches every aspect of our lives. Essentially, it’s about how the nature of economics, how markets work and why they
you, your family, the firm where you work on a Saturday and fail. You will also consider the role of government and the
your Government choose to use the resources available (time, UK economy. In Theme 3 and Theme 4 you will explore
money, skills, buildings or land, for example) to maximum how businesses grow and compete, the labour market and
effect. Look at how and why these decisions are made and how the government intervenes to make markets work
you’ll soon have a much greater understanding of the way better. You will also explore international trade, inequality
the world works. With an economics qualification, you’ll be a within and between countries, emerging and developing
good catch in business, banking and accountancy, as well as economies, and the public finances. You will also have an
politics, journalism and the charity sector. It’s a great subject opportunity to consider the role and impact of the financial
for those with questioning minds, curious about what goes on sector.
around them. And what’s more, it’s fun!’
Lucy Rock News Editor, The Observer Theme 1: Introduction to Markets and Market Failure
This theme focuses on microeconomic concepts.
‘Economics is fascinating to study because it is so applicable Students will develop an understanding of:
to everyday life. Why is the economy taking so long to recover • the nature of economics
from the financial crisis? Will the government be able to repay • how markets work
its mountain of debt? There are very few subjects that you can • market failure
study during the day and see the relevance of what you’ve • government intervention.
learned on the news at night.’
Karen Ward Senior Global Economist, HSBC Theme 2: The UK Economy performance and policies
This theme focuses on macroeconomic concepts. Students
Economics is the right subject for you if you enjoy: debating will develop an understanding of:
economic issues such as inequality, immigration and how • measures of economic performance
we should pay for healthcare using and interpreting data to • aggregate demand
analyse economic problems discussing alternative courses • aggregate supply
of action keeping up to date with national and international • national income
trends. • economic growth
• macroeconomic objectives and policy.
18Theme 3: Business Behaviour and the Labour Market questions – cover concepts and theory from the whole
This theme develops the microeconomic concepts course.
introduced in Theme 1 and focuses on business economics.
Students will develop an understanding of: How will I be taught?
• business growth The Department will use a range of approaches including:
• business objectives • Case studies
• revenues, costs and profits • TV/Video clips
• market structures • Examination skill development through essay writing and
• labour market practice exam questions
• government intervention. • Visits, conferences and outside speakers
• The internet
Theme 4: A Global Perspective • Reading study texts and note-taking
This theme develops the macroeconomic concepts • Seminar style group work
introduced in Theme 2 and applies these concepts in a
global context. Students will develop an understanding of: You will be taught by experienced Economics teachers, led
• international economics by the Head of Department who is also an examiner for the
• poverty and inequality qualification.
• emerging and developing economies
• the financial sector
• role of the state in the macroeconomy.
How is Pearson Edexcel A level in Economics A
assessed?
There are three examination papers at the end of the course,
each paper is two hours long.
Paper 1
Short-answer, data response and essay questions on
markets and business behaviour – this is the content you
study in Theme 1 and Theme 3.
Paper 2
Short-answer, data response and essay questions on the
national and global economy – this is the content you study
in Theme 2 and Theme 4.
Paper 3
The questions in the exam – data response and essay
19EDUQAS
ENGLISH LITERATURE
Would I like this A Level? Section A – Pre-1900 Poetry (open-book, clean copy)
If you are interested in society, religion, politics, One two-part question based on the reading of one pre-
relationships, ethics and philosophy, then this is a subject 1900 poetry text from a prescribed list.
that you will enjoy.
Section B – Post-1900 Poetry (open book, clean copy)
Why should I take it? One question from a choice of two based on reading of
Many degree courses and employers are looking for skills two post-1900 poetry texts from a prescribed list.
in students that are learnt whilst studying this subject
at A Level – such as accurate written English, articulate Drama
oral presentation, critical thinking skills and a thorough Written examination; 2 hours; 30% of qualification.
understanding of our socio-political context. By the
end of the course, English Literature students are well Section A – Shakespeare (closed-book)
informed, critical thinkers and writers who have a more One two-part question based on the reading of one
mature appreciation of humanity and culture. Shakespeare play from a prescribed list.
What can I do with an English Literature A Level? Section B – Drama (closed-book)
English Literature A Level can help you secure a career One question from a choice of two based on the reading
in law, politics, journalism, advertising, marketing, of a pair of plays: one pre-1900 and one post-1900, from a
public relations, teaching and many other areas. As it is prescribed list.
respected for its academic rigour, it is also a sought-after
fourth subject for medical and science students. Unseen Texts
Written examination; 2 hours; 20% of qualification.
