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The Oratory School

SIXTH FORM BROCHURE

A LEVEL COURSES GUIDE

AS/A2 and A LEVEL

SUBJECT DETAILS

2017-2018

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HEADS OF DEPARTMENT

Art and Design P Chaundy

Biology S Kenyon

Business D Burns

Chemistry T Danks

Classics M Syddall

Drama and Theatre Studies T Stroker (Lead Teacher for Drama)

Economics C McKenna

English Language & Literature J Brooke

Geography P Poynter

History M Fec

Mathematics C Sudding

Modern Languages J Berkley

Music S Burrows

Philosophy D Forster

Physical Education S Tomlinson

Physics I Campbell

Religious Studies D Elliott

ESLU S Green

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ART AND DESIGN

This qualification can be taken as either Art and Design, Photography or Graphic

Design on the timetable.

PEARSON EDEXCEL EXAMINATION BOARD

Component 1

*Paper codes: 9AD0/01, 9FA0/01, 9GC0/01, 9TE0/01, 9TD0/01,

9PY0/01

Title: Personal Investigation

● Internally set, assessed by the teacher and externally moderated.

● Availability: May/June

● First assessment: 2017

60% of the

total

qualification

Overview of content

This component allows students opportunities to generate and

develop ideas, research primary and contextual sources, record

practical and written observations, experiment with media and

processes, and refine ideas towards producing personal resolved

outcome(s).

This will require students to address each of the Assessment

Objectives. Students must work within one of the following titles:

Art, Craft and Design, Fine Art, Graphic Communication, Textile

Design, Three-dimensional Design, Photography.

Overview of assessment

● Incorporates three major elements: supporting studies, practical

work, and a personal study.

● Supporting studies and practical work will comprise a portfolio

of development work and outcomes based on themes and ideas

developed from personal starting points.

● The personal study will be evidenced through critical written

communication showing contextual research and understanding

in a minimum 1000 words of continuous prose, which may contain

integrated images. The personal study comprises 12% of the total

qualification and is marked out of 18.

● Work must cover all four Assessment Objectives and be marked

using the assessment grid.

● Marks available: 90

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Component 2

*Paper codes: 9AD0/02, 9FA0/02, 9GC0/02, 9TE0/02, 9TD0/02,

9PY0/02

Title: Externally Set Assignment

● Externally set, assessed by the teacher and externally

moderated.

● Availability: May/June

● First assessment: 2017

40% of the

total

qualification

Overview of content

This component allows students opportunities to generate and

develop ideas, research primary and contextual sources, record

practical and written observations, experiment with media and

processes, and refine ideas towards producing personal resolved

outcome(s) in response to an externally set theme.

This will require students to address each of the Assessment

Objectives.

Students must continue to work within the same title as

component 1.

Overview of assessment

● Incorporates two major elements: preparatory studies and the

15–hour period of sustained focus.

● Preparatory studies will comprise a portfolio of practical and

written development work based on the Externally Set

Assignment.

● During the 15–hour period of sustained focus under

examination conditions, students will produce final outcome(s)

extending from their preparatory studies in response to the

Externally Set Assignment.

● The Externally Set Assignment is released on 1 February and

contains a theme and suggested starting points.

● Students have from 1 February until the commencement of the

final 15–hour period of sustained focus to develop preparatory

studies.

● The 15–hour period of sustained focus under examination

conditions may take place over multiple sessions (a maximum of

five, within three consecutive weeks).

● Work must cover all four Assessment Objectives and be marked

using the assessment grid.

● Marks available: 72

*Further details are available online at Pearson Edexcel here.

http://qualifications.pearson.com/en/qualifications/edexcel-a-levels/art-and-design-

2015.html

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Progression

Students can progress from this qualification to:

● Further education courses such as the BTEC Level 3

Foundation Diploma in Art and Design (QCF).

● Higher education courses such as BTEC Higher National

Diplomas in Art and Design subjects, or direct to a BA

Honours degree with an Art and Design focus.

● Apprenticeships or other training.

● Employment in a related sector.

Relationship between GCSE and Advanced GCE

It is likely that students will have studied a Level 1/Level 2

qualification such as a GCSE in Art and Design.

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Cambridge International Level 3 Pre-U Certificates

This qualification can be taken as either Art and Design, Photography or Graphic

Design on the timetable.

Art and Design

INTRODUCTION

Cambridge Pre-U syllabuses aim to equip candidates with the skills required to

make a success of their subsequent studies at university, involving not only a solid

grounding in each specialist subject at an appropriate level, but also the ability to

undertake independent and self-directed learning and to think laterally, critically

and creatively. The Cambridge Pre-U curriculum is underpinned by a core set of

educational principles:

• A programme of study which supports the development of well-informed, open

and independent minded individuals capable of applying their skills to meet the

demands of the world as they will find it and over which they may have influence.

