the skinners' school
TRANSCRIPT
THE SKINNERS’ SCHOOL
TUNBRIDGE WELLS
SIXTH FORM PROSPECTUS
2015
INTRODUCTION
We hope that this Prospectus will help Skinners’ boys, and also others interested in a Sixth Form course
here, to make the right choice about the Advanced Subsidiary (AS) and Advanced (A2) Levels. You will
find information about each department’s specification and you will also be able to gain some idea about the
sort of skills required by each subject.
Students are advised to discuss their choices with their subject teachers and their Form Tutors. A Careers
interview can also be arranged; students should see Mrs Teresa Luckhurst in the school office to arrange this.
A senior member of staff will also see every student to help him with his choices.
The Sixth Form is an exciting and enriching experience. Success depends above all on two things: a
commitment to hard work, and a realistic selection in the first place of the right courses. Notwithstanding
the academic demands of certain (but very few) careers, students should choose the subjects they are
interested in, and are good at.
Admissions Criteria
Entry to the Sixth Form at Skinners’ is not automatic, although in practice the vast majority of students at
Skinners’ do proceed into the Sixth Form.
All prospective Sixth Form students must make an application.
Students are normally expected to achieve at least 5 passes at GCSE at grade B or better including at least a
C grade in English Language and Mathematics. In the subjects which they propose to study at AS Level,
grades A*- B at GCSE are normally required.
We also expect students to show a level of maturity and self discipline appropriate to the Sixth Form.
Over-subscription and under-subscription in Sixth Form Courses
If a particular Sixth Form Course is over subscribed, places will be offered to those students who, according
to the professional judgment of the School, show most aptitude and ability in that subject.
Equally, if a particular course in the Sixth Form is significantly under-subscribed, the School may have to
take the decision that such a course cannot be offered. This is a decision which would be taken with the
greatest reluctance. In both cases, parents and students will be kept fully informed.
E M Wesson
Headmaster
SIXTH FORM STUDY
As you will be aware, Sixth Form programmes of study are undergoing radical change. We are currently in
state of transition. From September 2015 some A levels will be entirely linear (examined at the end of Year
13), whilst others will continue to be made up of two equally weighted components – AS and A2. In the
case of these modular A levels, the AS Level will be examined at the end of Year 12, the A2 at the end of
Year 13.
The following subjects will be linear A levels from September 2015: Art and Design, Business Studies,
Computer Science, Economics, English, History, all three Sciences, Politics.
The following subjects will still be modular A levels from September 2015: Geography, Maths, Modern
Languages, Religious Studies, Design (Product Design), Theatre Studies, Music, Physical Education.
It is anticipated that from September 2015 all Year 12 students will study four A levels, whether they study a
modular or linear course. You are therefore encouraged to choose subjects you enjoy as you will need to
work hard and be motivated throughout. Do not be guided in your decision by whether a subject is modular
or linear.
A few HE courses have specific A level entry requirements in terms of A levels studied. Make sure that you
know the entry requirements for any courses in HE, or careers you have in mind before making a choice of
AS/A2 Levels. Refer to books, pamphlets, the UCAS website (www.ucas.co.uk) and software in the Careers
Library and discuss details with staff and your parents. Consider the value of vocational courses such as
Accounting, Law, Tourism, and Applied Science and remember that for many courses entry is not easy.
Please note for some subjects at University you may be expected to take an extra test.
For many students, career or HE aspirations are uncertain. In this case:
Consider ways to keep options open.
Assess your abilities, likes and dislikes.
Look at the skills required for particular subjects.
Make a decision
These choices are crucial and should be made carefully. Students must be prepared to take the initiative in
asking for such information. Advice is available from the School and from our independent careers advisor.
It is important to take action early:
Gather information
Talk to your teachers
Listen to advice
Make a decision
Mr C Fleming
Director of Sixth Form
ANTICIPATED YEAR 12 TIMETABLE FOR SEPTEMBER 2015
1. We hope to provide AS Level subjects as follows, but please be aware that there may be some
changes to this programme:
Art
Biology
Business Studies
Chemistry
Computing
Design (Product Design)
Economics
English Literature
French
Geography
German
History
Mathematics
Further Mathematics
Music
Physics
Physical Education
Theatre Studies
Religious Studies
2. Structure of Course
The majority of students take a course of four AS Level subjects, plus the basic Civics, RE
Conferences and a compulsory Games session on a Wednesday afternoon.
3. Procedure
Year 11 choose subjects to study to AS Level in Year 12. Students will be asked to list SIX subjects
in order of preference: every effort will be made to accommodate their top FOUR but this cannot be
guaranteed – the number of possible combinations is even larger than at GCSE.
Option choices for internal students must be received by the School Office by 6th
February
2015. (This is simply through an Option Choices form – no other application is required)
April – June
The timetable is composed to accommodate the options of the majority.
September
Following work experience in July and the receipt of GCSE Level results, a change of option is
allowed provided that the size of sets and option blocks permit it. Before term starts, students must
contact me at school to confirm choices or discuss proposed changes. This helps with a smooth
transition at the beginning of the school year.
Mr C Fleming
Director of Sixth Form
LIFE IN THE SIXTH FORM
GENERAL
Teaching groups tend to be smaller than those at GCSE and there is a new relationship between staff and
students. We look to the Sixth Form, as senior members of the school, to set high standards in work and
behaviour. They are expected to be role models for younger pupils. With this in mind we demand the
highest standards of attendance, punctuality and dress.
LEADERSHIP
Many opportunities exist for members of the Sixth Form to take an increasingly active role in school life.
Regular duties are performed by members of Year 12 to assist the staff at break and during the lunch hour.
Many students are involved on Parents’ Evenings and on Open Days when their expertise as “tour guides” is
invaluable. All are encouraged to take greater responsibility by holding office in clubs, societies and sports
teams, as well as serving as Senior NCOs in the CCF and leading by example in music, art and drama. We
are also extensively involved in a number of community projects.
PRIVATE STUDY
Progress in the Sixth Form depends, to a large extent, on the willingness of students to work independently
during private study periods and at home. Such work should extend beyond the specific tasks set by subject
staff. The claim that “I have no work to do” will become an alien concept! Members of Year 13 and Year
12 who have private study in the afternoon with no taught lessons to follow may go home to study, after
registration. Students are only permitted to be ‘off site’ at break or lunch, or moving to and from our partner
school.
STUDY SKILLS
In the Sixth Form a wide range of study skills needs to be developed not only to ensure academic success but
to equip students for university and the world of work. These include use of ICT, numeracy, problem
solving, oral and written communication, and familiarity with the increasingly wide range of sources of
information. The school has Wi-Fi in all buildings which is available for students to use.
ASSESSMENT AND REPORTING
All AS and A2 examinations will now take place in the summer session only. Given this format, internal
exams for the Sixth Form are likely to give way to extended testing within the taught lessons. Reports of
progress and achievement are sent regularly to parents. Written reports for Year 12 will be available in the
second half of the Summer Term and for Year 13 in March. Parents' evenings are normally in November for
Year 13 and December for Year 12, and we encourage all parents and students to attend these evenings.