How do you approach A Level teaching?
This course allows each member of staff to choose from Section A – Unseen prose
a range of their favourite writers and to teach the genres One question from a choice of two, analysing an unseen
that most inspire them. We hope that this freedom passage of prose, taken from one of two prescribed
produces passionate and highly informed teaching that periods for study.
will engage, inspire and create success for each of our
students. Section B – Unseen poetry
One question from a choice of two, analysing an unseen
What will I read? poem or poetry extract.
You will study texts such as “Dr Faustus”, “Enron”, “King
Lear”, “Paradise Lost”, “Howards End” and “Chesil Beach” Prose Study
to name a few. Non-exam assessment; 2500-3500 words; 20% of
qualification.
Poetry One 2500–3500 word assignment based on the reading of
Written examination; 2 hours; 30% of qualification. two prose texts from different periods, one pre-2000 and
one post-2000, nominated by the centre.
20EDUQAS
FOOD SCIENCE AND NUTRITION
Course description Assessment
The Level 3 Diploma is an academic, creative and innovative The course is assessed through a combination of written
course. This qualification is designed primarily to support examinations, projects and case studies to cater for different
learners progressing to university. Students will have the learning styles.
opportunity to learn about the relationship between the
human body and food, as well as practical cooking and Career possibilities
preparing food. The food industry continues to expand and is one of the
largest employers in the UK. The Level 3 Food Science and
Course content Nutrition Diploma can lead to further education in a wide
Learners complete three units, two mandatory and one variety of courses in sports science, food science, product
optional for the full Diploma or one unit for the Certificate. development, public health, food manufacture, dietetics
and marketing.
Year 12 Unit (Certificate)
Unit 1: Meeting Nutritional Needs of Specific Groups.
(Mandatory – Exam and coursework)
The unit focuses on the understanding of the science of food
safety, nutrition and nutritional needs in a wide range of
contexts.
Year 13 Unit (Diploma)
Unit 2: Ensuring Food is Safe to Eat (Mandatory – Case study
exam)
The unit focuses on food safety for the storage, preparation
and cooking of food.
Unit 3: Experimenting to Solve Food Production Problems
(Optional – coursework project)
The unit involves the study of the properties of food in order
to carry out experiments to solve food production problems.
or
Unit 4: Current Issues in Food Science and Nutrition
(Optional – coursework project)
The unit develops the skills needed to present a research
project on current issues related to Food Science and
Nutrition.
21OCR
GEOGRAPHY
Geography is a popular and successful A Level subject Fieldwork
available in the Sixth Form. It is taught by enthusiasts in Fieldwork is one of the main reasons why students choose
specialist teaching rooms making use of a wide variety Geography at A Level! We have a varied programme of
of resources. The nature of the subject facilitates a wide ‘domestic’ fieldtrips including trips to Exmoor, Dorset,
range of teaching approaches and no two lessons are Bristol and either London Docklands or Northern Ireland.
ever the same!
We will be following the OCR Geography specification
Geography is an excellent subject to follow in the Sixth and this includes: The study of landscape systems, Earth’s
Form, either in its own right through to A Level, or as a life support system, hazards, oceans and climatic change
‘balancing’ subject for those studying Arts or Science- on the Physical side of the subject. The Human element
orientated subjects at A Level. It is a subject that rewards will include changing urban environments, global
honest endeavour, and the splendid results achieved in connections, and the future of food. There will also be an
recent years reflect this. Students enjoy Geography and opportunity to complete an independent investigation on
work hard to achieve commendable grades. any aspect of the specification.
Geography not only teaches a body of knowledge, but it
equips students with many of the so-called ‘transferable
skills’ that employers and universities are seeking. For
example, students learn:
• The steps involved in conducting investigations
• H
ow to present information effectively and how to
analyse it objectively
• The value and applications of ICT
• T
he importance of being able to work independently
and collaboratively
• H
ow to write concisely and also how to write longer
essays
• How to conduct individual research
22OCR
HISTORY
Why study History? • appreciation of the different factors that influence the
History is a very popular A Level choice, as well as being activities of groups and individuals in society.
highly respected by all universities for a variety of courses.