• A curriculum which retains the integrity of subject specialism’s and which can be

efficiently, effectively and reliably assessed, graded and reported to meet the needs

of universities.

• A curriculum which is designed to recognise a wide range of individual talents,

interests and abilities and which provides the depth and rigour required for a

university degree course.

• A curriculum which encourages the acquisition of specific skills and abilities, in

particular the skills of problem solving, creativity, critical thinking, team working

and effective communication.

• The encouragement of ‘deep understanding’ in learning – where that deep

understanding is likely to involve higher order cognitive activities.

• The development of a perspective which equips young people to understand a

range of different cultures and ideas and to respond successfully to the opportunity

for international mobility.

All Cambridge Pre-U Principal Subject syllabuses are linear. A candidate taking a

Principal Subject must take all the components together at the end of the course in

one examination session.

Art and design is the exploration and construction of visual language that can

express and communicate feelings, ideas and concepts. Meaning can be generated on

personal and cultural levels, and artwork realised through a multitude of materials

and processes.

Achievement in Art and Design is attained through exploration, reflection and

evaluation of processes from which the in-depth development of skills, knowledge

and understanding are advanced.

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Units:

1. The PORTFOLIO will reflect personal exploration of the various themes

through experimental and expressive means.

(30% of the total marks.)

2. The EVALUATIVE STUDY is intended to give candidates an opportunity to

further their insights and perceptions of the practice of other artists,

craftspeople and designers in relation to their own work.

(30% of the total marks.)

3. The PROJECT develops from the first year of study and by means of

externally set starting points, candidates will progress their knowledge, skills

and understanding.

(40% of the total marks.)

The study of art and design encourages candidates to use independent learning

skills, to connect to the world of art and design, and to develop the knowledge,

ability, understanding and capacity to create a visual language.

This syllabus is intended to stimulate personal response, to encompass a wide range

of means of expression and to develop critical thinking in the advancement of the

candidate as an artist or designer.

This syllabus supports progression into further education, training or employment.

Higher education opportunities could include:

• Foundation studies in Art and Design

• Higher National Diplomas in Art and Design

• Foundation Degrees in Art and Design

• Honours Degrees in Art and Design

In addition to providing a secure foundation for study in higher education, the

syllabus equips candidates with a range of skills in business, education and the arts.

The syllabus is intended to meet the needs of the following groups of candidates:

• Those who, while having an interest and aptitude in the subject, are not intending

to study the subject beyond Pre-U.

• Those who will undertake further studies in Art and Design.

• Those that will study subjects or take up careers for which an Art and Design

background is relevant.

GRADING

The Cambridge International Level 3 Pre-U Certificates in the Principal Subjects are

qualifications in their own right. They are acceptable as an alternative to A Level (or

other Level 3 qualifications) for entry into higher education or employment. Each

individual Principal Subject is graded separately on a scale of nine grades:

Distinction 1, Distinction 2, Distinction 3, Merit 1, Merit 2, Merit 3, Pass 1, Pass 2, and

Pass 3.

Further information is available here:

http://www.cie.org.uk/images/150487-2016-2018-syllabus.pdf

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BIOLOGY

Biology is a rapidly developing science and the A Level course has been designed to

reflect this. It provides a foundation for further studies in Biology and related areas.

It is obviously a worthwhile subject to study for those students who are

contemplating careers in Medicine, Dentistry, Veterinary Science and Pharmacy,

while it also has close links with many Geography and Chemistry-based university

degree courses.

The department follows the OCR Biology A specification which consists of the

following six modules:

Development of practical skills in Biology, covering planning, implementing,

analysis & evaluation.

Foundations of Biology, covering core content. This will include cell

structure, biological molecules, DNA, enzymes, cell membranes, cell diversity

and cellular organisation.

Exchange & transport, covering exchange surfaces and both plant and animal

transport systems.

Biodiversity, evolution & disease which includes communicable diseases,

disease prevention, immunology, biodiversity, classification and evolution.

Communications, homeostasis and energy, including communication,

excretion, nervous system, hormonal system, plant and animal responses,

photosynthesis & respiration.

Genetics, evolution and ecosystems, covering cellular control, inheritance,

gene technologies, ecosystems, populations & sustainability.

These six modules will be examined across three papers; biological processes,

biological diversity and unified biology. All papers will have an element of practical

analysis which will be developed throughout the teaching of all of the above

modules.

o Biological processes assesses knowledge of exchange & transport and

communications, homeostasis & energy.

o Biological diversity assesses knowledge of biodiversity, evolution &

disease and genetics, evolution & ecosystems.

o Unified biology is a synoptic paper and assesses all aspects of the A-

level course.