SIXTH FORM CENTRE
The Sixth Form Centre provides accommodation exclusively for the Sixth Form. The suite of rooms
includes a Work Room with networked computers and individual learning stations as well as a common
room that serves hot and cold food from 9.00am. These rooms are normally open from 7.00am to 7.00pm to
allow students to undertake independent study.
CARS
Many students pass their driving test whilst in the Sixth Form and then drive to school. Students’ cars are
not allowed on the school site and should be parked in the John Street car park.
LOOKING AHEAD
Students should look and plan ahead from the start of their Sixth Form career. We expect all students to
make use of the extensive literature in the Work Room and internet and be prepared to ask for advice about
University courses, GAP years and job opportunities. All Sixth Form students take part in a Civics
programme. They are also encouraged to visit at least two universities during the summer term, but should
inform staff before undertaking such visits. There is an annual UCAS conference at the University of Kent
which all Year 12 attend and a Skinners’ HE Fair which has most of the country’s leading universities in
attendance. We also have numerous visits from university admission officers to help answer students’
questions regarding the UCAS procedure. Presentations for parents include those from Student Finance
England, Oxbridge Applications, Study in Scotland, Studying Abroad and an annual evening of the UCAS
application itself.
MOBILE TELEPHONES
These may be brought to school, but must be switched off during lessons. Expect to have the phone
confiscated if it rings at an inappropriate time. It is now a serious offence for any candidate to bring a
mobile telephone into a public examination. Candidates must hand in their mobile phone to a member of
staff before any public examination – failure to do so will result in the candidate being disqualified from the
examination affected and possibly others in the same series.
Mr C Fleming
Director of Sixth Form
CAREERS EDUCATION AND GUIDANCE PROGRAMME
Year 12
Introduction to careers options, HE choices, UCAS application, gap year and employment possibilities
covered in the Year 12 Civics programme.
Autumn Term
Sixth Form Information Evening
Oxbridge Evening
Skinners’ Higher Education Fair
Biennial Careers Fair
Independent Learning Conference
Spring Term
Introduction to “the next step”
Visits to University Open Days
Oxbridge Regional Conference
Talks from a University Admissions Officer
Higher Education Convention
Summer Term
Introduction to applications
Past student ‘Open Forum’
Gap Year presentations
Personal statement workshop
Year 13
UCAS application and writing personal statements are covered in our Civics Course.
August
Oxford and Cambridge applications
September - October
Medicine, Veterinary Science and Dentistry applications, Personal Statements
September - December
All other HE applications
November
Practice interviews
Spring Term
HE and employment interviews
HE and employment offers received and finalised.
Members of staff, in particular the Head of Sixth Form, Mr Fleming and our Careers Advisor, Mrs
Luckhurst, are always available to answer any careers questions.
PE AND GAMES
Wednesday afternoons see two periods devoted to an extensive games programme. Sixth Formers are
required to devote their energies to the major sports of Rugby, Hockey and Cricket with a variety of minor
sports on offer for those not selected for the major sporting teams. A full and demanding midweek and
weekend fixture list operates for the major sports and the school enjoys a hard won reputation on one of the
toughest schoolboy sporting circuits in the country.
The 1st XV Rugby squad are regularly ranked highly in the country and play many of the country's top rugby
schools. Boys are regularly watched by professional club scouts - this has seen some boys gain semi-
professional contracts at National League and Premiership clubs. The squad have full sponsorship deals with
major companies and is run with a very high level of expectation.
Hockey is played at Hawkenbury Astroturf and the Hockey squad train throughout the winter term in
preparation for their season. Again, they play on a very competitive circuit with many of Kent, Sussex and
Surrey's top independent schools featuring on their fixture list. Senior Hockey also has full sponsorship and
the 1st XI and 2
nd XI enjoy a competitive rivalry in training.
The Summer Term sees Cricket played as the major sport. Regular batting clinics are held throughout the
Easter Term in preparation for the season and an extensive programme of development is underway for this
sport. The school is fortunate enough to have two ex- professional cricketers on the staff, and coaching
sessions are of the highest level. Regular fixtures against the MCC, 40 Club and many top school 1st XI's
sees 1st and 2
nd eleven cricket played to a very high level. Tours to the Caribbean run every other year, the
department aims to raise cricket’s profile in the school community.
The school also seeks to involve all its pupils in other sports making full use of the facilities on offer in the
borough and beyond.
Below is a list of some of the sporting options available to senior boys on school sites during the year on
Wednesday afternoons:
Football Basketball Rugby 7's Fitness
Badminton Shooting Fitness Studio Cross Country
Spinning 5-a-side Cross Country
Furthermore, in order to extend the options available to the boys we are also working in partnership with
local organisations to provide the following options:
Kick Boxing and
Self Defence Rowing
Free running /
Parcour
Golf
Tennis Squash Swimming
As well as the inter-school sport competition we also have an extensive inter house competition with
students competing against each other to contribute to the success of their house.
It is the aim of the Physical Education Department to include every student in sporting activities. We
thoroughly believe that a healthy body creates a healthy mind and on our part we aim to deliver as varied a
sporting programme as possible and ensure every student who leaves Skinners’ finds a physical activity he
can take with him to University and beyond.
Mr S Jervis
Head of Physical Education
ART AND DESIGN
EDEXCEL 6AD01(AS) 9AD01(A)
The opportunity for continuing creative activity at Skinners’ on reaching the Sixth Form is as follows:
A or AS Level Art and Design (Unendorsed course).
The course is suitable for students wishing to develop and continue their interest in Art and Design. The students will
work in an art studio exclusively used by the sixth form artists.
They will have their own work areas which they can utilise at any time.
AS Level is the first half of the A Level course and is made up of 2 units:
Unit 1 Art and Design Coursework:
60% of the AS or 30% of the A Level
This unit offers rich opportunities to structure individually led programmes of visual study.
The students will use a variety of materials and processes.
Historical and contemporary artists’ studies will be researched and used to develop personal ideas.
A portfolio of work will be amassed for assessment and an exhibition mounted at the end of the year, open to
all pupils, parents and staff at the school.
Unit 2 Externally Set Assignment:
40% of the AS or 20% of the A Level.
This is work made in response to a theme set by the Edexcel board.
It involves eight-ten weeks preparation and a final piece to be completed in exam conditions in 8 hours.
The requirements and structure of the unit are very similar to the coursework.
This unit of work is also exhibited alongside the coursework.
A Level continues with 2 more units
Unit 3 Art and Design Coursework:
30% of A Level
This unit incorporates two linked elements:
Individually developed practical work, using historical and contemporary artists’ studies as inspiration and
technical developments.
A personal study in the form of an illustrated essay 1500-3000 words
Unit 4 Externally Set Assignment:
20% of A Level.
This unit is similar to the AS exam.
Practical ideas are developed in response to a theme set by the Edexcel board.