The qualification itself can prove extremely interesting, Many recent Queen’s historians have gone on to study
hence its popularity. The subject is taught by a range of history at leading universities both in the UK and abroad.
subject specialists who are able to motivate students and Others have gone on to study related degree subjects such
ignite their interest of their specialist topic. as law, politics, international relations, European studies,
archaeology, medieval studies to name a few
History is a great A Level for progression into social science
and humanities courses at university, such as History, Elements of the course
English, Law and Economics. However it is by no means
Paper 1
restricted to being useful for these courses alone. Indeed,
British Period Study and Enquiry: The Early Tudors 1485-
many leading universities also respect science students
1558 (assessed by a 1½ hour written paper)
taking History, as the analytical and writing skills gained
from it are invaluable in any field. Its depth, variety and Paper 2
challenging nature mean that the skills you learn from Non-British Period Study: Spain 1469-1556 (assessed by a 1
History A Level will remain with you no matter what you hour written paper)
choose to study at a higher level. Paper 3
Thematic Study and Historical interpretations: The
Why take A Level History? Challenge of German Nationalism 1789-1919 (assessed by a
History at A’level provides students with a range of highly 2½ hour written paper)
valuable transferrable skills that will equip students for
Independent Study
future study and / or employment.
Topic-based Essay: 3,000-4,000 words (chosen by students
These include:
on a topic of their choice)
• critical reasoning and analytical skills, including the
capacity for solving problems and thinking creatively
Trips and Lectures
• intellectual rigour and independence, including the ability
• A History trip abroad will be organised if there is demand
to conduct detailed research
• Outings to local sites or theatres are organised as
• ability to construct an argument and communicate
appropriate
findings in a clear and persuasive manner, both orally and
• Lectures at Hampton Court Palace are organised
in writing
• Classes attend suitable Sixth Form conferences
• capability to work without direct supervision and manage
• Historical Association lectures are hosted by the
time and priorities effectively
department
• ability to discuss ideas in groups, and to negotiate,
• The department is very well resourced which allows
question and summarise
students the opportunity to gain a breadth of knowledge
• capacity to think objectively and approach problems and
and ignite their interest.
new situations with an open mind
23IELTS
INTERNATIONAL ENGLISH
LANGUAGE TESTING SYSTEM
What is IELTS? Speaking 11-14 mininutes
IELTS is an exam which is taken by Sixth Form students This interview between the student and an examiner has
who have English as an additional language, in order to three main parts. In Part 1, the student is asked general
show their standard of language skills. It is internationally questions about themselves, their home, family, studies, etc.
recognised and a requirement for entrance to most In Part 2, they are given a topic and allowed one minute
universities and institutions of higher education. to prepare. The student then has to talk about this topic
for between one and two minutes. Part 3 is a discussion of
What is the format of the exam? more abstract issues related to the topic in Part 2.
The exam has four parts – Listening, Reading, Writing and
Speaking. It assesses the candidate’s ability to use English How will my work be graded?
in real-life and academic situations. There is no pass or fail in IELTS. Candidates are graded on
their performance, using scores from 1 to 9 for each part
Listening 30 minutes of the exam. The results from the four parts then produce
There are four sections and a total of 40 questions, an Overall Band Score.
testing different listening skills. Students hear a variety
of recorded texts, including monologues and dialogues, IELTS scores are valid for two years.
once.
How will I prepare for this exam?
Reading 60 minutes Students attend lessons which will practise all areas and
There are three reading passages and a total of 40 skills necessary for this exam, and independent study is
questions which test a range of reading skills. Passages encouraged. Our teachers have many years of experience
come from newspapers, journals, magazines and books of teaching English as an Additional Language and will
and the topics are of general interest. Answers are use many resources and techniques to make the lessons
multiple choice. relevant, effective and interesting. We also offer support
via independent study areas, buddy speaking sessions, a
Writing 60 minutes library of resource materials, and staff who are eager to
There are two tasks, one of at least 150 words and assist international students in their language progress
another of at least 250 words. In Task 1, students have to globally. They will be regularly assessed and will only be
look at a diagram or table and present the information allowed to enter the exam when it is considered that they
in their own words. In Task 2, students have to discuss a will achieve a good grade. We recommend that students
current issue, present and justify an opinion or assess and continue to study for IELTS until they achieve a Band 7 or
analyse a development or problem. the grade required by their chosen university.
Where will I take the exam?
The exam is administered in school on a Saturday by the
official IELTS examining team.
24Welcome to your new life as a bilingual citizen of the world!
Having chosen to study in England you are choosing a whole new future for yourself, which is
exciting, challenging and an adventure!
There are many positive points to being bilingual:
• Being bilingual means you use and develop more brainpower, which has been proven to
keep you younger for longer
• You are in touch with two worlds, which is richer and more interesting, giving you twice the
opportunities, even twice the fun!