Note: Both courses will have a practical requirement which will be assessed in class

and reported to the exam board alongside these examinations.

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BUSINESS

There are no prerequisites for taking the course although a grade C in GCSE English

and Mathematics is recommended.

It is a practical, applied and interesting course. Theories are explored and

investigated using both real examples and students’ own experiences. The course

embodies all the fundamental areas of the subject and it is designed so that ideas

unfold and develop into an understanding of the relationships which make the

business successful. It makes one think about business in a critical manner,

examining both the favourable and the unfavourable aspects, using all sources of

business information, not merely standard textbooks. Any student who would like to

gain an insight into how a business functions and understand the key principles of

success will find this course of great interest.

At the end of the course a successful A Level student can then progress onto many

exciting degree courses, covering a wide spectrum of management specialities in top

class universities around the world.

We follow the AQA Examination Board, which is divided into four components:-

Planning and Financing a Business

Managing a Business

Strategies for Success

The Business Environment and Managing Change

The Business course is set to change in line with many other subjects. The syllabus

looks interesting and will require more analytic and data handling skills as well

more emphasis on decision making. The assessment will no longer require such long

essays or a research topic but will combine a mix of methods including multiple

choice and data response questions. There are still two essays but the new

assessment method will offer a greater opportunity for those with weaker writing

skills to excel.

In addition it will be possible for Business to offer the AS level but this would be in

discussion with the Head of Department, Head of Sixth Form and the Director of

Studies, and it would not be anticipated that anyone taking the AS will then continue

to the full A level.

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CHEMISTRY

Chemistry concerns many aspects of everyday life, from the clothes that we wear

and the sports equipment that we use to the medicine we take; the industry is the

most successful in the British economy. Many transferable skills are also developed

within the A-Level Chemistry curriculum of use in many subjects, in addition to the

sciences and mathematics.

Chemistry is traditionally divided into the three major sections, Physical, Organic

and Inorganic and this is reflected in the OCR specification taught within the

Department.

AS Chemistry (H032)

• Module 1 – Development of practical skills in chemistry

• Module 2 – Foundations in chemistry

• Module 3 – Periodic table and energy

• Module 4 – Core organic chemistry

A2 Chemistry (H432)

• Module 1 – Development of practical skills in chemistry

• Module 2 – Foundations in chemistry

• Module 3 – Periodic table and energy

• Module 4 – Core organic chemistry

• Module 5 – Physical chemistry and transition elements

• Module 6 – Organic chemistry and analysis

The study of Chemistry to AS and A Level is essential for a wide variety of

university courses including Medicine, Dentistry, Pharmacy, Pharmacology,

Veterinary Science, many Biological subjects and Chemistry. Whether Chemistry is

studied for its own sake or as a qualification to proceed to other subjects, the

successful pupil will have shown that he has an analytical mind and is a capable

problem-solver. These skills are particularly welcomed by employers and University

admission tutors.

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CLASSICS

LATIN

The study of Latin requires a capacity for logical thought and analysis which would

usefully complement other academic courses and suit those with aspirations towards

Medicine, Law and a number of top academic degrees and frontline careers; often the

subject is combined with Modern Languages, English Language or Literature, or

History – disciplines which have clear cultural and linguistic links with Classics;

however due to the logical nature of the language it also forms a natural link with

Maths and Sciences.

The OCR Linear specification will be followed (H443). There are four units as

follows:

1. Unseen translation of both prose and verse material - 33%

2. Unseen comprehension (taken from Pliny’s letters) -17%

3. Study of two prose literature set texts - 25%

4. Study of two verse literature set texts - 25%

CLASSICAL GREEK

Classical Greek at A Level is also an option for those who have studied Greek at

GCSE. The structure follows that of the Latin course above, and the specification

number is H444.

For both Latin and Greek: all units are assessed by written examination. The

language papers contain translation and comprehension exercises and success calls

for a high level of linguistic flair and intelligence. The prescribed literature is studied

in detail with a view to consideration of style, form, subject matter and particular

literary techniques, as well as translation and is taken from a variety of authors.

There is also the opportunity for students to begin learning Classical Greek and

follow the OCR Greek GCSE course in the Sixth Form. This would be appropriate for

A Level Latinists as well as other linguistically talented pupils and would certainly

enhance a university application. For further information please see the Head of

Classics.

