CURRICULUM 2019-21 Sixth Form Contents
General Information Page Introduction 2 Head of Sixth Form’s Letter 3 A Level Reform 4 Subject Structure 5 Subject Options 6 Entry Requirements 7 The UCAS Team 8 Sixth Form Scholarships and Bursaries 9 Careers 10 The Sixth Form Library 11 ICT Provision 11 Additional Learner Support 11
A level Curriculum Options English 13 French 14 German 15 Italian 16 Latin 17 Spanish 18 Mandarin (AS only) 19 Classical Civilisation 20 Economics A (Pure Economics) 21 Geography 22 History 23 Religious Studies: Philosophy and Ethics 24 Psychology 25 Biology 26 Chemistry 27 Design Technology 28 Textiles 29 Physics 30 Physical Education 31 Mathematics 32 Computer Science 33 Art 34 Music 35 Drama and Theatre 36 A Level Enrichment 37
International Baccalaureate Diploma Programme Curriculum Options Page The IB Diploma Programme 41
Group 1: Language A1 English 43 Mother Tongue Language A 44 Group 2: Second Language French B 45 German B 46 Spanish B 47 Latin B 48 Mandarin B 49
Group 3: Individuals and Societies Economics 50 Geography 51 History 52 Philosophy 53 Psychology 54
Group 4: Experimental Sciences Biology 55 Chemistry 56 Physics 57 Group 5: Mathematics Mathematics 58 Group 6: The Arts/Electives Visual Arts 59 Theatre 60
Diploma Programme Core Theory of Knowledge 61 Extended Essay 62 Creativity, Action and Service 63
Sixth Form Life Physical Education 64 Activities 65 Additional Challenges and Opportunities 65 Model United Nations 65 Duke of Edinburgh Award Scheme 66 Service 66 Sixth Form Society and Cultural Activities 67 Leadership Opportunities 68
Results / Leavers’ Destinations A Level Results 70 IB Results 71 Leavers’ Destinations 72 THE ROYAL HIGH SCHOOL, BATH GIRLS’ DAY SCHOOL TRUST
Head Mrs J Duncan, MA, PGCE Academic Deputy Head Mr H Briggs, BA (Hons), MA Pastoral Deputy Head Mrs E Cunningham, MA (Hons), PGCE Head of Sixth Form Mr N Hayward, BA (Hons) Deputy Head of Sixth Form Mr N Evans, BA (Hons) IB Diploma Programme Co-ordinator Ms J Taylor, BSC (Hons) Bio Head of HE Miss C Hendry, BA (Hons) Head of Careers Mrs L Scott, MA, (Hons)
Wednesday 26 September 2018 Sixth Form Information Evening Saturday 22 September 2018 Senior School Open Day Monday 8 October 2018 Bursary Application Deadline (contact Registrar for log in and password to access online GDST bursary applications) Monday 8 October 2018 Deadline for submission for Scholarships Sixth Form Scholarship Examination Music, Drama and Sport Auditions Written Assessments Tuesday 6 November 2018 Scholarship Examinations Monday 26 November 2018 Provisional subjects submitted
1 INTRODUCTION
We are extremely front of you. This booklet provides information for proud of and both prospective A level and IB Diploma students. For those considering A levels, please read the information excited by the on A level exam reform. Take time to consider which development and programme best suits you. Ask yourself about the achievements of type of student you are and give an honest answer! Take advice from staff about the strengths of each our Sixth Form. curriculum in relation to you. We value both academic With outstanding routes equally and we work closely with universities results and a ensuring that all students prosper during the UCAS fine tradition of process. HE success, the Sixth Form is a dynamic, An A level Programme might best suit students who purposeful and happy community in which are clear that they want to focus on a particular study and enthusiasm are cherished, and in curriculum area; this focus may be because of great strengths and/or interests in an area of study for which students develop the skills needed to Higher Education or future careers. be great future global citizens. The IB Diploma might best suit students who want You are now looking ahead to one of the most its wider range of subjects which encourage breadth rewarding, exciting and competitive times in your and depth of learning. It may suit people who prefer a education. It’s also a time when you will need to make greater coursework component in each subject area. a great many choices. The purpose of this booklet is to It certainly suits people who like making connections provide you with some help in making these decisions. between subjects and ideas, while developing time management and critial thinking. Some of you may already be clear in your minds about the path that you want to take in the future It has been another excellent year for our Sixth Form and about the subjects that will help you towards students. Over 53% of grades achieved were A*/A your aspirational goals. For the rest, many decisions grades (or IB equivalent) and 71% scored A*-B remain. Such uncertainty is perfectly understandable grades with a 99% pass rate. This is coupled with but avoidable if you now start talking to staff, taking outstanding International Baccalaureate results; 39 on board their honest advice and doing your own points, 10 points above the world average. Six girls research about the nature of specific subjects. Explore scored 40 points and over, with one achieving the their methods of assessment and where they could maximum of 45 points. lead you or, perhaps more pertinently, what you are ruling out by not pursuing a particular subject. There You will be joining an innovative, dynamic learning is no need to be intimidated by choices and there are community that combines the very best of traditional many people here who are looking forward to helping post 16 teaching with a clear vision of the you make them. independence and decision making ‘know how’ that you need to develop to play a key role in today’s world Most important is that you commit wholeheartedly to and to lead the trends of tomorrow. your chosen programme of education. It may sound clichéd but it’s true – the more you put into a subject, We look forward to welcoming you. the more you get out of it. Don’t let Sixth Form lessons and tutorials pass you by; take part in discussions, Mrs J Duncan follow up ideas, do your research and develop your Head own independent views on the text, topic or task in
2 WELCOME
Joining the Sixth Form is a new beginning in your educational life. As soon as you arrive, you quickly discover what makes it feel different from your earlier experiences studying for GCSEs or IGCSEs. Firstly, the lessons have a new emphasis, with more importance placed on self-study and independent research. Your relationships with your teachers will feel different too. No doubt you will enjoy the discursive basis to many of your lessons as ideas are discussed and debated, with the onus very much on you to offer your own perspective. Class sizes are smaller and there will be periods each day when you are not in lessons and are able to prioritise how to best use your time. You may choose to study over a coffee in the Sixth Form Café or to use the silent space of the well-stocked Sixth Form library to make progress with whatever it is you are working on.
A good Sixth Form should be an inspiring place in which to spend your time. You’ll feel challenged on a regular basis, feeding off the atmosphere of common purpose and academic endeavour. It is a place where you can feel your mind being stretched and your sense of ambition honed. Academically, you will grow in confidence and in terms of pastoral support, our Sixth Form is second to none. The tutor system is based on individualised one-to- one tutorials where your tutor can offer support and guidance when you face difficulties. The ethos and culture here is designed to support you in every possible way so that you are able to flourish in whatever you attempt.
Outside lessons, opportunities abound. If you are interested in working with younger girls, we have a Big Sister mentoring programme. If you are keen on public speaking, come along to debates or take part in the MUN. If leadership interests you, apply to be a Prefect or a Mentor – or Head Girl! As for subject-based clubs, there are many of them throughout the school, from MedSoc if you are interested in pursuing a degree in medicine, to LitLunch where you can discuss contemporary fiction from around the world over a slice of cake. Many girls set up and run their own clubs. And if you really wish to make your mark, join the Ball Committee and help organise the spectacular May Ball which takes place in the summer term.
Above all, the Royal High Sixth Form is a place to grow and develop, academically and socially, and where the girls who are here are at the centre of everything we do.
I look forward to seeing you in the Sixth Form.
Mr N Hayward Head of Sixth Form
3 A LEVEL REFORM
Introduction
As many of you know, there have been major reforms of the A level system taking place in the last few years. For students entering in the Sixth Form in September 2019 all the subjects that we currently offer have been revised and accredited to fit the new, two year linear model.
This will be of great benefit to your daughter as all her subjects will follow a similar structure – two years of teaching followed by exams and coursework submission (in some subjects) at the end of the Upper Sixth. This model will allow us to use all our resources to ensure that your daughter is given the support that she needs to make great strides as a learner who will become a successful undergraduate. To support this development we are also able to offer additional opportunities as part of Sixth Form study which will enrich her learning and give her an edge over candidates when making her university application.
Summary of the recent changes to A level
• A levels are still graded A*-E and the new, reformed, specifications are not designed to be harder than the old AS/A2 model qualifications. • Content of all courses has been updated. • Coursework is part of assessment in some subjects (e.g. English, History, Geography, Art, DT). • In the Sciences, Practical Work will be reported separately on certificates, and will not count in the final grade (although questions about the nature of practical work is now part of the material that students are examined on.) • Greater variety in question types has been introduced – including multiple-choice in some subjects.