Involving eight-ten weeks preparation and a final piece to be completed in exam conditions in 12 hours.
This unit of work is also exhibited alongside the unit 3 coursework and open to all pupils, parents and staff at
the school to view.
General points:-
All of the units are internally marked and externally moderated.
A GCSE in Art at grade A* – B is desirable for entry to Sixth Form Art courses.
Portfolios of visual and written work are required at interview for further education courses in Art and Design.
Mrs F Tappenden
Head of Art and Design
BIOLOGY
In the A level Biology course you will learn more about how the cells and bodies of living things are biochemically
organised to perform life processes and how living things co-exist and interact. You will also learn about human diseases
and how we protect ourselves against them. We hope that you will gain some understanding of the dynamic and exciting
nature of Biology today and an awareness of how much there is yet to be discovered. Biology is a practical subject so you
will develop experimental skills and an understanding of the scientific method, this will be assessed by keeping a portfolio
of practical work which may be moderated externally.
The GCSE Biology course you have studied should have provided a sound foundation for the A Level course. We
recommend that you have reached at least a Grade B at GCSE (A or A* is better) and that you felt comfortable with the
Chemistry you were taught. At A level, Biochemistry is a major component of the course and is fundamental to your
understanding of how biological systems work.
At In Year12 you are likely to be taking four subjects. You may want to take Biology with other sciences and Mathematics
in which case they will support each other. Alternatively, you may be taking other subjects and want to continue with
Biology as a contrasting subject. If you are thinking of taking Biology through to Year13 Level, then it is advantageous to
study some supporting subjects such as Chemistry, Mathematics or Geography.
From Sept 2015 we will follow the new course offered by OCR. This can be taken as a stand-alone AS qualification in
year12 or extended to a full A level over year 12 and 13. Year 12 AS and Year12 A level students will be cotaught as the
subject content is the same, though the assessment of the content will be different.
Content for the whole A level is split into six teaching modules:
Module 1 – Development of practical skills in biology
Module 2 – Foundations in biology
Module 3 – Exchange and transport
Module 4 – Biodiversity, evolution and disease
Module 5 – Communication, homeostasis and energy
Module 6 – Genetics, evolution and ecosystems
At AS level there are 2 papers which can assess any content from modules 1-4
Paper 1 “Breadth in Biology” has 2 sections. Section A is multiple choice questions worth 20 marks and section B
structured questions on theory and practical skills worth 50 marks
Paper 2 “Depth in Biology” is structured questions and extended response questions, covering theory and practical
skills worth 70 marks
At A level there are 3 papers:
Paper1 assesses modules 1, 2, 3 and 5 (Papers 1&2 have multiple choice and structured questions)
Paper 2 assesses modules 1, 2, 4 and 6.
Paper 3 assesses all modules. This has structured questions and extended response questions
There is also a non-exam practical component which is assessed within school
Module 1 covers: Skills of planning, implementing analysis and evaluation of practical investigations
Module 2 covers: Cell structure, Biological molecules, Cell division and Cellular organisation
Module 3 covers: Exchange surfaces, Transport in plants, Transport in animals.
Module 4 covers: Communicable diseases – prevention and the immune system, Biodiversity, Classification and
evolution
Module 5 covers: Communication and homeostasis, Excretion, Neuronal communication, Hormonal
communication, Plant and animal responses, Photosynthesis, Respiration.
Module 6 covers: Cellular control, Inheritance, Manipulating genomes, Cloning and biotechnology,
Ecosystems, Populations and sustainability
An A Level qualification in Biology could prepare you to study Biology or one of the Biological Sciences in Further or
Higher Education. There is a great range of courses on offer, some being quite specialised while others are very broad
allowing you to delay your decision to specialise. Biology at A Level provides a good foundation for courses in medicine,
veterinary medicine, dentistry, animal health, physiology, biochemistry, microbiology, genetics, environmental science,
geography, geology, agriculture, plant science and many others.
Ms R Smith
Head of Biology
BUSINESS STUDIES
AQA 7131/2 From September 2015, we propose to offer the option of studying Business Studies at AS and A level. Pupils will not be allowed to study Economics and Business together. The aims of the Business course are outlined below.
● develop an enthusiasm for studying business
● gain a broad and integrated understanding of business in a range of contexts
● develop a critical understanding of organisations and their ability to meet society’s needs and
wants
● understand that business behaviour can be studied from a range of perspectives
● generate enterprising and creative approaches to business opportunities, problems and issues
● be aware of the ethical dilemmas and responsibilities faced by organisations and individuals
● acquire a range of relevant business and generic skills, including decision making, problem
solving, the challenging of assumptions and critical analysis
● apply numerical skills in a range of business contexts.
In Business, pupils focus on all aspects of the firm and study a substantial amount of case exemplars, including many concerning real world firms and incidents. It is a formal academic course and is recognised by all higher education institutes as a full A level. Previous candidates going on to Oxford and Cambridge have included Business as one of their subjects. Assessment is by final exam only. This AS qualification can be assessed in June near the end of the first year of study. This will consist of two written papers of 1 hour and 30 minutes in length involving data response and essay type questions. In Year 13, students will again study two modules, similar to the above but in considerably more depth: Assessment is by three written exams each of 2 hours.
CHEMISTRY
OCR H032(AS) H432(A LEVEL) from 2015 (specification not yet confirmed)
Reasons for taking Chemistry
An interest in the subject and the desire to learn more about it, and the part it plays in the world about us.
It will also support other subjects such as Biology, Physics, Maths, Geology, and Geography and is an
essential preparation for any medically-based career. It is a useful subject for a general science-based
course.
Course Content
The course builds directly on the work of Years 7 – 11. AS and A level will be two separate entities and
may or may not be taught separately. The course will be linear now rather than modular, and all content
will be examined at the end of Year 13 for A level. The AS examination will take place at the end of Year
12 but will not be linked to the A level qualification. There will be increased mathematical content in
comparison to the current A level specification. The topics covered will include a deeper appreciation of
bonding and structure, and the Periodic Table, and further quantitative work along with Organic
Chemistry in much more depth, energy considerations and calculations. Practical work is assessed as part
of the exams but students will be expected to carry out certain important practical work and will maintain
their own log book of the work they carry out.
Course Requirements
At least an A grade in Chemistry Certificate (IGCSE), together with an interest in the subject and
motivation to do well. A reasonable ability in Mathematics ( GCSE Grade A) and related subjects such as
Physics, is an advantage, as is the ability to think logically and write concisely.
Teaching Organisation
Depending on numbers, there may be two or three teaching sets, and the work will be divided equally
between two teachers.
Practical work, usually performed individually, plays an important part and at least one period will
normally be used in this way each week.
Career Openings with Chemistry
Chemistry is helpful in production industries where purity of materials is important – food, medicines,
and drinks. It is needed for research and development, and as a background for biochemistry, medicine,
dentistry, veterinary science, pharmacy, chemical engineering, fuel technology, agriculture, teaching,
photography. It is also a useful training for prospective lawyers and accountants. The skills learnt in a
Chemistry course, numeracy, problem solving analysis are extremely useful in many management based
careers.