Classics courses are ideal preparation for many careers while university admissions

tutors continue to hold A Level classicists in high regard, whatever degree subject

they might aim to study. Apart from the traditional employers of Classics graduates

such as the Civil and Diplomatic Services and Legal Profession, the IT industry and

other business concerns regularly recruit those with a background in Latin and/or

Greek. Classicists have a good reputation for their clarity of expression in English,

their ability to learn demanding foreign languages, and their imagination and

resourcefulness in fields such as computer programming, business administration,

management and finance.

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DRAMA AND THEATRE STUDIES

This A Level offers boys the opportunity to work as a team in order to explore plays,

issues and indeed their own ability to act and/or use technical apparatus in the

context of theatre. This is a highly practical course that will explore different theatre

skills through physical workshops.

The course is composed of:

Coursework: the practical exploration of two plays through the use of a range

of drama forms. Written coursework is also required on these two texts, as

well as a review of live theatre.

Performance: the live performance of an abridged play, as well as a

monologue or duologue, to a visiting examiner in front of an audience. Boys

may choose to be assessed for acting or design skills.

Devising: Students are required to devise their own play, performing it to an

audience.

Examination: Students are required to answer questions on one set text, as

well as a live production of any play written before 1914.

No previous experience is necessary for Drama at A Level. The subject offers life

skills that candidates will be able to use throughout their future.

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ECONOMICS

Economics is about choice and the impact of our choices on each other. It relates to

every aspect of our lives, from the decisions we make as individuals or families to

the structures created by governments and firms. The economic way of thinking can

help us make better choices.

A popular subject in the sixth form, students approach Economics as something new

and different, as it is not studied at GCSE level.

Economics draws on skills learned up to sixth form across the curriculum, to explain

why and how people act to improve their well-being and wealth, and also how

people, including governments, make good and bad decisions.

Economics can be studied in any combination with science or arts subjects, and

although this subject at AS and A2 level would be an advantage for students aiming

to enter careers such as Business, Commerce or Accountancy, it is normally not a

pre-requisite for a degree course including Economics. Students considering

studying Economics in Higher Education should take Maths A level.

The A Level Economics course comprises of two main areas of study:

Micro-Economics: the study of markets and market failure

Macro-Economics: policy approaches, changes in Macro-Economics over

time

A dynamic subject that draws on real world current events, pupils are encouraged to

use a range of sources of information to widen their understanding of current issues,

including textbooks, including newspapers and online and broadcast media.

Your will learn about:

the impact decisions have on the firm, industry, and at national level.

the impact of international trade, both good and bad.

the effect government policies have on the economy and on employment.

how to make more informed decisions as both a consumer and as a voter.

Economics provides tools for thinking more clearly and for applying reason and

logic to decisions they make now and in adult life.

Economics follows the OCR Exam Board specification and is examined on a linear

basis.

Pupils visits include the Waitrose Distribution Centre, the BMW Mini factory, the

Bank of England and the London Metal exchange.

It is preferred that a student has achieved a sound grade in both Mathematics and

English at GCSE level before embarking on the course.

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ENGLISH LANGUAGE

We prepare the boys for the Edexcel GCE A Level: this is a linear course in which

pupils are assessed in the final year of their course. The Language A Level consists of

three externally examined papers and one coursework component. English Language

is a demanding course which requires high level reading and writing skills and an

ability to learn new concepts and terms and then apply them to previously unseen

material. The course also requires a capacity for independent work and self-

discipline.

Component 1: Language Variation - 35% of the total qualification

Content: this component explores how language varies depending on mode, field,

function and audience. It also considers how language choices can create personal

identities and explores language variation in English from c.1550 to the present day.

Assessment: there is an exam of 2 hours and 15 minutes. Pupils answer two

questions. The first, on individual variation, is an extended comparison based on two

unseen 21st century linked texts. The second, on variation over time, invites extended

comparison between two texts from two different time periods.

Component 2: Child Language - 20% of the total examination

Content: this component invites the exploration of spoken language acquisition and

how children learn to write between the ages of 0 and 8 years old. It considers the

relationship between spoken language acquisition and the literacy skills that children

are taught. It also incorporates a study of appropriate theories of children’s language

development.

Assessment: pupils sit a one hour examination and answer one question based on

unseen data (which is either spoken, or written.)

Component 3: Investigating Language - 25% of the total qualification

The focus of this component is on research and investigation. Pupils will research

five topic areas and apply their overall knowledge of language concepts to them. A

subtopic for their chosen field of study will be released in the January before the

exam.

Assessment: pupils will sit a 1 hour 45 minute exam. They will answer two

questions. One will be based on unseen data and the other will be an evaluative

question. The latter will be based on the subtopic they have researched and will

require pupils to make connections with the data from their investigation.