The biggest change in the new-style A levels has been the decoupling of AS from A level, to create a standalone qualification. In the new structure, the AS result cannot count towards the full A level grade. To gain an A level, candidates have to take papers covering the whole two year course, all at the end (this is what is meant when the new A level is described as ‘linear’). If they took AS after a year, they would still have to take the full exam, covering all the first year’s work, again.
It is not in the spirit of the current reforms to take AS exams in an A level subject during the Lower Sixth since this will not benefit the student in terms of exam credit, and the study leave and distraction involved loses valuable classroom contact time. Internal exams are taken in the summer term of Year 12, which will give students and teachers a valuable indication of their level of attainment at this stage in the course. This will also help students to make their university subject choices and inform teachers’ judgments about making predicted grades for UCAS.
AS qualifications still exist but as a separate qualification, worth 40% of a full A level on the current UCAS Tariff and these exams cannot count towards A level grades. A number of AS courses are available for students to take alongside their full A level courses as part of our challenging and exciting Enrichment programme. These include Maths, Mandarin, Computing and Photography. These AS courses are taken with fewer fortnightly lessons than a full A level over two years, with exams at the end of Year 13.
4 SUBJECT STRUCTURE
A Level Programme We do recognise, however, that students of exceptional The Sixth Form offers two possible programmes of ability may desire to take up the challenge of a fourth study: A levels or the International Baccalaureate full A Level. If this is the case, please contact the Head Diploma Programme. of Sixth or a member of the curriculum team.
The curriculum model for A levels at the Royal High The curriculum model for A Levels at the Royal High allows students to focus in depth on the subjects they is based on ten hours of lessons per fortnight per wish to take whilst providing additional opportunities subject. This generous allocation is designed to give to develop wider interests and skills that are essential students the scope to study each of their subjects in creating rounded and successful undergraduates in depth while also having the time to develop an and professionals. independent, exploratory approach by reading widely and researching around the subject. In most cases it is advisable to take three full A Level courses. This is because all universities, including To complement academic studies, all students follow Oxbridge and Russell Group universities, make their a programme of lessons in PSHEE ‘Education for Life’, standard offer on the basis of grades in three A UCAS preparation, study skills, enrichment and sport. Levels. Oxford University, for example, has stated “We advise candidates not to spread themselves too Leading on from the study skills course is the thinly across too many subjects, where they may risk opportunity for students to complete the Extended dropping a grade or two in their results. Our offers are Project Qualification (EPQ). Students will also have the made on the basis of exam grades rather than UCAS option to choose an additional two-year qualification Tariff points, so three A*/A grades would be sufficient as way of enriching her experience and educational to meet most conditional offers, but two A*s and two portfolio for university applications. Bs would not.” There is an exception to this rule in the case of a student opting to take Further Maths. Grades are awarded from and A* to E for full A levels.
5 Subject Options A Level (Choose any 3 subjects)
Art French Music Biology Further Mathematics Physics Chemistry Geography Physical Education Classical Civilisation German Psychology Computer Science History Religious Studies – Philosophy & Design Technology Italian Ethics Economics A (Pure Economics) Latin Spanish English Mathematics Theatre Studies
International Baccalaureate Diploma Programme The IB Diploma Programme requires students to choose one subject from six subject areas, three to be studied at Higher Level and three at Standard Level. Higher Level subjects are taught for seven hours 45 minutes per fortnight whilst Standard Level have five hours each fortnight. Lesson time is also allocated to two of the three Core requirements of the programme: Theory of Knowledge (TOK) and Creativity, Action and Service (CAS). The third Core requirement, an Extended Essay (EE) of 4000 words, is launched in the Summer term of the L6th and completed independently in conjunction with a supervisor: each student chooses their own subject and topic.
All courses are taught over two years. Coursework and oral assessment are an integral part of the programme, and the final external examinations are taken in May of the second year.The IB Diploma is graded out of 45 points. A possible 7 points are available for each subject and 3 extra points can be gained through TOK and the Extended Essay. A minimum of 24 points, of which 12 points must be in the HL subjects, is necessary to pass the Diploma. Students who do not achieve this receive a certificate in each subject.
All subjects are offered at SL and HL unless otherwise stated (Choose one subject from each column, three at SL, three at HL)
Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Language A: Second Language Individuals and Experimental Mathematics The Arts and English or Mother Tongue Societies Sciences Electives Literature Language
English French B Geography Biology Maths: Theatre German A History Chemistry Applications and Visual Arts German B Philosophy Physics Interpretation Elective * Spanish B Psychology HL/SL Mandarin B Economics Maths: Analysis Latin B and Approaches Mother Tongue HL/SL Language A (SL)
*Second subject from Group 2, 3 or 4
We try to enable every girl to take her preferred options, whether she chooses to study the IB or A levels. However, not every course combination is possible and we do need a minimum number of students to ensure the viability of courses.
Subjects with a very low uptake of students may only run at either IB or A level, not both.
6 Enrichment Qualification Our aim is to offer our students the richest and most varied educational experience we can. To this end, in addition to their A Level subjects, students study an Enrichment subject which is taught for four hours per fortnight. Most Enrichment subjects lead to an additional qualification, such as a GCSE or an AS Level, enhancing the academic profiles of the students who take them. Enrichment courses run subject to student interest. Enrichment subjects typically include: Sports Engagement Programme Mandarin (AS Level) Government and Politics (AS Level) Mathematics (Further Maths or AS Level Mathematics) Advanced Cookery Photography (AS Level) Computer Science (AS Level) Music Technology (AS Level) ENTRY REQUIREMENTS MAKING YOUR CHOICES
If you are considering joining the Sixth Form, your first Please submit your choices via Firefly by 26th step should be an informal visit to see our Sixth Form November. The option blocks will then be created facilities. You will also meet the Head, Head of Sixth from the subject combinations you have given us. Form and other members of staff, as well as being able Shortly after this we will request final confirmation of to talk to some of our current Sixth Form students. the subjects you wish to take.
Please contact the registrar, Lynda Bevan by email, We will do our best to fit in all your choices but [email protected], or telephone, 01225 313877 occasionally this might not be possible. If you and, of course, you are very welcome to attend one of subsequently change your choices after the timetable our open house events. is made, then you will need to use the existing option blocks and check with the curriculum team, as some Following your first visit, we will arrange an interview courses may be full. You should always feel that you with the Head/Head of Sixth Form. Entry is dependent can talk to us about this and ask our advice. on a minimum of six GCSEs at grades 9-6 (A*-B grades). Candidates are also expected Choosing your Subjects – A level to achieve grades 9-6 (A*, A or B grades) in the Programme subjects they wish to study at A level or at Higher There are certain university courses and career paths Level in the International Baccalaureate Diploma. In (e.g. Medicine) which require specific qualifications addition, students are required to achieve at least a as a condition of entry. Think carefully about the grade 4 in Maths and English Language area(s) you are interested in pursuing and ensure that full course GCSE. For some subjects a B grade or (i) subjects choices required in this area match your above in a related discipline is recommended. academic strengths and, if so, (ii) choose appropriate subjects for this area. You will receive more advice In some subjects, we would recommend continuing to about this in your academic interview with a senior study them only if a grade 7 or higher is achieved at member of staff in the Autumn term. GCSE. More advice will be given about this following results. NB Students wishing to take Music A level Choose subjects which you enjoy and are good at - also need to have Associated Board Grade 4 or above enjoyment is very important due to the depth of study in an instrument or singing. required;
Offers are normally made on the basis of predicted • Choose sensible combinations of subjects grades and school reports, but entrance assessments which allow you to develop and demonstrate may be required in some cases. Some students will a range of skills; be required to take papers to assess their ability in • Consult your teachers about your potential; English, Maths and option subjects. • Think about the qualifications needed for your future career.
7 • Students complete a professional aptitude Choosing your Subjects – IB Diploma survey and are provided with detailed Programme feedback The principle of breadth is built into the IB Diploma • We provide information about Gap years programme but students still need to think carefully • Interview techniques are discussed and about the combinations of subjects that are chosen guidance offered from each group. • Interviews with local careers officers can be arranged In particular, students need to think carefully about • University Admissions Officers give talks to all their choice of subject from Group 6, The Arts and the Lower Sixth and parents at a Higher Electives. Would-be medical students will need Education Evening to opt for a second science. For university courses involving Mathematics, including Physics, Architecture In the Summer Term we focus on making and certain Engineering courses, one of the HL Maths decisions and preparing to apply courses may be required. • We help you to decide where you want to apply and show you how to do so If you have further questions regarding your A Level • We encourage you to attend University open or IB choices please contact me - [email protected]. days, of which up to three may be on a school net . day • We make time available for Work Experience Mr H Briggs Deputy Head (Academic) Most important of all is the fact that we hold three Higher Education days in the Sixth Form. This is unique to our Sixth Form and ensures that every student has the specialist help and guidance they need to help THE UCAS TEAM – them apply for courses they will enjoy, at universities APPLYING TO UNIVERSITY that will suit them.