Mrs M Mason
Head of Chemistry
COMPUTER SCIENCE
AQA 1511(AS) 2511(A)
Why study Computer Science?
This specification has been designed for students who wish to go on to higher education courses or
employment where knowledge of Computing would be beneficial. One can study Computing and go on to a
career in medicine, law, business, politics or any type of science. The content of this specification is up to
date as well as shifting the emphasis in the direction of Computer Science and Computation. There is a clear
distinction between this specification and the GCE ICT specification. It has been written to avoid any
overlap of subject content. Students following this specification do not need to have any prior knowledge of
Computing or ICT.
The course is not about learning to use tools or just training in a programming language. Instead the
emphasis is on computational thinking. Computational thinking is a kind of reasoning used by both humans
and machines. Thinking computationally is an important life skill. Thinking computationally means using
abstraction and decomposition. The study of computation is about what can be computed and how to
compute it. Computer Science involves questions that have the potential to change how we view the world.
For example, we may be computing with DNA at some stage in the future, with computer circuits made of
genes. This leads to the question, does the natural world ‘compute’?
Course Content - Year 12
In the AS specification there are two units. COMP 1 is a practical, on-screen, examination which allows
candidates to demonstrate their knowledge of the fundamental principles of the subject, focusing on
programming through a problem-solving scenario using pre-release material. COMP 2 focuses on the
hardware and software aspects of Computing and the social and economic consequences of Computing.
COMP 1 Problem Solving, Programming, Data Representation and Practical Exercise
Candidates must use the examination materials to answer short questions and to
write a program in the examination.
COMP 2 Computer Components, The Stored Program Concept and The Internet
Written examination consisting of compulsory short answer questions.
Course Content - Year 13
The A2 specification builds on the content of AS, with COMP 3 focusing on computational thinking, what
can be computed, programming and problem-solving including communication and networking. COMP 4,
is an internally assessed unit, with candidates required to complete a report on a computer-based
programmed solution to a problem solving exercise of their choice.
COMP 3 Problem Solving, Programming, Operating Systems, Databases and Networking
Written examination consisting of compulsory short and extended answer
questions.
COMP 4 The Computing Practical Project
Report written by the candidate documenting a programmed solution to a real
problem associated with a user whose realistic needs should be taken into account
when specifying, designing and implementing the solution.
2hr On-screen Exam
60% of AS - 30% of A2
1hr Written Exam
40% of AS - 20% of A2
2½hr Written Exam
30% of A2
Coursework
20% of A2
Specific Entry Requirements
You should opt for this course only if you have a genuine interest in ICT and computers and you have
performed well across all your GCSEs, achieving a minimum of Grade B in Mathematics. It would be
helpful if you have studied ICT for GCSE, although prior knowledge is not essential. What is important is
that you enjoy solving problems and using computers as a tool.
Beyond Skinners’
A qualification in Computer Science will provide you with an essential skills-base. Keyboard and computer
skills will be a pre-requisite for most further education or career paths, whatever the field. Should you wish
to follow further education or employment in Computing or ICT you could consider areas such as software
and hardware development, computer systems management, computer networking, communications, web
design, and business management.
Mr N Hubbard
Head of ICT
GCE AS/A LEVEL DESIGN & TECHNOLOGY (PRODUCT DESIGN)
Specification: AQA course code 2550
http://web.aqa.org.uk/qual/gce/dt_product_design_new.php
Product Design provides students with the opportunity to investigate the world of design and manufacture
quality products which solve problems. The successful student will have an enthusiasm for investigating
materials, their properties and how they are worked. The ability to skilfully analyse design situations and
think creatively, are skills which will be developed during the course.
Course Description
The course is delivered through interactive lessons, and focused study time with the manufacture of 3d
artefacts being a key focus. Students will use Computer Aided Design (CAD) software extensively to
generate 2d and 3d design sketches and proposals. Computer Aided Manufacturing equipment (CAM) will
also be used to raise the quality of students’ outcomes and replicate industrial practices. A recent significant
investment in CAD/CAM technology raises provision in this area to a very high level.
Key areas of study include:
Developing an understanding of the physical and mechanical properties in a broad range of materials and
components
The broader issues for the designer including the environmental sustainability of products and their
manufacture
Methods in which materials and components can be manipulated to manufacture products
Health and safety issues relevant to working with materials
Computer aided design (CAD) and computer aided manufacture (CAM)
Ergonomics and anthropometrics, inclusive design, and consumer safety
The life cycle of products including manufacture, use and functional aspects and final disposal.
Classifying materials and identifying, testing and comparing their application to product manufacture
The implications of Health and Safety as an element of design activity
Examination of alternative designs and redesigning existing products
Use of natural resources, materials utilisation, conservation, waste disposal/management, pollution,
recycling
Is this course for me?
If you enjoy creative activities, and applying yourself to solving problems, then YES!
The practical skills and understanding of materials and their properties are particularly useful to many of
today’s ‘in-demand’ career choices. Future areas of study which this course might lead to include:
Product/Industrial design
All branches of engineering, including architecture and surveying
Scientific research
Materials research
Graphic design
It is not essential to have studied Design and Technology at GCSE level, however, students with previous
experience will find it an advantage.
Assessment:
The course is assessed through written examination and coursework (50%). The coursework becomes a key
focus, and students will be progressively challenged to identify real-world problems, then design and
manufacture high quality solutions to satisfy these identified needs.
Self motivation and excellent presentation skills are essential for the product designer; these will be developed
during the course.
Mr R Bee
Acting Head of Design Technology
AS/A2 DRAMA AND THEATRE STUDIES - AQA 2240
Why choose Drama and Theatre Studies? There are many transferable skills rooted in the drama philosophy
that will enable you as an individual to strive for excellence in your future career. At the heart of the course
is the ability to communicate effectively, to not only lead but be able to work in a team; critically examine
and manipulate research, analyse text, debate and discuss.
Students can pursue their interests and develop their skills as both directors and actors. Practical performance
and portfolio assessment make up 40% of the course with the remaining 60% based on written assessment.
The course offers students the freedom to choose both the content and the form of their practical
presentations at each level. At AS, students perform an extract from any play selected to illustrate their
understanding of an influential director, designer, theatre company or other practitioner. At A2, candidates
devise drama on any topic to be performed in a theatrical style of their choice.
The A Level course allows the students to experience a range of opportunities to develop a variety of
dramatic and theatrical skills, enabling them to grow creatively and imaginatively in both devised and
scripted work. As individuals they need to be able to communicate meaning to an audience as well as
engaging them in the dramatic work. All 4 units require the students to make the connections between theory
and practice and the process of text to performance.
The A level course is divided into 4 units as follows:
The structure of AS assessment:
Unit 1 - Live Theatre Production Seen and Prescribed Play 60% of AS (30% of A Level)
Section A – response to live theatre seen during the course.