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Coursework -20% of the total qualification

Content: in this section the pupils will research a selected genre and then

demonstrate their skills as writers within this genre. They will craft texts for different

audiences and different purposes and then reflect on their research and writing in a

commentary.

Assessment

There are two assignments:

1. This consists of two pieces of original writing from the same genre, which are

differentiated by function and/or audience.

2. This assignment is the commentary which reflects on the original writing

produced and makes connections with the research which informed the

pupils’ creations.

The word count is as follows:

Total: 2,500-3,000 words.

Assignment 1 – 1,500-2,000 words

Assignment 2 – 1,000 words

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ENGLISH LITERATURE

We prepare the boys for the Edexcel GCE A Level: this is a linear course in which

pupils are assessed in the final year of their course. The Literature A Level consists of

three externally examined papers and one coursework component. While the skills

gained at IGCSE Literature and Language are of tremendous value, it should be

pointed out that the A Level poses a greater challenge. Apart from the range of

literature studied, and the critical and comparative requirements of the course,

pupils will need to be able learn independently and manage their time effectively.

Component 1: Drama - 30% of total qualification

Content: pupils study one Shakespeare text and one other drama text, they also study a

selection of critical essays related to their Shakespeare text.

Assessment: pupils take an exam of 2 hours and 15minutes. They can take clean

copies of their drama texts into the examination. They complete one essay on each of

their drama texts (two in total.) In each case they can choose from two possible

questions.

Component 2: Prose - 20% of total qualification

Content: pupils study two prose texts linked by a chosen theme – at least one of the

texts must be pre-1900.

Assessment: pupils take a 1 hour examination. As above, this is an open book exam.

Pupils answer one comparative essay from a choice of two on their studied theme.

Component 3: Poetry - 30% of total qualification

Content: pupils study poetic form, meaning and language, and a specified selection of post-

2000 poetry. They also study a specified range of poetry from - either a literary

period, or a named poet within a literary period.

Assessment: pupils take an exam of 2 hours and 15 minutes. This is also an open

book examination. Pupils complete two essays, from a choice of two options in each

section. Section A requires the comparison of an unseen poem with a named poem

from their selection. Section B requires pupils to answer one question on their

studied movement or poet.

Coursework: 20% of total qualification

Pupils study two texts which should be linked by theme, movement, author or

period. These texts cannot overlap with the other components of the course. Pupils

complete one assignment of 2,500-3,000 words.

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GEOGRAPHY

Geography is the Science of our world. It is the study of the earth as home to

humankind. It provides us with the tools to understand the world in which we live

and the patterns, relationships and processes that occur.

At A Level the department is with AQA’s linear A Level course (7037) The core

content of the A Level will involve study of two physical and two human themes as

well as developing geographical skills. The core physical themes are water/carbon

cycles and landscape systems. The core human themes are global systems/global

governance and changing place/changing places.

At least half the non-core content will address people-environment related questions

and issues. There will be a minimum of four fieldwork days for A level.

Pupils will have to produce a teacher-assessed independent investigation at A level

(20%) incorporating fieldwork and research. Exams will be taken at the end of the

course.

The department is reviewing the A level fieldwork locations and themes. In the past

we have carried out investigations on the River Pang and the South Coast. We are

likely to complete an urban study in 2017. There are A Level study day visits to the

Royal Geographical Society in Kensington and inspiring Geographical Association

Lectures in Oxford.

Exploring the interdependence of the physical and human environment and the

emerging concept of sustainable development is a main theme. Increasingly issues of

identity, culture and experience of the world are relevant.

Pupils will develop skills in interpreting a variety of media and forms of data.

Synthesising ideas and fostering a culture of argument and enquiry. Students will

develop research, analysis and communication skills enhanced by the use of ICT.

Geography graduates are some of the most employable in the country. The skills

developed are highly sought after in the work place and career opportunities are

broad. Closely related subjects, such as environmental science, urban planning and

leisure are popular choices, while banking and business are also common. Many

universities have seen their Geography departments double in size recently and the

graduates they take are those with the highest qualifications behind medical science,

law and maths. The most recent figures show that only Law and Sports Science

graduates had better employment rates after graduating.

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HISTORY

Course: Edexcel (9HI0)

Knowledge & Understanding

Studying History helps inform us of how the world we live in came about: why

different countries have different types of governments; why tensions exist between

and within countries; why there is considerable diversity in wealth, culture, ethnicity

within countries. The Oratory A level course will examine these issues.

Papers 1 and 2 will focus on revolutions: the conflict between the Crown and

Parliament in the 17th century, and the Bolshevik revolution in Russia in the 20th

century. Paper 3’s study of Civil Rights and Race Relations in the USA, and the

coursework topic will focus on diversity.