How we support you • Advice is given on writing the Personal In the Autumn Term of Year 13 most members of Statement and staff show students how to the Sixth Form make their applications for Higher apply to UCAS on-line. Education. This can be a daunting prospect for both • Specialist staff give advice to those students and their parents. At the RHS Sixth Form we contemplating Medicine or Veterinary courses. have an experienced UCAS and Tutor team to support There is also a seminar session and individual and guide you through the application procedure. advice for those considering Oxbridge, We are confident that we are able to offer the best accompanied by informal lunches with former possible help to ensure that your application is students who were successful Oxbridge successful so that you gain the university place for applicants. which you are best suited. • Personal Statements are started at this point and a member of the UCAS and Tutor team This is why our system works so well.... is assigned to offer individual guidance to each We start early! student. In the Autumn and Spring terms of Year 12 we work • Advice is tailored to the needs of IB students with the careers department who prepare you for to ensure a clear understanding of UCAS applying to UCAS: tariffs. • You are shown how to produce a CV and write a letter of application • You are given an individual careers interview The choice of referee – why we are so by a specialist special • Outside speakers talk about a variety of The student is allocated the most appropriate referee careers for their needs: this referee will usually be a subject
8 specialist who knows the student well, or may be And finally…….. a member of staff with experience and expertise in The universities make their decisions. The UCAS team particular applications. Tutors offer guidance at all is available throughout the year to offer guidance stages of the application process. about accepting offers. Should there be any ‘hiccup’ over your examination We aim to complete all Personal Statements in the results in July (IB Diploma) or August (A level) the Summer Term, and to have the bulk of the reference same team is ready to help you find a course which written too. This ensures that students will be able to suits you. concentrate on their A level or IB2 studies once they return after the summer holiday. Students register Our UCAS procedure ensures that every student gets on the UCAS website and start to input their details, the best possible individual help, drawing on the ensuring a speedy application process in the autumn. talents of the whole staff. Because references are written by specialists in their fields your reference will Autumn Term – Year 13 – applying be written by someone who knows what the University through UCAS Admissions tutors require – and by someone who knows you well. We are proud of the help we can offer • After receiving their internal exam grades, you – it represents a genuine partnership between the students complete their personal statements, student, parents and teachers. with the full support of their tutors • References are written, and referees discuss Good Luck with your application! these with the students at one-to-one Miss C Hendry meetings. References are based on reports Head of HE from subject staff and others who are able to support a student: eg. Housemistresses, PE staff, leaders of CAS activities, so that the reference is as full as possible SCHOLARSHIP & FINANCIAL • Students have individual help from the UCAS ASSISTANCE (Bursaries) team during the application process • Anyone likely to face an interview is given Academic Scholarships in Year 12 specialist training in a small-group workshop For entrance into Year 12, both internal and external session students can apply for one of three scholarships: • Medical, Dental and Veterinary applicants, along with Oxbridge applicants, have The STEM Scholarship individual help from specialist members of staff This award recognises a student’s aptitude for Science, to aid them with their applications Technology, Engineering and Maths, and may be • As a result of our early deadlines for the applied for if a student is considering taking A-Levels whole process, students’ applications will in two or more scientific subjects. The students will be reach admissions tutors early – offers are expected to take examination papers in TWO subjects often made early for the more popular courses, of their choice, within this spectrum. and with the enormous increase in the number of applicants expected each year this could be The Arts Scholarship a real advantage This award recognises a student’s aptitude for subjects • Mock interviews are arranged for students such as English, History, Classics, Modern and Ancient likely to be interviewed by their chosen Languages, Religion and Philosophy and Geography universities. These take place before the main and may be applied for if a student is considering university interviews begin so that students taking two or more A-Levels in the arts. The students feel thoroughly prepared will be expected to take examination papers in TWO subjects of their choice, within this spectrum.
9 The IB Scholarship GDST Financial Support (Bursaries) (for those taking the IB Diploma) The Girls’ Day School Trust has an extensive scheme Owing to the holistic nature of the IB Diploma, of financial assistance awards. You are entitled to students will be expected to take THREE examinations apply for a financial assistance to cover the two in a combination of arts/science subjects of their own years in the Sixth Form and this will be awarded on choice. a student’s performance at school combined with an assessment of the family’s financial circumstances. Students must choose TWO subjects from one column This financial assessment is undertaken by the and ONE from the other: GDST’s fees department. In order to be considered for financial assistance, parents will need to complete Block A Block B a full financial assessment. Details can be obtained from the Registrar, Lynda Bevan. English Maths History Biology An application for financial assistance should be French Chemistry made through the Registrar, Miss Bevan, by email at Spanish Physics [email protected] by Monday 8 October German Computer Science 2018. She will give access details to the GDST log-in page. Mandarin Geography Religion and Philosophy CAREERS Latin/Greek Economics As a Sixth Form student, you will have access to a tailored Careers Education and Guidance programme. Year 12 Scholarship applications are submitted in The programme will prepare you for the important October of Year 11 and students are required to submit choices you will be making about your future by a personal statement to support their assessment test. broadening your mind to opportunities and developing your self-awareness. A committee, consisting of the Head of Sixth Form, Head of Academic Extension and Deputy Head Employability and adaptability are cornerstones of (Academic) and chaired by the Head, will assess the programme, as the demands of the labour market candidates’ performance across the papers and make change and evolve. decisions about the allocation of the awards. External candidates’ results will be considered alongside a Higher Education Guidance Scheme school reference. Candidates will take the papers on We are members of Cambridge Occupational Analysis, Tuesday 6 November 2018. which provides various tools to help guide your choices. In January of Year 12, you are invited to use Specialist Awards in Art, Dance, DT, their Centigrade service which will inform your choices Drama, Music and Sport around degree courses. The successful candidates for Specialist Awards will be expected to make a commitment to their chosen Resources subject area throughout their Sixth Form career and to We are constantly building our network of follow the subject through both A level or IB Diploma. professionals, from our alumnae, to our parent They will be expected to take part in concerts, body, our staff to our contacts, to give you access to productions and other extra curricular activities information and experience. We also have digital and appropriate to their subject area. The Art portfolio printed resources to help you explore possibilities: should be submitted by Monday 5 November from Higher Education to entrepreneurial ideas; 2018, and the Academic, Art, Dance, DT, Drama and apprenticeships to gap years. Music and Sport auditions/ interviews will take place in week commencing 5 November 2018.
10 Advice All Year 12s will have an interview with a Governor ICT PROVISION in the Autumn term to hone your interview skills and From September 2019, all Sixth Form students are help you to crystallise your plans beyond Sixth Form. required to bring a laptop or similar device for the Mrs Lu Scott is also available to help you access our duration of their studies at the Royal High School. networks, and offer advice when you need it. She has This can link wirelessly to the school wide network. worked in a number of industries, as well as overseas, Files can be saved to Microsoft Office 365, which and has experience of recruitment. Lu works from automatically backs up files so that important the Sixth Form and is available for Careers advice on coursework should not be lost should the student’s Monday and Wednesday afternoons. device become accidentally lost or damaged. Work Experience We also have a school Portal, called Firefy; a secure, You are encouraged to make use of your networks to password protected, internet site where e-mails and arrange work experience to help inform your choices, files can be accessed from any computer with internet and in preparation for Higher Education. Please let access. us know if you need support with this, as we are continually making new contacts.
Careers Experience Courses ADDITIONAL LEARNER These short courses are run by major employers in the UK, usually in the Christmas, Easter and summer SUPPORT holidays. They can provide an excellent insight into There is a dedicated department to provide for the careers in specific industries or specialisms. needs of any student that requires additional help. This includes overseas students for whom English is Mrs L Scott an Additional Language (EAL), as well as students Head of Careers diagnosed with additional learning needs. Depending on the level of support required, some support services may incur an additional cost. THE SIXTH FORM LIBRARY We have a Learning Support Co-ordinator who The Sixth Form has a dedicated Senior Library based can provide guidance in study skills to support an on the first floor of the Winfield Centre. This attractive, individual student’s needs. We also have a full-time modern facility holds approximately 4000 subject EAL teacher who provides specialist tuition. There is specific books to serve the IB and A Level courses, a weekly EAL Group Discussion for new Sixth Form together with a range of newspapers, specialist students who need to build their confidence and magazines and DVD’s. All students are automatically fluency, plus additional English lessons to support enrolled as Library users to enable full use of these academic subjects or prepare for IELTS as required. facilities and the online databases. Whilst the Main Library is still open to Sixth Form students, the Sixth Form Library offers a dedicated study area at the heart of the Winfield Centre, available 8am – 5.30pm weekdays. The Library is also used as a meeting or seminar room for guest visits or weekly activities such as the English Department’s ‘Lit. Lunch’.