There will be regular visits to the theatre in order to build a portfolio of reviews and performance analysis in
preparation for this written paper. The student needs to become an informed member of the audience.
Section B – study of one set play from a choice of six. Both published plays for unit 1 and 2 must be varied
in terms of period and genre. Students are also required to understand how each play relates to its historical,
social and cultural context.
Unit 2 – Presentation of an Extract from a Play 40% of AS, (20% of A Level).
A practical performance by a group of an extract from a published play.
The assessment also includes students’ preparatory and development work and supporting notes throughout
the preparation period. This includes focusing, researching and applying the work of at least one influential
director, designer, Theatre Company or other practitioner who has made a significant contribution to theatre
practice.
The structure of A2 assessment:
Unit 3 – Further Prescribed Plays including Pre-Twentieth Century 30% of A Level
This unit involves the study of two further set plays. One of which is pre twentieth century and one of which
is twentieth century or contemporary. The written paper focuses on being able to write from the perspective
of actor, director and designer.
Unit 4 – Presentation of Devised Drama 20% of A Level
A practical performance by a group of devised drama (an original piece of drama created by the students.)
The assessment also includes students’ preparatory and development work and supporting notes throughout
the preparation period.
Facilities
The drama department is situated in The Thomson Theatre. The theatre is a fully equipped multi-purpose
performance space.
Miss C Fenton
Head of Drama
ECONOMICS AQA 7136, (AS, 7135) No prior study of Economics is required. We do ask that you have an interest in contemporary economic affairs and in exploring how the economy impacts on our modern world. The course lays a suitable foundation for further study at higher level of the same or a related subject. In addition, all students will acquire knowledge of the economy and firms which will stand them in good stead irrespective of their choice of career. AIMS 1. Students will develop an understanding of economic concepts and theories through a critical
appreciation of current economic issues. 2. Students will learn to apply concepts and theories and to learn their value in explaining real
world phenomena. 3. Students will acquire a critical appreciation of the workings of the free-market economy.
CONTENT and ASSESSMENT Economics is the study of causes and effects of how society uses resources; the choices we individually and collectively make. The course looks at the major questions in economics, for example, who decides what is to be produced, for whom and for how much – why do inflation and unemployment occur – how much should the state intervene in the economy? Throughout the course much reference is made to contemporary events and students are required to take an active interest in becoming familiar with current affairs and developments. In Year 12, students will study two modules: Microeconomics: the individual, markets and market failure. Macroeconomics: the national economy in a global context. This AS qualification can be assessed in June near the end of the first year of study. This will consist of two written papers of 1 hour and 30 minutes in length involving multiple choice, data response and essay type questions. In Year 13, students will again study two modules, similar to the above but in considerably more depth: Assessment is by three written exams each of 2 hours. Students who are considering pursuing Economics at degree level should consider taking a Maths qualification, certainly at AS Level.
Mr T Walsh
Head of Economics
ENGLISH LITERATURE OCR
Our A level English Literature course aims to develop skills of literary analysis through creative engagement
with a range of prose, poetry and drama texts. At the same time students will gain a deeper understanding of
the heritage and changing traditions of literature in English.
English combines well with many other subjects. History, RE and Modern Foreign languages are particularly
suitable, but it can also be a helpful contrast to scientific, technological and mathematical based subjects.
The English literature qualification prepares you for a diverse range of careers as the training in analytical
skills and discussion is widely seen as excellent preparation for many careers.
A Level Unit title and description
Assessment
method &
weighting
Texts to be studied
Unit 1: Drama and Poetry pre-1900
There are two parts to the exam: Shakespeare and
the comparative study of two heritage texts: one
poetry, one prose. Your study will involve critical
analysis of structure, form as well as consideration
of varying interpretations and context. You will be
encouraged to compare and contrast texts across a
range of works and authors from 1300 – 1900.
2 ½ hour exam
Closed text
60 marks
40% of A level
Shakespeare - one from:
Hamlet
Measure for Measure
The Tempest
&
Drama: A Doll’s House – Ibsen
&
Poetry: Selected Poems - Coleridge
Unit 2: Comparative and contextual study
This unit allows the opportunity to develop an
understanding of literary texts across a genre. Not
only will it provide an appreciation of the cultural
and contextual influences upon readers and writers
but develop skills in practical criticism, through
the analysis of an unseen extract.
2 ½ hour exam
Closed text
60 marks
40% of A level
American Literature 1880 – 1940
The Great Gatsby – F. Scott Fitzgerald
&
The Grapes of Wrath – John Steinbeck
A variety of unseen texts from the genre
and period.
Unit 3: Literature post-1900
Through the study of modern literature, including a
work published after 2000, you will learn to
compare texts and gain confidence in the use of
literary critical concepts and terminology. You will
produce a 1000 essay on a collection of poetry and
a comparative 2000 essay on two texts: a play and
a prose text.
Coursework
1 x 1000 word
essay
&
1 x 2000 word
essay
40 marks
20% of A level
A range of texts are offered, including:
A Clockwork Orange – Anthony Burgess
A Brave New World – Aldous Huxley
Blood Meridian – Cormac McCarthy
Capital – John Lanchester
Jerusalem – Jez Butterworth
Collaborators – John Hodge
A Passage to India – EM Forster
Cry the Beloved Country – Alan Paton
Translations - Brian Friel
We expect to begin the course with Unit 2, exploring 20th Century American Literature. Coursework will straddle
the Lower and Upper Sixth. Unit 1 Drama & Poetry will be taught in the final year.
Please note that due the nature of the new course, we will not be offering an AS level in English.
Further information is available on the OCR website: www.ocr.org.uk. We will be studying English Literature
H472.
Mr J Coltella
Head of English
GEOGRAPHY
AQA 2030
A wide variety of useful skills are developed through the study of Geography. They include skills of
communication, numeracy and graphics, problem solving, data collecting, analysis and the presentation of
statistics, computing, use of instruments, simulations, role play, and social skills. Fieldwork in particular
allows the study of the real world by first hand experience – we have an annual field course in Devon.
Geography integrates a number of subject areas and can be usefully combined with Science or Arts subjects.
It allows the Science specialist to use his/her knowledge in Physical Geography and to develop important
literacy skills, and the Arts specialist to develop important numeracy and graphical skills. Geography avoids
the problems inherent in over-specialisation.
The AQA Examining Board places greater emphasis on the understanding of processes, the skills of
handling, applying and analysing data, the development of judgment and evaluation abilities, than on
acquiring factual knowledge.
In Year 12
Unit 1: (70% of AS)
Core Physical
Rivers, Floods and Management
Coastal Environments/Cold Environments
Core Human
Population Change
Food Supply Issues
2 hour written paper
Unit 2: (30% of AS)
Geographical Skills
1 hour written paper
In Year 13
Unit 3: (30% of A Level)
Contemporary Geographical Issues
Human (World Cities and Contemporary Conflicts and Challenges)
Physical (Plate Tectonics and Associated Hazards, Ecosystems, change and challenge/Weather and Climate
and Associated Hazards)
2 hour 30 written paper
Unit 4: (20% of A Level)
Geography Fieldwork Investigation
1 hour 30 written paper (No project)
Mr T James
Head of Geography
HISTORY A-LEVEL - EDEXCEL
“We can chart our future clearly and wisely only when we know the path which has led to the present.”