• You are a bridge. You can communicate with two (or more) different communities and be
pivotal to these connections.
• You can learn and teach tolerance, consideration and respect. These are increasingly
important qualities in today’s globalised society.
• Your extra language(s) will open up a wider world of jobs, opportunities and experiences.
Your bilingualism is a wonderful gift and an opportunity. Use it to make your future bright!
In today’s world, if one of your languages is English, doors will be opened to you in many
areas and markets, as English is the ‘lingua franca’ in most industries especially business,
finance, technology and tourism, while 27% of internet usage is in English.
The key to entering this world and proving your ability in English is the IELTS exam.
“One language sets you in a corridor for life. “A man who knows two languages
Two languages open every door along the way.” is worth two men.”
Frank Smith French Proverb
“To have another language is to possess “Knowledge of languages is the doorway
a second soul.” to wisdom.”
Charlemagne Roger Bacon
25PEARSON EDEXCEL
MATHEMATICS AND
FURTHER MATHEMATICS
How is Maths different from other A Level subjects? The course
Maths is unusual in that a high proportion of the time The linear A Level Maths Course consists of 3 papers sat at
is spent working at a range of exercises and in solving the end of Year 13. Two-thirds of content is Pure Maths, one-
problems. This necessitates self-discipline, but can be sixth Statistics and one-sixth Mechanics.
very rewarding.
A Level Further Maths also has a core of Pure content with
Where can Maths lead? options in Statistics, Mechanics and Decision. We follow the
There are many university courses which require Maths Edexcel syllabus.
A Level (eg. Accountancy, Architecture, Computer Science,
Economics, Engineering, and, of course, Mathematics and Extension
related subjects such as Operational Research or Financial We run a lunchtime extension session to allow pupils to
Mathematics) and also many others where it is useful work on MAT, STEP and AEA problems and extend their
or desirable (eg. Business Studies, Geography, Geology, Maths to university-style problems.
Physics, Chemistry, Biology and Medicine). Even if applying
for completely unrelated courses, Maths shows an ability to Extension beyond the curriculum
work logically that can be a bonus on a UCAS application. We arrange a trip to extension lectures for all Year 12s,
for them to have an opportunity to see Maths beyond the
What do I need in order to choose Maths? A Level syllabus.
An interest in the subject and the ability to work with
determination and enthusiasm are as important as
mathematical talent, but a top grade at higher level GCSE
shows the potential to excel. There is no requirement for
pupils to have done the AQA Certificate of Further Maths
or similar.
26Senior Maths Challenge and Team Challenge Support
All Year 12 and 13 mathematicians participate in the UKMT We run lunchtime support sessions throughout the year for
Senior Maths Challenge and the top four make up the team pupils to drop in and get help if they need it.
which represents the school in the national Maths Team
Challenge.
Pure Maths builds on the work done on Algebra,
Geometry and Trigonometry at GCSE, as well as
introducing Calculus.
Statistics builds on the
work done on statistics and
probability at GCSE.
Mechanics is based on
forces and motion and
complements work done
in Physics.
Decision Maths is based
on algorithms and
complements work
done in Business and
Computing.
27AQA
MODERN LANGUAGES
In the Sixth Form, the two Modern Languages taught are Teaching and learning
French and Spanish, usually to students who have achieved We endeavour to combine traditional and more modern
strong grades in these subjects at GCSE. Most students approaches in our teaching. Established text books are used,
will opt to study for two years, leading to the full A Level. alongside worksheets which reflect up-to-date content and
However, it is possible to study either language – or both – contemporary issues. Standard essay writing and vocabulary
at AS Level (in Year 12 only), alongside the A Level students. learning are both still required, but we also encourage
students to prepare presentations, both as preparation
Aims of the course for their exams, but also as more special-interest projects.
We aim to give students a wide and enjoyable experience of Students have to acquire the time-honoured skill of written
language learning. On the one hand, we continue to develop translation (both from and into the target language), but
their skills in the traditional areas of listening, reading, we also set them up with various online accounts, enabling
writing and speaking; but the topics at this level take them them to benefit from internet resources.
out of their own world and encourage them to respond to
issues relating to the world around them and their place in Lessons should feel slightly different to those experienced in
it. At the end of the course, we hope students will have: younger years. In smaller classes than at GCSE, students can
• Developed an understanding of, and an enthusiasm for, now become far more involved, interacting with teachers in
languages a more productive way than before, and learning to express
• Learned to communicate confidently and effectively for a themselves more frequently in the target language about
range of purposes issues which are both relevant and important to them. The
• Developed an awareness and understanding of the work is more challenging, of course, but the quickened pace
contemporary society and cultural background of French of progress brings a growing confidence over time.