11 CURRICULUM OPTIONS ENGLISH
“I write to see myself, to set the darkness echoing”
Seamus Heaney
COURSE OUTLINE Whatever texts we choose, you can be sure that they will fascinate and challenge you. You will be offered a rich diet of Edexcel ideas with lessons centring around discussions where we will explore the texts from different angles and perspectives. As The two-year A Level offers you the chance to explore English always, our aim will be to develop your ability to think critically Literature in all its diversity. You will encounter a wide range of and to express yourself with confidence and flair. texts, all the way from the rumbustious bawdiness of Chaucer’s ‘The Wife of Bath’ to the haunting strangeness of some The English Department is central to the vibrant cultural life of contemporary fiction. You will explore modern novels such as the school. Trips to the theatre run frequently and debating and Khaled Hosseini’s ‘A Thousand Splendid Suns’, a wonderfully public speaking are a regular fixture of Sixth Form life. Students powerful account of female experience in modern Afghanistan, also participate in editing the school magazine. Every Friday and Margaret Atwood’s ‘The Handmaid’s Tale’, a disturbing lunchtime LitLunch sessions are held in the Sixth Form library depiction of a dystopian society. Alongside these modern – a great way of broadening horizons and sharing ideas while classics, you will study older works such as Mary Shelley’s winding down over a slice of cake. The English Department ‘Frankenstein’ or Thomas Hardy’s ‘Tess of the D’Urbervilles’. is famously supportive and approachable and we will do Drama figures strongly too, with plays such as Shakespeare’s everything we can to help you achieve your full potential. ‘Hamlet’ or ‘King Lear’ as well as works by other authors such as Marlowe’s ‘Doctor Faustus’, the story of an ambitious necromancer who makes a famous pact with the devil. At the heart of the course is a superb collection of modern poetry which we will read and study as we work our way through the course. There is also a coursework component which we will tackle in the spring and summer terms of Year 12: you will have the chance to compare two texts on a similar theme, exploring your own ideas about the characters and language.
So what is an A Level lesson like? Clearly, A Level lessons can take a myriad of directions but a typical one might begin with the text in question from which a passage or scene may be read and explored. Debate and discussion is vitally “I studied English at A Level first and foremost important because it enables a work to be seen from a variety because I enjoy reading and talking about books. of perspectives. As teachers, we always seek to elicit your contributions and to hear your views, so try to be brave and The course has also helped me develop my essay- speak up. When you express your opinions in class it helps you writing skills and my ability to express my ideas develop academically too – you are learning to see ideas three- clearly and cogently - a really valuable skill for dimensionally and to explore them from different angles. later life. What I loved most though were the discussions and debates, with everyone getting Whatever you opt for, if you have an enquiring mind and enjoy passionately involved in exploring what they reading and discussion, this is the perfect choice for you. thought about the characters or ideas in the book they were studying.”
13 FRENCH
“Liberté, égalité, fraternité.”
COURSE OUTLINE Modern linguists are in high demand because of the analytical and communication skills developed through learning a AQA language. The presentations that you will be required to give in class, for example, will be good training for the workplace. At A Level you will be building upon the skills learnt and Apart from the more obvious careers in interpreting, translating developed at IGCSE – listening, speaking, reading and writing and teaching, French students and graduates are highly sought – but the topics will be more contemporary and more relevant after in the fields of business, banking, accountancy and the to your age, experience and interests and therefore more law. engaging and motivating. Learning a language takes you beyond the classroom and into You will increase your knowledge of countries where French the way of life of another nation. French culture is so rich and is spoken through the study of the language in its cultural, varied. You will learn about French art, music, literature and literary and social context. cinema. There will be opportunities to read poetry and listen to songs, and even to write some of your own, if you wish. There You will be assessed on speaking, reading, listening and will be films to watch, perhaps as a backdrop to the literary translation which will be based on the areas of study. For the texts under discussion. writing you will produce essays related to stimulating films and literary texts. Of course, there will also be the chance to spend time in France through study visits – the best way to improve your spoken The A-level topics cover current trends (for example French and gain an in-depth understanding of contemporary cybersociety), current issues such as; positive features of a French society. diverse society, aspects of culture (contemporary music, cinema etc.), and aspects of political life, a very contemporary topic.
You will have an additional lesson each week, in which you will work on your spoken French with our conversation teacher, and prepare for the oral tests.
“Studying French at A Level has been invigorating, enlightening and more than anything, fun. From learning about French culture to reading French literature, the A-level course has enabled me to gain an insight into such a fascinating country.”
14 GERMAN
“He who does not know foreign languages does not know anything about his own”
Johann Wolfgang von Goethe
COURSE OUTLINE As a linguist a huge array of career options is open to you.
AQA German is the most widely spoken language in Europe with 110 million speakers. German speaking nations are at the In Year 1 of the course and then at a more sophisticated forefront of design, environmental and scientific technology. level in Year 2, you will be building upon the skills learnt and German can be combined with many other subjects at university developed at iGCSE, becoming more proficient at listening, allowing students to develop their linguistic and vocational speaking, reading and writing. skills simultaneously.
Year 1 and 2 of the course will allow you to extend your Recent leavers have gone on to study German and Law, German knowledge of the language. Many topics are covered. For and History, German and French. The transferable skills of example youth culture (music, fashion), the family, the effects linguists make them highly sought after across all professions; of communication technology, festivals and traditions, aspects including banking, business, accounting, the media, travel and of multiculturalism in German speaking countries, aspects of tourism. On average, languages graduates earn 8% more than the artistic and political culture in the target language countries their peers. such as German reunification and its consequences. We believe it is essential for students to experience the An exciting and rewarding part of the course is the study of a German language and culture at first hand. All students are film and literature, both of which will give you insights into the given the opportunity to take part in the German exchange trip target language culture. to Münster where they follow a tailor-made programme.
By the end of the course you will feel confident about speaking, There may also be the opportunity to participate in a language writing and understanding German. In addition you will have visit to Berlin during the A level course, visiting a language gained an insight into Germany, Switzerland and Austria, their school and experiencing the fascinating city of Berlin. people, language and culture. Taking German at A level will give you the potential to pursue it at a higher level, possibly Students are encouraged to use German in a wide range of with another subject. contexts. All our audio material is available in MP3 format on the school intranet and can be accessed at any time for independent work. In addition we have an extensive selection of DVDs and music CDs available to students to encourage “Taking German at A Level allowed me to broaden students to widen their experience and understanding of my horizons, both culturally and academically. German culture. It’s hard work, but definitely worth it for the satisfaction of when everything falls into place. Having the chance to study German literature has also been a brilliant opportunity. German in the Sixth Form has been exciting, academically rigorous, but most of all a lot of fun.” “There is no greater feeling than getting a sentence in German right”.
15 ITALIAN
“Poca favilla gran fiamma seconda” A great flame follows a little spark
Dante Alighieri
COURSE OUTLINE Why study Italian? Italian is an important language for people in business, the Edexcel arts, technology and many professions. It is useful if you are planning careers in art history, music, linguistics, education and Italian A Level is offered to those who have already taken international relations. Italy is a world leader in the culinary arts, GCSE/IGCSE Italian. interior design, fashion, graphic design, etc. If you are planning a career in one of those fields, you will benefit from knowing The A Level course focuses on language acquisition and Italian. Art historians need Italian. According to UNESCO over knowledge of Italian culture (changes in Italian society; politics 60 per cent of the world’s art treasures are found in Italy. and culture of the Italian speaking countries/communities; Italy: immigration, migration and the gap between North & South, Italian language, literature, history, and culture have been a and history from the fascist era to the present day). During source of admiration and study for many writers from Chaucer your A Level course you will have to take part in a presentation and Shakespeare to E.M. Forster, and so many other writers and discussion in Italian based on your independent research around the world. Italian is a language of poetry and music, project and related to the Italian-speaking cultural and social which allows you to read and study great works by Dante, context. Petrarch, Boccaccio, Machiavelli, Pirandello, Calvino and others in the original language. We run many supporting clubs and activities, which all provide extra opportunities to develop language skills, pronunciation You will have the opportunity to practise your spoken skills in and knowledge of Italian culture. At this level, these activities the weekly conversation lessons conducted by a native Italian include the Key Stage Three Italian club and Key Stage four and speaker and during the Italian lessons. five Italian film club. We believe that visiting the place the native language is spoken is an essential part of learning languages. We advise going on a course in a language school in Italy, staying with a host family and attending lessons in Italian language and other cultural aspects.