-Adlai E. Stevenson (US Ambassador to the United Nations)
Have you ever wondered why England has a monarch and a parliament? Or when the power between them shifted?
Why such a small country as Britain came to control a quarter of the land surface of the earth? Why Russia erupted into
Revolution and how this led to a conflict that divided the entire world? Or how warfare has shaped, and continues to
shape the world around us? If so History is the subject for you.
History is all about trying to answer the BIG questions, but unlike other subjects you are not simply given all the
answers. History is not a subject for those that just like to be told what to think, it challenges your own perceptions and
asks you to formulate your own opinions on the past. For example: Was Britain right to fight in the First World War, or
should we have remained neutral in 1914 and avoided the massive bloodshed that followed? There is no ‘right’ answer
to this question, but it is one of many you will develop an opinion on over the next two years. We will encourage you to
place yourself in the positions of the key decision makers at crucial turning points in history and ask you what you
would have done in their position.
History naturally complements a number of other subjects such as English, Geography, Economics and Politics. But
even for those thinking of taking Science or Maths, the research and analysis skills history promotes is a perfect
complement to your other studies. If you are interested in the subject or simply want to understand your place in the
world including how you can have a role in shaping the future you should consider studying History at A-level.
Content at a glance (the BIG questions):
Throughout the course of your studies you will develop your own answers to the following important questions:
Unit 1 Britain, 1625-1701: Conflict, Revolution and Settlement
Who was most to blame for the outbreak of conflict in 1642, the King or Parliament?
Why did Parliament win the English Civil War?
Why was Charles I executed? And how did this impact upon Britain and its relationship with
the rest of Europe?
Was Oliver Cromwell a democrat or a dictator?
Can Cromwell’s ‘murder’ of men women and children at Drogheda and Wexford be
justified?
Why was the monarchy restored? And how did this change the relationship between King
and Parliament?
How important was religion to the overthrow of James II? And why was the Glorious
Revolution so ‘glorious’?
How did social and religious problems in Britain help lead to the colonisation of America?
Did this period see the birth constitutional Parliament and dawning of the modern world?
Unit 2 Russia in Revolution, 1894-1924
How did the reigns of Tsars Alexander III and Nicholas II and the Russo-Japanese war lead
to the growth of Revolutionary movements in Russia?
What was the impact of the First World War on the February/March revolution of 1917?
To what extent is it fair to say that revolution in Russia would have been impossible without
the First World War?
Why did the Bolshevik seizure of power?
How did the Bolshevik dictatorship evolved? And why did thy win the Russian Civil War?
What were the long term consequences of the Revolution? And how did this revolution in
Russia impact upon the rest of the World?
Unit 3 The Changing Nature of Warfare, 1859-1991: Perceptions and Reality
Why did the North win the American Civil War? And how did developments made during
this conflict impact upon later warfare?
Why did Europe go to War in 1914? And how did this conflict develop into a World War?
How accurate is the poetic view that the First World War was a conflict characterised by
mud, death and ‘lions led by donkey’s’?
What was the key turning point of the Second World War? And to what extent is it fair to
say that it was Russia rather than Britain and America that defeated Hitler in 1945?
Why did the world split into two after the Cold War? And how close did we come to nuclear
disaster between 1945 and 1991?
Is it fair to describe the First Gulf War of 1990-91 as a ‘Just War?’ And how does this
conflict still affect us today?
What factors have influenced the reporting and portrayal of warfare in the press, on
television and in films? Has this changed over time?
How extensively have various governments attempted to gain public support via propaganda,
coercion, the vilification of the enemy? How has this influenced how we see war today?
Unit 4 Coursework: The British Empire 1762-1919
Why did Britain lose the American War of Independence? And what impact (positive as well
as negative) did this have on Britain?
How important was victory over the French in the Napoleonic wars in the early expansion of
the British Empire?
How and why did Britain extent its influence into Australia, Africa and the Far East?
To what extent was British mistreatment of the Indian population responsible for the mutiny
of 1857?
Were the British responsible for ‘war crimes’ against the native population of South Africa?
Did the First World War have a positive or a negative impact upon relations between Britain
and her Empire?
Was the British Empire a force for the good or ill between 1800 and 1914?
Note you will be taught an overview of these topics but will have a choice on what you write your final piece of
coursework on. You may choose to specialise either in a particular country or on a particular theme/event, i.e. the
Indian Mutiny or the Boer War.
Qualifications:
Those who have taken History at GCSE should have obtained at least a grade B, although the department is willing to
consider candidates who have not achieved this or those that did not take GCSE History.
Mr D Clucas
Head of History
MATHEMATICS
EDEXCEL
A Level Mathematics is a much sought after qualification for entry to a wide variety of full-time courses in
Higher Education. An AS in Mathematics is very valuable as a supporting subject to many courses at A Level
and Degree Level, especially in the sciences, computing, engineering, economics, geography, psychology,
sociology and medicine.
To study AS or A Level Mathematics, you should have at least a grade A at GCSE. A capacity for sustained
work is also needed for good success. We follow a modular specification which divides the subject into four
branches:
There is a choice of courses – you may only choose one of these options, but you do not have to make a
decision about Year 13 courses at this point.
Year 12 Year 13
Maths
A level
(1 A level)
Either Core 1 & Core 2 Statistics 1 Core 3 & Core 4 Statistics 2
Or Core 1 & Core 2 Statistics 1 Core 3 & Core 4 Decision 1
Or Core 1 & Core 2 Mechanics 1 Core 3 & Core 4 Mechanics 2
Or Core 1 & Core 2 Mechanics 1 Core 3 & Core 4 Decision 1
Maths and
Further Maths
A levels
(2 A levels)
Core 1 & Core 2
Further Pure 1
3 modules from:
Statistics 1 & 2,
Mechanics 1 & 2,
Decision 1 & 2
Core 3 & Core 4
Further Pure 2
The remaining 3
modules from:
Statistics 1 & 2,
Mechanics 1 & 2,
Decision 1 & 2
Core/Pure Mathematics
When studying pure mathematics at AS and A Level you will be extending your knowledge of such topics as
algebra and trigonometry as well as learning some brand new ideas such as calculus. This is a compulsory
element to the course and is fundamental to all other areas of Maths.
Mechanics
When you study mechanics you will learn how to describe mathematically the motion of objects and how they
respond to forces acting upon them, from cars in the street to satellites revolving around a planet. You will
learn the technique of mathematical modelling; that is, of turning a complicated physical problem into a
simpler one that can be analysed and solved using mathematical methods. This option is suitable for those who
have a strong interest in Physics.