By the end of the 2 year course students will be able to compare causes and

consequence of change and revolution across three different countries (Britain, USA

& Russia) and across two different time periods (Early Modern and Modern). They

will be able to analyse change and development over time and understand the nature

of historical significance.

Transferable skills, university and employment

In addition to essay-writing, students will develop their skills of analysis, inference,

argument and evaluation over the two year course. Emphasis has been placed on

evaluating the strengths, usefulness and value of sources as evidence and on

understanding and assessing the methodology and interpretations of historians.

These skills of evaluation and analysis are greatly sought after not just by traditional

professions such as the law, the civil service, education and journalism but also in the

world of management and even in the financial sector, where the ability to analyse

and explain trends over time and to make a compelling case for adopting a new

strategy or product play into the hands of the skilled historian.

History is in a privileged position in the reformed A levels in that it is one of only a

couple of subjects where coursework - writing a sustained, developed argument on

the basis of independent research – is permitted. This is an opportunity for you to

prove to universities, for whichever subject you apply, that you have research skills

and that you are capable of handling the independent workload of an undergraduate

degree.

Course summary:

Paper 1 Paper 2 Paper 3 Coursework

30%

Exam: 2 ¼ hours

May/June 2017

20%

Exam: 1 ½ hours

May/June 2017

30%

Exam: 2 ¼ hours

May/June 2017

20%

Coursework: Easter

2017

Britain 1625-1701,

conflict, revolution

and settlement

Russia in

Revolution: 1894-

1924

Civil Rights and

race relations in

the USA, 1850-2009

TBC: either Britain

and Ireland or

Reformation

Europe

For further information, or if you would like to study A level History but did not

take the subject at GCSE, please contact Mr Feć (Head of History).

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MATHEMATICS

At A-level, students study both Pure and Applied Mathematics. The AQA

specification is followed.

Pure Mathematics – This branch of Maths includes algebra, trigonometry and

geometry. Students also develop new skills in calculus, logarithms, exponential

functions and infinite series. Two Pure Maths modules are taken in each year of the

course.

Applied Mathematics - Students will study Statistics in the Lower Sixth and

Mechanics in the Upper Sixth.

To be able to access the maths that is taught and be able to cope with a rigorously

demanding academic AS/A2 level course, students should have achieved at least an

A-grade at GCSE Maths. Even with an A-grade this is still a demanding course to

undertake, students should be looking to work an extra 4 hours outside of the

classroom, each week, in the Lower 6 and 5-6 hours in the Upper 6 years. A desire

and aptitude to carryout independent working and learning is also critical.

Further Mathematics is a second AS/A-level in Maths. It both deepens a student’s

understanding of the areas of Maths already studied and broadens their knowledge

of the subject. Modules are taken in Pure Maths, Decision Maths, Mechanics and

Statistics. Further Mathematics is not only for those who wish to study Mathematics

at university; many good universities prefer or even expect Further Maths A-level

from candidates applying for science and engineering courses. A demanding course,

an A* grade at GCSE is a prerequisite for attempting it. Further Mathematicians will

cover the whole Maths A-level syllabus in the Lower 6, then moving onto taking the

Further Maths A-level in their Upper 6 year.

Mathematics can be studied in combination with any other subjects. Traditional

combinations of Mathematics and Sciences are a requirement for engineering and

science degrees at university, but Mathematics is also beneficial to those wishing to

study Economics, Geography, Business Studies and even Law. Students with A-level

Mathematics are valued for the logical thinking and problem solving skills they

develop, which can be transferred to any other discipline.

All students are entered for the annual UK Senior Maths Challenge, a competition in

which the Department is enjoying increasing success.

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MODERN LANGUAGES

Three Modern Languages are offered: French, Spanish and Italian.

Every encouragement is given to students to spend time abroad in order to improve

the standard of their spoken language and an extended stay can be arranged in a

school in the relevant country where this is felt to be appropriate.

Modern Languages courses in the Sixth Form are designed for three different kinds

of student. Firstly, those who concentrate on languages at A Level and who intend to

read for a degree in languages. Secondly, the humanities specialists who combine a

Modern Language with English and History, and finally, those students who are

basically scientists but who wish to broaden their studies. A Mathematics and

Physics student who aims to study for a degree in Engineering could be of much

more value to an employer if he could communicate fluently in a foreign language,

particularly in the context of the European Community.

It will be obvious from the above that a qualification in one or more Modern

Languages can be very useful and may lead to a number of degree courses, including

joint degree courses such as Law, Business Studies or Accountancy taken in

conjunction with a Language.