16 LATIN ‘’Loca sunt temperatoria quam in Gallia”
“The weather is better here than that in France” (Caesar)
COURSE OUTLINE Students with a qualification in Latin stand out to universities and employers alike and it is a superb basis for any career. OCR (H443) Armed with numerous transferable skills and a deep appreciation of our western civilisation’s heritage, Latin can Latin will help your ability to think cogently as well as to write lead you to politics, journalism, the media, law and medicine with clarity, conviction and panache. It underpins the study of to name just a few possible careers. other modern foreign languages, such as French, Italian and Spanish, whilst broadening your vocabulary in English and Latin is all around us and its study will give you a deeper developing your critical thinking skills. Through analysis of understanding of the modern world through a study of its the language, Latin is a perfect complement to scientific and cultural and linguistic roots. Several successful media figures mathematical studies, as well as standing proud in its own from JK Rowling to Tom Hiddleston were inspired by their right. study of ancient languages and have found that the treasures of the ancient world have paid them richly in their adult lives. The study of Latin in the Sixth Form allows for greater insight The study of Latin is not just a step along the career path, but into the rich and varied culture of ancient Rome through the a gift that will stay with you forever. study of its diverse literature. The language component of the examination involves the translation and comprehension of Latin not only sharpens the brain and delights the soul, but unseen passages of Latin from a number of different authors, there are also several opportunities for study beyond the which will build upon your previous knowledge. The literature classroom. Typical experiences include study days in the UK, components of the course will involve translation and stylistic theatre trips and author visits, as well as residential trips which appreciation of both prose and verse set texts, by such famous are offered further afield to Italy and Greece. authors as Cicero, Tacitus, Virgil and Ovid, whose influence live on today. By studying such a variety of authors, you will come Classical Greek is also available for those who have studied to appreciate some of the finest classical literature and have a the course to GCSE. Further information is available from the deeper understanding of its cultural context. Classics Department.
“It intrigues me to discover just how much Latin benefits my use of the English language as well as the other modern foreign languages that I study”
17 SPANISH
“Too much sanity may be madness and the maddest of all, to see life as it is and not as it should be”
Miguel de Cervantes
COURSE OUTLINE Apart from all the jobs that use languages directly (travel, teaching, interpreting/translating, business, politics, law, AQA development - the list is long) the other skills that you develop are directly transferable in other areas. These skills include The Spanish A Level course enables students to develop their communication, flexibility, global awareness and a rigorous linguistic skills alongside their understanding of the culture and detailed approach to study, among others. Don’t forget and society of the countries where Spainish is spoken. You will that learning Spanish opens up huge possibilities for travel and study the following topics in the context of the Hispanic world: business in Spain, South America and Central America as well as in some important areas in the USA. • Technological and social change, for example social media and equal rights In the Spanish department we believe that going to a country • Highlights of Hispanic artistic culture, including a focus where Spanish is the native language is an essential part of the on Spanish regional identity and the cultural heritage of course. We advise going on a course in a language school in past civilisations, for example the Inca civilisation Spain and staying with a host family. • Aspects of the diverse political landscape of the Hispanic world, for example Latin American We take every opportunity to get involved in Spanish or Latin dictatorships American cultural activities such as Art exhibitions, theatre • The influence of the past on present-day Hispanic performances and film. We have 3 native speakers in the communities department who inspire our students and ensure that language skills are of the highest order. In Year 1 you will study a film and in Year 2 we will read a novel. This will enhance your language skills and give you an insight into the target language culture. You will also research a topic of your choice and discuss this in the oral assessment.
By the end of the course you will be able to speak Spanish with confidence and fluency, and be able to use your language skills at a high level, for example in the workplace, at further study in higher education or on a placement year abroad as part of a degree course.
The A Level examination consists of 3 components. Component “I chose Spanish because it’s a fun and challenging 1 assesses listening, reading and writing skills. In component 2 subject. Knowledge of a foreign language is a you will write about the film and novel that you have studied. great life skill that is very attractive to employers.” Component 3 is the oral assessment. “Spanish is one of the most widely spoken languages in the world, so learning it opens up a lot of doors. Spanish culture is fascinating and being fluent in a second language is definitely a valuable skill.”
18 MANDARIN
“Learning without thinking begets ignorance.Thinking without learning is dangerous.”
Confucius Lun Yu Chapter 2
COURSE OUTLINE Edexcel (AS only - Offered in the Enrichment Block)
At AS, the course builds on what you have studied at GCSE and develops your skills in using Mandarin, as well as giving you an insight into Mandarin speaking cultures and societies. The syllabus is based on contemporary topics which you will find useful for work, higher education and for personal use. The AS There are about a billion of Chinese native speakers and Level will give you a solid grounding in the language skills and the country is opening up. As described by The Independent, knowledge of contemporary society. Listening and speaking Chinese is the language of the future, with huge untapped play a major role and a lot of work is done around vocabulary markets and the need for Western people speaking this building and the acquisition of grammar. The course covers language is increasing year by year. Modern Languages are a a variety of topics which include youth culture and concerns, useful asset in life and increase employment prospects at all lifestyle, health and fitness, the world around us, education, levels. The study of a language facilitates travel and increases employment, and Chinese family structure. the enjoyment derived in the country where the language is spoken.
19 CLASSICAL CIVILISATION “One of the very first theatres in Western civilisation was a festival in Athens. And they had a competition, a bit like the X Factor. Playwrights came together and competed for who had the best play. And they were dedicated to Dionysus, and Dionysus was... I guess he was the god of performing. Without him, there’d be no actors.” Tom Hiddleston
COURSE OUTLINE Classicists learn skills which both universities and employers value – they are independent thinkers, analytical, good at OCR (H408) problem-solving and articulate. Employers know that Classicists can think and write clearly and that they appreciate the value Classical Civilisation is open to all students. You do not need of other cultures and communities. to have studied GCSE Latin, Greek or Classical Civilisation. It offers you the opportunity to explore the literature, art, history, Classics does not lead directly to any one career, so it lets you politics and culture of the ancient world. keep your options open. You could become a best-selling author like J K Rowling, a journalist like Martha Kearney, an actor like If you enjoy History or English literature or Religion and Tom Hiddleston, a musician like Chris Martin or a scholar like Philosophy, then you can be confident that you will be well Mary Beard. The possibilities are endless and Classics has an suited to this course. excellent graduate employment rate. You will study some ancient literature in translation, giving you the chance to explore and discuss fascinating texts with At RHS, you will be encouraged to extend your study beyond universal themes of love, loss, destiny and betrayal. You will the class room, through attending lectures and educational also study visual and archaeological sources including a visits. There is the opportunity to visit classical sites locally range of Greek art and architecture, beautiful in itself and the and residential trips are also offered further afield to Italy and inspiration for later cultures. Greece. Over the two year course, you will study: • Homer’s Odyssey and Virgil’s Aeneid (2hr 20min paper) • Greek Theatre (1hr 45min paper) • Greek Religion (1hr 45min paper)
“Rome is ingrained in our political, cultural and literary traditions, and ways of thinking. It is a fair bet that there has not been a single day since 19BCE when someone somewhere has not been reading Virgil’s Aeneid” - Mary Beard
“Classical Civilisation allows me to engage with the earliest literature, highly complementing my study of English literature, which so often refers to the work of the classical period. The chance to study Greek sculpture and pottery provides me with an interesting and different challenge.”
20 PURE ECONOMICS A ECONOMICS
“A bank is a place where they lend you an umbrella in fair weather and ask for it back when it begins to rain.”
Robert Frost (1874-1963)
COURSE OUTLINE Economics is an ideal subject if you want to study PPE, Economics, Politics, Philosophy, Accountancy, Management, Edexcel International Relations, work in the City or Law, be an entrepreneur, a journalist or a civil servant. Economics Economics is a subject of interest to anyone who likes current complements both arts and science subjects. Those who are affairs and is concerned about global issues such as poverty, most suited to Economics are able to communicate their economic development or the environment. Economics is in the ideas in words and numbers, so you need to be literate and news every day, as countries all over the world continue to reasonably numerate. If you find Mathematics difficult then you come to terms with the aftermath of the Credit Crunch and the might find some Economics tricky to follow. Most Economics global recession. degrees require A Level Mathematics.
Economics at A Level will develop your knowledge and All our students enjoy the close relationship we have with the understanding of how a modern economy works and University of Bath’s Economics Society and benefit from working the options available to the government when trying to with lecturers and undergraduates in school. Our students also improve its performance. How can we increase growth, attend a day long Economics Forum at the university meeting reduce unemployment, prevent inflation, provide an efficient and listening to leading economists. healthcare service and tackle traffic congestion? These are some of the problems that you will examine in this fascinating We will be visiting a major company as part of the course. and challenging subject. This year we went to the Jaguar factory in Birmingham to see at first hand what a world class production plant is like, and how the company retains its edge in a ferociously competitive market.
“I chose Economics at A Level because it is a subject that encompasses all that I am passionate about. I have always been interested in current affairs and studying Economics at this level has just enforced this interest. I have decided to continue studying it along with Politics at university because, after gaining an insight into economies and how they work, I am hungry to learn more.”