Statistics
When you study statistics you will learn how to analyse and summarise numerical data in order to arrive at
conclusions about it. You will extend the range of probability problems that you started for GCSE by using
the new mathematical techniques studied on the pure mathematics course. You will learn how to decide
whether the results achieved from statistical techniques are significant and gain a deeper understanding of the
information that can be gleaned from data.
Decision Mathematics
You will study a range of methods, or algorithms, which enable computers to be programmed, business to be
managed and profits to be maximised. At the moment it is only available in Year 13.
Further Maths
This is an option available to those boys in the top two sets who have studied the Free Standing Qualification
in Additional Maths. In Year 12 boys will complete an AS Level in Mathematics and a second AS level in
Further Mathematics. In Year 13 students will then go on to complete the A levels in Mathematics and Further
Mathematics. This will result in two A Levels from one option, but there are lessons in addition to the standard
nine every two weeks. It covers all of the three applied options in addition to the core mathematics. This is a
particularly valuable option for those students who wish to study Mathematics, Physics, Engineering or
Computer Science at one of the top universities but is not for everyone. As the pace of work is fast and
there is less teaching time available per module it is suitable only for those who pick up new ideas quickly and
are prepared to put in sustained independent study. You should ask your Mathematics teacher or Mr Bullen
whether this would be a suitable option for you.
The courses involve a study of Core/Pure Mathematics for two thirds of the time together with Mechanics or
Statistics. Three modules are examined after one year for the AS award, and a further three a year later for the
A Level. Each module will be examined by a 90 minute paper. There is no coursework requirement.
Mr J Bullen
Head of Mathematics
MODERN LANGUAGES
WJEC
FRENCH 2191(AS) 3191(A)
GERMAN 2221(AS) 3221(A)
At AS level you will be required to:
Listen to authentic French/German language material and respond to a range of questions.
Read authentic French/German materials and complete a range of exercises, including grammar
exercises.
Write an essay of 200 – 250 words based on one of the topics.
Translate a series of sentences from the reading passages into English.
Discuss two of the topics with an external examiner and answer questions on your interests, your studies
and your plans for the future.
The topic areas that we study during the AS Course are:
(a) Leisure and Lifestyles, including travel and tourism, sport, hobbies, entertainment, customs, traditions,
healthy living – health and nutrition, diet and exercise; unhealthy living - drugs, aids, smoking, alcohol,
etc.
(b) The Individual and Society, including relationships and responsibilities, gender issues, youth culture
(values, peer groups, fashions and trends etc), education, vocational training and future careers.
The AS assessment consists of 2 papers:
Unit 1 Oral: 40% of AS and 20% of A level
Unit 2 Listening, Reading and Writing: 60% of AS and 30% of A level
At A2 you will be required to:
Listen to authentic French/German language material and respond to a range of questions.
Read authentic French/German materials and complete a range of exercises.
Write an essay of 400 words based on a book/film/region.
Translate a short passage from English into French/German.
Give a presentation on a chosen book or film to an external examiner and discuss one of the topics.
The topic areas that we study during the A2 Course are:
(a) Environmental Issues, including technology pollution, global warming, transport, energy, nuclear
energy, renewable energies, conservation, recycling, sustainability.
(b) Social and Political Issues, including the role of the media, racism, immigration social exclusion and
integration, terrorism, world of work (employment, commerce, globalization, etc.),
The A2 assessment consists of 2 papers:
Unit 3 Oral: 20% of A level
Unit 4 Listening Reading and Writing: 30% of A level
Mr P Green
Head of Modern Languages
MUSIC
The new specifications give candidates a wide range of options within each module. This gives scope for strengths or new interests to be explored and an individualised path created for each candidate that will maximise their potential. Good practical skills are an important component of the course, and students need to be well motivated independent learners because Lower and Upper 6th are taught in the same option block. The modules focus on Performing, Composing and Listening as at GCSE but with much more flexibility of approach so that each student can work to his own strengths and thus gain good grades. AS level EDEXCEL Unit 1: 6MU01 Performing 30% Music
AS This unit gives students the opportunities to perform as soloists and/or as part of an ensemble. Teachers and students can choose music in any style. Any instruments or voices are acceptable as part of a five to six minute assessed performance. Notated and/or improvised performances may be submitted. Unit 2: 6MU02 Composing 30% AS This unit encourages students to develop their composition skills leading to the creation of a three-minute piece in response to a chosen brief. Students also write a CD sleeve note to describe aspects of their final composition and explain how other pieces of music have influenced it. Unit 3: 6MU03 Developing Musical Understanding 40% AS This unit focuses on listening to familiar music and understanding how it works. Set works from the anthology provide the focus for the first two sections, through listening and studying scores. It is recommended that students familiarise themselves with each work as a whole, before learning how to identify important musical features and their social and historical context. In the third section, students use a score to identify harmonic and tonal features, and then apply this knowledge in the completion of a short and simple harmony passage for SATB.
A2 Unit 4: 6MU04 Extended Performance 30% A2 This unit gives students the opportunities to extend their performance skills as soloists and/or as part of an ensemble. Teachers and students can choose music in any style. Any instrument(s) and/or voice(s) are acceptable as part of a 12-15 minute assessed performance of a balanced programme of music. Notated and/ or improvised performances may be submitted.
Unit 5: 6MU05 Composition and Technical Study 30% A2 This unit has two sections: composition and technical study. The composition section further develops students’ composition skills, leading to the creation of a final three-minute piece in response to a chosen brief. The technical study section builds on the knowledge and awareness of harmony gained in Unit 3 section C through the medium of pastiche studies. Students must complete two tasks in this unit choosing from either one composition and one technical study or two compositions or two technical studies. Unit 6: 6MU06 Further Musical Understanding 40% A2 This unit focuses on listening to music, familiar and unfamiliar, and understanding how it works. Set works from the anthology, using different selections from those in Unit 3 — provide the focus for much of the unit. It is recommended that students familiarise themselves with each work as a whole, before concentrating on important musical features, context and/or elements of continuity and change. Students will also listen to a wide range of unfamiliar music related to the two compulsory areas of study. They will learn how to compare and contrast pairs of excerpts, contextualise music and identify harmonic and tonal features.
Mr J Hendry Head of Music
AS LEVEL PHYSICAL EDUCATION
Who should choose AS PE?
Students who have a keen interest and have played sport or aspire to play for the school at 1st team level in
their respective sports who play regularly for a clubs outside of school.
The course is split up into 4 units. Units 1 and 2 and studied at AS Level and units 3 and 4 studied at A2
level. The course is assessed through a combination of practical elements and theoretical papers.
AS Unit 1: Participation in Sport and Recreation
Content summary:
The unit content is divided into two sections, with each section outlining the specific knowledge and
understanding required by the student. The first section will develop the student’s knowledge and
understanding of what constitutes a healthy and active lifestyle. Students will investigate how the body
responds and adapts to exercise, the components of physical and skill fitness and different methods of fitness
training. The rationale behind carrying out fitness assessments and the protocols associated with recognised
fitness tests will also be considered. The second section encourages the student to develop their knowledge
and understanding of how competitive sport has developed over time. They will learn how a lifelong
involvement in sport is encouraged.