or Spanish-speaking countries
• Acquired knowledge and skills for practical use, further
study and employment
• Been made ready to take their place in a multilingual
global society
28Topics studied Exam contents
• Trends in French or Spanish-speaking society – such as • Comprehensions (Listening & Reading)
the changing nature of family, ‘cyber-society’, and the • Writing (translation from & into English, plus essay
place of voluntary work (French) or equal rights (Spanish) on literature and/or film)
• Issues in French or Spanish-speaking society – such • Speaking (discussion of one or two topics studied,
as the issues associated with multiculturalism, the plus – A Level only – presentation of Individual Research
marginalised, and the treatment of criminals Project)
• Artistic culture in the French or Spanish-speaking world
– such as cultural heritage, regional identity, music and Value for later life
cinema A real love for languages can result in university level study,
• Political life in the French or Spanish-speaking world – of course, but many students keep up their languages
such as political history, rights of young people, political at university by combining them with other disciplines.
commitment, demonstrations, and popular movements Languages can be an interesting addition to degrees
• A French or Spanish film and a piece of French or Spanish involving Law, Economics, Cinema, Music, History,
literature (AS students study only a film or a book) Education, Management and Philosophy, for example –
and A Level can also be a stepping stone for degrees in
Beyond the classroom Linguistics or European Studies.
Students will also have the opportunity to reinforce what has
been learnt in the classroom. We promote work experience But more widely, in the world of work, many employers
opportunities in France or Spain. There is also a study visit to acknowledge the value of language qualifications – seeing
the popular region of Andalusia for Spanish students. students as having not only strong study habits and a
genuine cultural awareness, but also a personal adaptability
and an openness to new horizons and new opportunities.
So come and ask us how we can help you take your
languages further!
29PEARSON EDEXCEL
MUSIC
A Level Music is an exciting and creative subject that A Level Music (2 year course)
develops numerous skills both musical and generic that are
highly prized by universities and employers alike. A highly Component 1: Performing Music (30%)
academic subject, it is an excellent complementary option A public performance of one or more pieces, performed as
for any combination of humanities, art or science A Level. a recital. The performance can be playing or singing solo,
in an ensemble, improvising, or realising music using music
AS Music (1 year course) technology. The total performance time across all pieces
must be a minimum of 8 minutes.
Component 1: Performing Music (30%)
A public performance of one or more pieces, performed as Component 2: Composing Music (30%)
a recital. The performance can be playing or singing solo, A total of two compositions, one to a brief set by Pearson
in an ensemble, improvising, or realising music using music Edexcel and one either free composition or also to a brief.
technology. The total performance time across all pieces One composition must be from either a list of briefs related
must be a minimum of 6 minutes. to the areas of study, or a free composition, carrying 40
marks from the 60 available for this component. This
Component 2: Composing Music (30%) composition must be at least 4 minutes in duration. The
A total of two compositions, one to a brief set by Pearson second composition must be from a list of briefs assessing
Edexcel and one either free composition or also to a brief. compositional technique, carrying 20 marks for this
Each composition must be at least 2 minutes in duration. component. This composition must be at least 1 minute
The total time across both submissions must be a minimum in duration, unless the brief specifies a longer minimum
of 4 minutes and 30 seconds. duration. The total time across both submissions must be a
minimum of 6 minutes.
Component 3: Appraising Music (60%)
A written examination of 90 minutes largely based on 12 Component 3: Appraising Music (60%)
set works which are studied through the year. The paper A written examination of 2 hours. This involves application
comprises two sections, A and B. Section A has three of knowledge through the context of six areas of study, each
questions related to the set works plus one short melody with three set works as well as application of knowledge to
or rhythm completion exercise. Section B has two essay unfamiliar works. The paper comprises two sections: A and
questions; essay one asks students to draw links from their B. Section A has three questions related to the set works
study of the set works to the music heard as an unfamiliar (audio and skeleton score provided) and one short melody
extract. Essay two gives a choice of three questions that or rhythm completion exercise. Section B has two essay
ask students to evaluate the musical elements, context and questions; essay one asks students to draw links from their
language of one set work. study of the set works to the music heard as an unfamiliar
extract. Essay two gives a choice of three questions that
ask students to evaluate the musical elements, context and
language of one set work.
30You can also read