21 GEOGRAPHY
“Without Geography you are nowhere”
Mr Heath
COURSE OUTLINE Geography is one of those subjects that you will find yourself using in so many ways in the future. These will range from Educas simply having a better understanding of current affairs, to utilising your map work, research and communication skills The Geography A Level course is a two year linear programme. in almost any career choice. Directly related careers include environmental science research, town planning and overseas It contains a mixture of human and physical geography units. development work. However, most employers will value your Physical topics include the study of Earthquakes and volcanoes. world understanding as well as your sophisticated analytical There is a choice of studying coasts or glacial processes. We skills, demonstrated through tasks like your fieldwork project. also examine the water and carbon cycles and their effects on Geographers leave Higher Education to work in many fields the world around us. Finally we look at climatic hazards such including international finance, marketing, public relations and as hurricanes and tornadoes. journalism.
The human topics cover the changes and pressures affecting The Geography department runs a residential fieldtrip in South cities, and also rural areas, in different countries. We learn Wales specifically for the sixth form groups. We will undertake about how global oceans are managed and looked after. We a total of four days fieldwork across the two years, which discuss the emotions and complexity of migration issues. We will partly contribute to your personal investigation. We run look at issues relating to our use of energy resources and how international trips to such places as Iceland, Morocco and the sustainable our actions are. Azores.
In addition to the three written examination units, students We teach students to use sophisticated computer mapping and will also undertake a personal investigation based on fieldwork analytical software (GIS) to examine spatial relationships. We data collection. This research and the report produced is an are recognised as an Esri Centre of Excellence in GIS education. excellent preparation for university skills. Our department was also awarded the Royal Geographical Society Ordnance Survey Award for Excellence in Secondary The course will develop skills in essay writing and structured Education in 2015, and has also won a Pearson Silver Teaching responses. It will enhance spatial literacy and understanding Award. of very topical issues in the world around you. It is a useful preparation for many aspects of future life and study. In 2016, our department was awarded the prestigious ‘Centre of Excellence’ status by the Geographical Association.
“It gives me insights into different cultures and different geographical areas across the globe. It helps develop an understanding of how everything on our planet is critically interlinked”
22 HISTORY
“To remain ignorant of what happened before you were born is to remain always a child.”
Cicero
COURSE OUTLINE Coursework (OCR Y100: 20%) Using the skills developed across their other papers, students OCR select a topic to research and write a 4,000 word essay. This must evaluate both varied historical interpretations of the past The three examined units all centre on Revolutions: potent and conflicting contemporary evidence in order to reach a clear ideas of liberty and equality which challenged British rule over judgement. America and then crossed the Atlantic to pose serious questions to the British constitution and continued to reverberate through Europe, arguably culminating in the February Revolution in History is the gateway to many professional careers: law, Russia in 1917. journalism and the media, politics and the Civil Service.
American Revolution 1740-1796 (OCR Y212: Academic careers, such as teaching in schools or universities 15%) and research fellowships, are also possibilities. The industry We study why and how American Independence was achieved. offers innumerable openings: historical sites, tours and retail. Starting with understanding the nature of colonialism, students study enlightenment thought and the concepts of liberty Other careers requiring analytical and communication skills – and freedom in order to understand how these challenged such as medicine and banking – also value students who have British ideas of government and rule. The concept of historical studied A Level History. significance is explored in depth. Students are given the opportunity to attend external lectures Britain in the Age of Revolution 1783-1850 and field trips. (OCR Y110: 25%) Complementing the American unit we explore the challenges that a rapidly industrialising society posed to the political establishment. Specifically, we look at how the Government reacted to the ‘Age of Revolutions’ and their approach to political and social reform. Students are assessed through the critical analysis of contemporary sources and evaluative essays.
Russia and its Rulers 1855-1964 (OCR Y318: 40%) A thematic approach is crucial to this substantial paper that explores changes and continuities from Tsarist to Communist regimes. The revolutions of 1917 form a watershed but through analysis of Russian society, economy and governments, students will appreciate why Stalin can be called ‘The Red Tsar’. Asssessment requires students to grapple with historians’ varied interpretations of events as well write synoptic essays that cover the entire 100 year period. “History is not only interesting because of the topics we cover, but also because of the relevance it has to today. I love it!”
23 RELIGIOUS STUDIES:
“The problem with the world is that fools are so certain of themselves, and wise people so full of doubts.”
Bertrand Russell
COURSE OUTLINE Religious Studies at A Level allows you to be introduced to an academic approach to Philosophy and Theology through a set OCR of topics which build upon what you have done at GCSE. It can also be studied ‘from scratch’ by someone who has never The new A Level in Religious Studies offers an exciting range done GCSE Religious Studies. The main emphasis throughout of areas of study. Whilst keeping the popular elements of the course is to develop a reasoned argument. This means Philosophy and Ethics, it also adds the opportunity to look that you will be encouraged to think for yourself; look for flaws at developments in the thought of one religion. We offer in arguments; and come to conclusions about the success or Developments in Christian Thought, which complements the failure of theories. Neither belief in a religion, nor lack of belief, other two modules. Each of the three components carries equal is a necessity for this course. You need to have an open mind weight in the end of course examinations. and a desire to study people’s beliefs in depth and to examine your own ideas. Philosophy of Religion • Ancient philosophical influences Religious Studies is a well-established subject at A Level and • The nature of the soul, mind and body at university. It is recognised as an academic subject by the • Arguments about the existence or non-existence of God universities, and one which equips students with critical and • Religious experience analytical skills. The subject leads to all sorts of careers in the • The problem of evil arts, law, journalism, politics, languages. It helps with people- • Ideas about the nature of God centred careers and medical ethical decisions. But most of all • Issues in religious language. it teaches you to think and question and argue logically and coherently. Religion and Ethics • Normative ethical theories: Religious Studies helps you to confront two things we humans o Natural Law do with our minds: we have big ideas (theory) and we work o Utilitarianism out how best to let these influence our lives (practice). The o Kant three units in each year of the A Level course are designed to • Applied ethics: help you examine both of these mental processes. It can be o Euthanasia an exciting journey for anyone who wants ‘big thoughts’ and o Business ethics ‘hands on’ practicality. Not one or the other, but both. o Sexual ethics • Ethical language and thought • Debates about conscience
Developments in Christian Thought “I chose Religion and Philosophy because I wanted • Ideas of human nature: free will, death and the afterlife to take a subject which was thought-provoking, • The Nature of God: Creator and Incarnation new and different.” • Christian ethical theory, and action: Bonhoeffer • Christianity in modern society: “The best bit about studying Religion and o Feminist theology o Liberation Theology Philosophy is the ability to really explore o The challenge of Secularism: Freud and Dawkins arguments and debate.”
24 PSYCHOLOGY “Everything about others which irritates us, can lead us to a greater understanding of ourselves”
Carl Jung
COURSE OUTLINE Psychology is the scientific study of human behaviour and the mind. The aim of the Psychology course is to encourage AQA students to develop a sense of wonder about the behaviour of the people they come across in day to day life. By examining Year 1: research that relates to everyday issues and events pupils will • Social influence (e.g. conformity, obedience and naturally become curious about themselves and the world they minority influence) live in. • Memory (e.g. models of memory, explanations for forgetting) Students are invited to listen to outside speakers which in the • Attachment (e.g. explanations of attachment, types of past have included a Clinical and Forensic Psychologist from attachment) the University of Bath. • Biopsychology (e.g. the nervous system and the function of the endocrine system) We encourage students to join the British Psychological • Psychopathology (e.g. explanations and treatments of Society and attend the Psychology Society which is run by the phobias and depression) department. During these sessions students meet to discuss • Approaches in Psychology extra-curricular research, hold debates, take part in experiments • Research methods, scientific processes, and techniques and watch documentaries. for data handling and analysis. Psychology is accepted by Universities and Colleges for Year 2: appropriate courses. Previous students have progressed to • Biopsychology (e.g. biological rhythms, localisation of study a degree in Psychology, Applied Psychology and Business function of the brain) management, Sociology and Criminology. Current students are • Issues and debates in Psychology (e.g. gender and planning to pursue careers in Clinical Psychology. It will also culture, free will and determinism, the ethical benefit you if you choose a profession in Teaching, Police, Law, implications of research) Health Care and Social Services. • Inferential statistics You will need to be able to handle scientific concepts, to be Students will also study the following three options numerical and have good writing skills. Useful subjects are • Relationships (e.g. virtual relationships in social Biology, Maths and English. media, theories of romantic relationships) • Eating behaviour (e.g. biological and psychological explanations of anorexia nervosa and obesity) • Forensic Psychology (e.g. biological explanations of offender behaviour, offender profiling) “It is a valuable subject to give you a greater insight into the human mind, and why we behave the way we do.”