Content summary:
The fundamental aim of this unit is to engage participants in four tasks. These tasks will offer a framework
of opportunities to develop practical experiences and conduct independent research into the structure,
provision and analysis of physical activity. Students will have the chance to offer two performances from a
choice of three roles (player/participant, leader and official) recording their performance over a period of
time.
A2 Unit 3: Preparation for Optimum Sports Performance
Content summary:
Students will develop a knowledge and understanding of the short- and long-term physiological and
psychological preparations made by elite athletes.
They will consider the short- and long-term technical preparations required, e.g. selection of
appropriate kit and equipment, the use of training camps, different types of ergonomic aids.
A2 Unit 4: The Developing Sports Performer
Content summary:
The tasks undertaken in Unit 2: The Critical Sports Performer lays the foundation for students to specialise
in one practical performance role and progress this performance, and undertake three further tasks. Students
will construct a development plan to further progress their performance as player/participants, leaders or
officials. They will also research one of these roles in an international context, taking in grassroots
participation, elite performance and other factors. Students will then continue to refine their performances in
one chosen role.
Lastly, they will plan their life in physical activity, from the Advanced Subsidiary course to the potential
opportunities and performance structure open to them, thereby outlining a ‘time line’, through school,
college, university, club, veterans and future roles.
AQA PHYSICS A-LEVEL 7408
This is now a terminal exam with all written papers at the end of the two year course.
Paper 1 will test your knowledge and understanding of:
Measurements and their errors, particle physics, radiation, waves, mechanics and materials, electric circuits
and simple harmonic motion.
Paper 2 will test your knowledge and understanding of:
Momentum and circular motion, thermal physics, electric fields, gravitational fields, magnetic fields and
nuclear physics. It will also be assumed that you still have the relevant knowledge of the topics tested in
paper 1.
Paper 3 will test your knowledge and understanding of:
Practical skills, data analysis, ONE of the following optional topics – astrophysics, medical physics,
engineering physics, turning points (a history of significant developments in physics) or electronics.
Papers 1 and 2 are each worth 34% of the A-level, and will consist of short structured questions, longer
written questions and multiple choice questions.
Paper 3 is worth 32%, and consists only of short and long questions. All papers are two hours.
During the course you will develop a portfolio of compulsory practical work as you build up your skills.
There will be questions based on this work in paper 3. There is no longer any practical exam.
Physics is a rewarding but challenging subject with substantial mathematical content. We strongly
recommend that you have at least an A grade in both your physics and maths GCSE, and that if possible you
study Maths at A-level too.
Be aware however that having an A or A* at GCSE is no guarantee of success. To succeed, you need
to be very committed and self-motivated.
The skills of problem solving, analysis and evaluation you will develop as a physicist are in great demand in
the jobs market.
Mrs R Mead
Head of Physics
RELIGIOUS STUDIES – PHILOSOPHY OF RELIGION & RELIGIOUS ETHICS
OCR H172 (AS) H575 (A)
RELIGIOUS STUDIES –
Philosophy of Religion and Ethics (OCR Exam Board)
RS – “Questions answered; answers questioned”
Religious Studies offers a fascinating, intellectual, stimulating and wide ranging syllabus, dealing with
challenging material of past and present concern.
Philosophy of Religion explores the depths of man’s existence and relationship with the metaphysical. It
probes the age-old question of truth or falsity of a divinity. It challenges our perception of reality and
questions the meaningfulness or irrelevance of religious language. Ethics investigates our concepts of right
and wrong, of good and bad behaviour and the factors which influence our absolute or relative morality.
From theory, we pass to practice, applying what we have learnt to current ethical dilemmas. Topics studied
include:
AS
An introduction to Greek thinkers – Aristotle and Plato
God and Existence – you will examine the claims of scholars and philosophers to prove the existence of
God
Religion and Science
Suffering and evil – why is there suffering in this world? Is this compatible with the supposed existence
of a loving God?
The challenge of psychology – Are there other ways of interpreting religious faith?
What do we mean by right and wrong?
Ethical theories
An introduction to the work and ideas of some great philosophers e.g. Aquinas, Mill, Kant.
Medical ethics – the problems of genetic engineering and embryo research; abortion, euthanasia and the
right to a child.
A2
Miracles – do they happen today and how can they be interpreted?
Life after death – an examination of the different views.
Is there such a thing as free will?
Conscience – what is conscience and what does it do?
Environmental Ethics
Sexual Ethics
War, Peace and Justice
The problems with religious language
Religious Studies is ideal for students who love the arts and enjoy debating philosophical, moral and ethical
issues. It is for students who love to read and ponder on life’s deeper issues and share those meaningfully. It
is a fantastic A Level for people of all faiths and none.
The subject is highly suitable for all careers and Further and Higher Education courses where passes in
unspecified subjects are required at A Level.
The syllabus covers many issues - scientific, technological, medical, sexual and overtly religious - all of
which make the course relevant to life and very engaging. The subject will allow you to display an
awareness of the world in which we live and an understanding of the human problems involved.
Mr. Kevin A. O’Brien BA, MA, LLM
Head of Religion and Philosophy
SKINNERS’ LIBRARY
Entering the Sixth Form at Skinners’ to study in depth the subjects of your choice will add a new dimension
to how you study and learn. Greater emphasis will be put on independent research and individual time
management. The Library can help you achieve both of these skills.
Time Management
The Library is open from 8.30am to 4.00pm Monday to Friday and is staffed at all times. As a member of
Sixth Form you are allowed to use the resource during you private study time as a quiet space to research,
study and revise.
The library catalogue is accessed via the computer system which will allow you to identify resources and
their availability quickly. Staff are always happy to help and a photocopying service is offered for items
which cannot be removed from the Library at a cost of 5p per A4 sheet.
Independent Research
Every subject offered in the Sixth Form curriculum is supported by a well stocked section in the Library.
Each Head of Department is regularly invited to review their subject area and asked to suggest titles to
enhance the range offered. This ensures that we can offer relevant, up-to-date resources to support you
research and additional reading.
The fiction section is a rapidly expanding resource offering a wide variety of genre and author. Whilst most
titles are there for your enjoyment during your relaxation time you will find that some offer additional
support in subjects such as History, Philosophy and, of course, English Literature.
To keep you up-to-date with current affairs the Library offers a selection of daily newspapers and a local
paper plus a variety of general interest magazines.
The internet is also available. As an extra service we now offer a range of stationery (paper, pens, files etc)
for sale at low prices.
Usual library rules apply – production of your individual library card is required should you wish to borrow
resources. Fines are charged if items are returned later than the two week allotted period, although extended
loans can be arranged. Damaged or lost items are billed at full replacement cost. The library is a space for
SILENT study.
Skinners’ Library offers you the space and the resources to help you get the best out of your time in the Sixth
Form. We look forward to seeing you there.
Mrs T Weaver & Mrs C Deller
Skinners’ School Librarians