The units test a range of skills, which broadly carry the same weighting and are

based upon subject areas defined by the examination board. Many of these areas

overlap with those covered at GCSE level to ensure a smooth transition into Sixth

Form study.

Translation to and from the target language naturally remains an important skill, as

does comprehension of both the spoken and written word. In order to demonstrate

competence in these skills, students may be required to write letters in response to

information heard or seen, provide gist translations, complete cloze or gap-fill tests

and indicate comprehension by means of non-verbal replies, answers in the target

language, or occasionally in English.

Oral components typically involve ability to be able to negotiate and problem-solve

through role-play and to discuss in depth those topics in which they have a personal

interest.

All students require a personal stereo for use in both the course and in the Listening

Comprehension examination section. This section of the examination consists of pre-

recorded authentic material on a CD which may be rewound and stopped at will

during the examination.

21

MUSIC

Courses in AS and A2 music follow the Eduqas specification. They build on the core

GCSE skills of listening, performing and composing. To be a strong candidate you

don’t necessarily need a GCSE in Music, but you do need to be able to perform on an

instrument or in singing to grade 7 standard by March of the Upper Sixth year. In

addition, your knowledge of music theory needs to be at grade five standard. Music

at this level is not simply about being able to perform well on an instrument. Whilst

this is an important element, the course is as academic as it is practical, seeking to

develop balanced musicians who have genuine passion for the subject.

AS Level:

Performing: a recital of 6-8 minutes duration, a minimum of two pieces, either as

soloist or part of an ensemble. One piece must reflect the musical characteristics of an

area of study. (30%)

Listening and appraising: two areas of study, including Western Classical Music, and

Jazz, examined in a paper lasting for one and a half hours. (40%)

Composing: two compositions, of between four and a half and seven minutes total

duration on two separate composition briefs – one set by the candidate and the other

by the exam board. (30%)

A Level:

Performing: a recital of 10-12 minutes duration, of a minimum of three pieces, either

as soloist or part of an ensemble. One piece must reflect the musical characteristics of

one area of study. At least one other piece must reflect the musical characteristics of

one other, different area of study. (35%)

Listening and appraising: three areas of study, including Western Classical Music,

Jazz and Contemporary Music, examined in a paper lasting for two and quarter

hours. (40%)

Composing: two compositions, of between four and six minutes total duration on

two separate composition briefs – one set by the candidate and the other by the exam

board. (25%)

22

PHILOSOPHY

(AQA Philosophy)

Why should I obey the government? Is Art just an expensive luxury? Is war

immoral? Right and wrong – aren’t they just matters of personal preference? Can

computers think? Can we know anything for certain about God? In fact, can we

know anything certain about anything?

If these questions interest you, then you might be a Philosopher. Philosophy seeks to

ask fundamental questions about life, the universe, and everything; to study the

ways that great thinkers have tried to answer these questions; and to learn methods

through which we might answer them for ourselves.

AS Philosophy is currently taken at the end of the Lower Sixth, and consists of two

areas of study:

1. Theory of Knowledge, also called Epistemology - what knowledge can we have,

and how do we obtain it?

2. Philosophy of Religion – what is the idea of God, what arguments are there for

and against His existence, and is religious language meaningful?

The course is examined in a 3 hour exam taken at the end of the Lower Sixth, which

contains a variety of short answer and longer essay style questions.

A2 Philosophy is taken at the end of the Upper Sixth, and also consists of two areas

of study:

3. Ethics – Theories of Right and Wrong.

4. Philosophy of Mind - The difference between the Mind and the Brain, and how

they relate to each other.

A2 is examined in a 3 hour exam, which contains a variety of short answer and

longer essay style questions.

Philosophy requires developing a number of skills, which include extracting key

points from a text, analysing and forming arguments, assessing the strengths of

alternative positions, and evaluating. It is not an easy option. It requires willingness

to do individual study, to think deeply, and to strive to express your thoughts

cogently in speech and on paper. It requires the willingness to learn to write good

academic essays, to consider arguments in depth, and to argue your own case with

evidence.

You should be expecting to achieve an A grade in English Language and Religious

Studies GCSEs, to have a reasonable chance of making a success of Philosophy. It is

highly recommended for pupils who are intending to excel academically, and wish

to apply for highly selective university courses – in either the sciences or the

humanities - since it develops the skills necessary to do well at interview and in

entrance tests.

23

PHYSICAL EDUCATION

The course will appeal to students wishing to continue their Sports Studies at

university and beyond. If they have aspirations of becoming a professional

sportsman or entering the leisure industry or perhaps moving into the teaching

profession then this course is for them.