“It is interesting to learn about the reasoning behind everyday behaviours, as well as unusual behaviours”
25 BIOLOGY
“Nature does nothing uselessly”
Aristotle
COURSE OUTLINE There are many career paths you can follow having studied Biology, including research, health care, veterinary science, Edexcel education, environmental management and conservation. There are also many careers available which combine Biology The Biology B specification is a concept-based course that with other fields, such as biochemistry, biophysics and combines the teaching of traditional elements and more becoming increasingly important biotechnology, molecular modern biological ideas. The course requires students to biology and forensic science. Still maintaining a biological analyse, interpret and evaluate a range of scientific information, interest you could move into fields such as politics and policy, ideas and evidence using their knowledge, understanding and business and industry and economics. Bioinformatics and skills. To demonstrate knowledge students recall, describe and computational biology are options which involve applying define as appropriate. To demonstrate understanding, they mathematical techniques to solve biological problems, such explain ideas, use their knowledge to apply, analyse, interpret as modelling ecosystem processes and gene sequencing. and evaluate. Each topic begins with an overview of the wider biological context. Practical skills are reported separately for the full A level as a competence for Science Practical Endorsement this is based The A Level is divided into 10 topics: on a series of sixteen core practicals throughout the course. 1. Biological molecules Students will be expected to keep a record of these practicals. 2. Cells, Viruses and the Reproduction of Living Things The assessment outcomes will be reported separately on the 3. Classification and Biodiversity students certificates as either “pass“ or “fail” The practical 4. Exchange and Transport skills will build on those acquired during IGCSE with students 5. Energy for Biological Processes being able for example to use appropriate apparatus including 6. Microbiology and Pathogens microscopes. The application and evaluation of practical skills 7. Modern Genetics and data are assessed in the written examination papers. 8. Origins of Genetic Variation 9. Control Systems Whilst dissection work is not compulsory, you are given the 10. Ecosystems opportunity to participate in dissections as an optional activity. This can be very helpful in consolidating your anatomical All ten topics are examined in three papers: knowledge. Paper 1 covering topics 1-7 Paper 2 covering topics 1-4 and 8-10 Paper 3 covering topics 1-10 with particular emphasis on synoptic questions and those targeting the conceptual and theoretical understanding of experimental methods.
“It is really interesting learning about the human body and how things work in it in more depth”
“Biology is not only intellectually stimulating but it’s fun too”
26 CHEMISTRY “Chemistry is a subject of global impact. Every new material produced and every medicine synthesised has its roots in Chemistry and the talents and ingenuity of Chemists.”
COURSE OUTLINE Chemists are highly valued scientists, providing expertise in the fields of medicine, veterinary science, pharmacy, dentistry, AQA chemical engineering, polymer science, materials science and many other disciplines. For all of these employment areas Chemistry is studied in three main branches: advanced higher education training is required. Entry to such courses invariably demands A Level Chemistry as an essential • Physical Chemistry – the understanding of how qualification. chemistry works • Organic Chemistry – the study of compounds Chemistry will expand your thinking and help you develop containing carbon (the chemistry of life) sophisticated models of some abstract processes and structures. • Inorganic Chemistry – the study of the elements It will train you to sort and analyse data, communicating the and patterns in the Periodic Table outcomes using appropriate scientific language. This is a tremendously valuable skill which is well regarded no matter In Year 1 you will be given a solid grounding in foundation what course of study is pursued beyond A Level. Chemistry. You will develop your GCSE understanding of the reactivity of atoms and molecules and gain an understanding of A Level Chemistry is a challenging and rewarding course of atomic and molecular structure. The construction and patterns study, which requires absolute commitment to make a success of the Periodic Table is considered and organic chemistry is of the subject. The calculations aspect of the course requires a introduced. good Mathematical grounding from GCSE.
In Year 2 you gain a deeper knowledge and understanding There are many opportunities to get involved in additional of the three branches of Chemistry. Paper 1 assesses bonding, activities. Why not come along to the Sixth Form Science energetics, equilibria, redox and inorganic chemistry, while Society, help out with the KS3 Science Club, or offer to mentor Paper 2 assesses kinetics and organic chemistry. The third paper a younger student in their studies. For potential medics and assesses practical skills, data handling and a synopsis of all the vets we run a Medical Society for you to meet, discuss and theoretical content. All three papers are 2 hours long. There debate the requirements of your chosen careers. Many students is also a practical endorsement of some of the experiments subscribe to Chemistry Review for extra reading. carried out through the course.
“Chemistry is an exciting subject, which provides answers to the secrets of the natural world.”
27 DESIGN TECHNOLOGY
“640K ought to be enough for anybody”
Bill Gates in 1981
COURSE OUTLINE Careers Product Designer Textiles Fashion Designer AQA Graphic Designer Theatre Costume Designer Architect Retail Manager The course contains content which will jump into science and Industrial Designer Production Management maths giving contextual understanding and application, this Creative Director Civil/Structural/Architectual will reflect 15% of the examination content. Core technical Engineer, Teacher Engineering knowledge of design principles, technical manufacture, and TV and Film Set Designer materials will form the basis of the remaining theoretical content. The course is taught in a linear format with both examination The Royal High Technology department is fully equipped with papers taken on completion of the second year. all modern manufacturing machinery required to make and prototype most products. With twin head 3D printers, 40W Examination Paper 1 - 2.5 hrs - 30% metal tube laser and a full sized 4 axis CNC router, whether you Mixture of short and extended responses choose to prototype fully with CADCAM or more traditionally Technical principles in the fully equipped modern workshop you have fantastic opportunities. The department is stocked with a wide variety of Examination Paper 2 - 1.5 hrs - 20% materials and resources and of course the expertise to help you Mixture of short and extended responses access the equipment. Product analysis Commercial Manufacture Students are encouraged to participate fully in the department and we really try to encourage the “can do and the more Extended Coursework Design and Make - 50% you put in and the more you get out” attitude to learning. Students own design context A-Level students can access the department facility outside of lesson time so long as a member of staff is present. Students Studying A-Level Product Design is an opportunity to satisfy are encouraged to engage in activities beyond the curriculum your creative appetite combined with a healthy serving of which might involve competitions, enterprise or enrichment academic rigour. The course provides a thought provoking activities. qualification giving students the theoretical knowledge, confidence and practical skill to succeed in any number of careers. Students will develop their intellectual curiosity about the design and manufacture of products. They will investigate historical, social, environmental and economic influence on design, whilst enjoying opportunities to put their learning in to practice by creating innovative solutions to realistic design contexts. “Design Technology is the one subject which cohesively makes use of information and knowledge I have learnt in other curriculum areas. The opportunities for design are endless and only limited by my own imagination.”
28 TEXTILES
“Design is not for philosophy, it’s for life”
Issey Miyake
COURSE OUTLINE Assessments
AQA Non-exam assessment (NEA) • Substantial design and make task This new creative and thought-provoking qualification gives 45 hours students the practical skills, theoretical knowledge and 100 marks confidence to succeed in a number of careers. Especially those 50% of A-level in the creative industries. Evidence: Written or digital design portfolio and photographic evidence of final prototype They will investigate historical, social, cultural, environmental and economic influences on design and technology, whilst Paper 1 Paper 2 enjoying opportunities to put their learning in to practice by Written exam: 2 hours Written exam: 2 hours producing products of their choice. 100 marks 25% of A Level 25% of A-Level Section A: Product Students will gain a real understanding of what it means to Analysis (40 Marks) be a designer, alongside the knowledge and skills sought by Section B: Commercial higher education and employers. Manufacture (60 Marks)
This qualification is linear which means that students will sit all Exams consist of short answer, multiple choice and extended their exams and submit all their non-exam assessment at the response questions. end of the course.
Careers Fashion Design, Photographer Production and Manufacture Writer Fashion Promotion/Publicity Fashion Merchandising Textile Design, Research, Buyer Production, Marketing Theatrical Costuming Marketing and Sales Wardrobe Designer Advertising and Promotion Educators - Teacher, Media Work College/University Lecturer Editor Freelancing and Consulting Illustrator
“Textiles are not just a pleasure to look at, they are a marvel to be experienced with all five senses.”
29 PHYSICS
“We especially need imagination in science. Question everything.”
Maria Mitchell (1818 – 1889), First professional woman astronomer in the US
COURSE OUTLINE Although there are some obvious careers that follow from studying Physics such as Architecture or Engineering, there are AQA also a huge number of other types of employment that benefit from knowledge of topics such as electricity, thermal physics, The topics that you will study in your first year are: Measurements and mechanics. Employers are also keen on the analytical and and their errors, Particles and radiation, Waves, Mechanics, problem solving skills that Physics students learn as part of Materials and Electricity. their education.
In the second year of the course you will study the following There simply are not enough people with Physics based degrees topics, and an option topic: Further mechanics, Thermal physics, to fill all the job vacancies and as a result, companies offer Fields and Nuclear physics. excellent salaries to attract the best candidates.