The subject combines well with Biology and there are a number of cross-curricular

topics. Universities will accept PE as a qualification for entry to most degree courses,

but, as with all subjects, its acceptability depends on the particular university’s

course requirements.

The New A Level syllabus consists of:

Paper 1 (30%) – Physiological factors affecting performance

Applied Anatomy and Physiology

Exercise Physiology

Biomechanics

Paper 2 (20%) – Psychological factors affecting performance

Skill Acquisition

Sports Psychology

Paper 3 (20%) – Socio-Cultural Issues

Contemporary Issues

Physical Activity & Sport

Paper 4 (30%)

Performance Evaluation & Analysis of Performance

24

PHYSICS

A-level Physics not only expands upon the topics covered at GCSE but goes on to

look at some of the most fascinating and challenging aspects of this subject, including

quantum phenomena, cosmology and particle physics. Potential students should be

confident with using basic mathematics, whilst the subject certainly complements the

study of mathematics as well as the other science subjects.

The course content in split into four modules and will be examined by two 3 hour

exams at the end of the upper sixth. The main topics covered during Lower sixth

include mechanics, materials, waves, nuclear and particle physics, electricity and

aspects of quantum physics, and in the upper sixth you will go on to study the

nature of oscillations, electric and magnetic fields, nuclear and thermal physics as

well as optional topics such as astrophysics, medical physics, applied physics or a

historical study of some of the key discoveries in this subject.

Physics remains a highly regarded A-level subject, and its study brings with it many

transferable skills. Physicists are numerate, inquisitive, and imaginative, and a

Physics A-level gives evidence of an organised and yet flexible intellect. Students of

Physics go on to a wide range of higher education courses and professions, including

engineering, mathematics, physical sciences, geology, medicine and architecture to

name but a few.

25

RELIGIOUS STUDIES

Religious Studies at Pre-U Level consists both Ethics and New Testament. The skills

used in RS enable boys to critically assess information and theories, and helps them

for form their own thoughts on a number of topics. Religious Studies goes well with

any package of AS and A levels, whether Arts, Sciences or Humanities, and is

acceptable to all universities as a demanding academic A level.

We follow the Cambridge Pre-U specification and a selection of the following

elements are studied over the two year course:

L6th YEAR:

Ethics

• Ethical theories, absolutist and relativist morality

• Natural Law

Kantian ethics

Utilitarianism

Religious ethics

New Testament

• First century Gospel setting

• Themes and texts of Mark’s passion narrative

• The Resurrection in the Synoptic Gospels Unit

U6th YEAR:

Ethics

• Meta-ethics

• Free Will and Determinism

• The Nature and role of Conscience

• The Nature of God

• Applied Ethics

New Testament

• Setting and methodology - authorship and purpose of the Gospels

• Themes in the New Testament - Kingdom of God, Law and ethics,

the person of Jesus

RS equips boys with the skills of assessing ideas, and analysing information in a

balanced way and forming a conclusion based on sound judgment. It will therefore

be of use to any boy wishing to pursue any degree at university.

26

ENGLISH AS A SECOND LANGUAGE FOR UNIVERSITY ENTRANCE (ESLU)

English for overseas boys in the Sixth Form

Any boys for whom English is a Second Language – regardless of previous

qualifications - should seriously consider choosing English for Academic Purposes in

the sixth form to further develop their formal, academic English and to improve the

sophistication of their language. This will inevitably help with their A level and

university studies and allow boys the opportunity to add further qualifications to

their CV.

Boys without a first or second language English GCSE or IGCSE must choose this as a

subject option if they wish to apply for university in this country.

We offer a variety of timetabled courses:

Cambridge Advanced: a one year course for Lower 6th form boys leading to an exam

set by Cambridge ESOL. This exam corresponds to level C1 of the Common

European Framework.

CAE grade A = 70 UCAS points.

Cambridge Proficiency: this one year U6 course is designed to offer a high-level

qualification in the language to those wishing to use English for professional or

study purposes. It corresponds to level C2 (Mastery) of the Common European

Framework and UCAS tariff points have been allocated as follows:

CPE grade A = 140

CPE grade B = 110

CPE grade C = 70

Both of the above courses cover the skills of Reading, Writing, Listening, Speaking

and Use of English. The Cambridge courses are very well recognised and respected

in Europe and boys sit these exams at a Cambridge exam centre in Reading.

IELTS (International English Testing system)

This highly recognised course is a two year university entrance course. It is based on

the four skills of Reading, Writing, Listening and Speaking at an advanced level, and

incorporates many study skills, vital for both A level and university study.

The exam is graded from 1 to 9, with most universities demanding a minimum of

level 6.5. The exam is taken at Kings School, Oxford, usually during the spring term

of the U6.