The option topic will be chosen from the following: Astrophysics, In alternate years, a trip to CERN in Geneva takes place for Medical physics, Engineering physics, Turning points in physics all physics students in Years 12 and 13. The trip will enhance and Electronics. your understanding of the particle physics module and enable you to see the cutting edge science being undertaken by a The decision as to which option topic will be studied will be collaboration of over 700 scientists. based upon the teaching strengths of the teachers and the interests of each class. If you like a challenge, you can take part in the British Physics Olympiad, which is a national physics competition that is All of the topics you study will be examined in 3 papers at the designed to test your knowledge and understanding with end of the course, which will include a variety of assessment stimulating questions, and which will enable you to see the styles. real-world problem-solving potential of Physics. You can also participate in the HiSPARC project, which is a collaborative Throughout the course you will undertake practical activities research project with Bristol and Birmingham Universities to link theory to reality and to develop essential practical skills. to measure and investigate cosmic rays with extremely high These skills will be formally assessed by your teachers and the energy. assessment will lead to a practical endorsement at the end of your course. If you are particularly interested in pursuing engineering as a career, there is the possibility of undertaking either A level physics will give you the opportunity to study and think an Engineering Education Scheme project or a National about the world around us, the world inside us and the world Engineering Competition project about how engineers can beyond us. You will also find out how discoveries that have solve the challenges of the 21st century. been made in Physics are applied by innovators and inventors to improve our lives. “Physics is diverse and challenging, Physics can deal with things that matter to ordinary people, and commands respect from employers!”
Sian Bethan, environmental physicist
30 PHYSICAL EDUCATION
“The difference between the impossible and the possible, lies in a person’s determination.”
Tommy Lasorda
COURSE OUTLINE The practical component of the course (worth 30% of your final grade) is assessed internally, with external moderation. AQA You will be assessed in your performance in 1 sport, either as a coach or as a player/performer (15%) you should therefore be The A level PE course is assessed through 2 written papers and participating regularly in this sport at club and/or representative a practical moderation at the end of Year 13. Whilst GCSE PE level. You will also analyse and evaluate your performance is advantageous, there is no requirement to have studied PE through a verbal or written presentation (15%). previously as long as students are highly motivated and are regular participants in club sport. The broad nature of A Level Physical Education allows students to pursue a variety of university courses. Popular routes into The theoretical component of the course (worth 70% of your Higher Education include Sport Science, Technology in Sport, final grade) will be taught across the 2 years with the following Sport and Business, Teaching, Sports Development and being the expected split: Management. Additional degree choices include Physiotherapy, Chiropractic Care and Psychology, although students have Year 1: Applied anatomy and physiology, skill acquisition, also gone on to read areas such as Biology at their chosen sport and society, exercise physiology, biomechanics, sports university. Past students have gone on to study Sports Science psychology and the role of technology in sport. at a range of Russell Group Universities and Loughborough and Bath, which are regarded as the top universities for those Year 2: Builds on the concepts covered in Year 1 and includes subject choices. energy systems, memory, injury prevention and rehabilitation, projectile motion, fluid mechanics, sport psychology and A Level PE is seen by higher education establishments as a technology. scientific subjects but equally one that provides valuable personal qualities that sees students settle quickly into The main focus of Year 1 is participation in sport, whereas the University life. We are proud of our academic results from our focus in Year 2 shifts towards the elite performer. small cohorts of dedicated students. Over the past 3 years all students have achieved A*-C grades at A Level demonstrating our students desire to study the subject at a high level.
A Level students at RHSB excel in their chosen Sports and are supported by staff to achieve their goals. They are encouraged to participate in sport both within and outside of school to the highest possible standard.
“PE has allowed me to gain an understanding of many areas of sport from important historical events, such as the Berlin Olympics, to learning how different energy systems are used during exercise. “
31 MATHEMATICS
“Mathematics is the language with which God has written the universe”
Galileo
COURSE OUTLINE Many careers require you to have an A Level in Mathematics, or highly recommend it: Engineering, Economics, Operations Edexcel research, Accountancy, Environmental Science, Finance, Insurance, Software design, Social planning, Medicinal trials, The full A Level is a two-year linear course, with 66% of the Aviation, Construction, Design, Veterinary Science, Medicine, content dedicated to Pure Maths. This will cover Algebra and Risk Analysis, Programmer, to name but a few. For those not Coordinate Geometry, and you will learn the intricacies of opting for an obviously Mathematical career, it is still an option Trigonometry and Calculus, and be introduced to Logarithms. which shows employers that your mind works logically and As you progress into Year 13, you will take this learning further that you have a breadth to your education. Employers love to develop skills in Calculus so that you can solve differential candidates who are highly numerate. equations and find volumes by rotating functions about the x or y axis. You will also be introduced to Vectors and further We encourage girls to engage in the wider applications of Series Expansions. The remaining 34% will be divided between Mathematics, and in the past have organised trips to the Maths the two applied topics of Mechanics and Statistics. Mechanics In Action lectures in London, and to the Maths Inspiration explores forces and their effect on the world. The Statistics topic talks in Cardiff and Bristol. As a member of the Further Maths includes Probability, Correlation and Normal Distributions. Network we are up to date on local opportunities to engage in activities and lectures organised by the Universities of Bristol You can opt to take Further Mathematics as an As or full A and Bath. The Senior Maths Challenge is always fully supported Level. Here you will move at a faster pace through the Pure by our students and we have a record of success in the regional Maths and will take the Applied elements to a higher level. finals of the Senior Team Maths Challenge. The Pure content will be at least 30% of this AS level and at least 50% of the full A Level. The remainder comprises options which could be yet more Pure content, additional Mechanics or Statistics, or could introduce the field of Decision Maths, which looks at Optimisation Problems and Algorithms, and is linked closely with Computer Science. Further Maths is a good choice if you want to do Maths, Physics or Engineering at University, or if you just love Maths!
“Doing Maths has given me much more confidence in my other subjects. It has helped my sciences and taught me how to approach problems logically“
32 COMPUTER SCIENCE
“We need to prepare students for a world we cannot see and jobs that don’t yet exist”
COURSE OUTLINE Girls’ schools who offer A level in Computer Science are rare. We are proud to be able to offer this increasingly popular OCR subject to enable girls to compete equally in a technical world.
The structure of this course involves two written papers For those wishing to pursue the subject at university, the A Level of 2½ hours each, one to include the theory of computer is a fantastic introduction and along with a good mathematics architecture, software development and data, and the other grade, will allow students to get to top universities. to focus on problem solving and programming. In addition there is a programming project where students demonstrate Several universities are now also offering fully sponsored the skills they have learned by creating a system using a real degrees and there are many degree apprenticeships available life scenario from start to finish, including planning, designing, with organisations such as GCHQ, Facebook, Accenture and programming, testing and documentation. the BBC.
The course provides students with the opportunity to explore Girls interested in careers in other subjects can still benefit in depth the machines we all use every day and take for from taking A Level Computer Science, as technology pervades granted – from the cloud to the smartphone in your pocket. the modern workplace, and those who understand how these Topics covered will include understanding how computers systems work will have the edge. are networked to exchange data over wide areas such as the internet, learning how to create databases which are the Extra-curricular backbone of many popular applications such as Facebook, and There are opportunities to take part in national competitions scripting web pages in HTML, CSS and JavaScript. such as the BEBRAS computational thinking challenge and cybersecurity events. There is an active Digital Leaders program Whilst it is helpful to have studied GCSE Computer Science or in the school as well as outreach sessions for younger children. to have some prior experience with programming, this course Whilst it is not expected, A level students have lots of chances does not have any pre-requisites and can be successfully to help out with digital events to enhance their CVs and UCAS studied by anyone with an interest in the subject. A good applications. It may also be possible to arrange work experience foundation in Maths is beneficial, as well as an ability to think in local tech companies, during the summer holidays at the end logically to solve problems. of Year 12.
“I believe computers are the future of every job and I also think it’s quite cool to be studying Computer Science“ Current Student
33 ART
“No art, no literature are worth anything at all unless they send one back to life with a renewed desire to taste it and to live it”
Arthur Christopher Benson
COURSE OUTLINE There are a number of career options if you choose to study Art and Design. The normal route is to, on completion of your AQA specification A A Levels, complete a foundation course at Art School. Then you specialise in your chosen area, be it fashion, photography, We follow the AQA syllabus in Art and specialise in Fine Art. graphic design etc. You can also go on to study History of Art. This gives every student who joins this course the opportunity to work as she wishes towards her own artistic aspirations. You could be a painter. You could work in television or web We work in a number of media but believe very strongly in design. You could work within the fashion industry. You could drawing and it being the very foundation of all studies in Art. work within advertising or the film industry. There is also There are opportunities to develop your studies in a number interior design. of areas; including sculpture, printmaking, painting and lens based media. If you are truly creative you will find your way into a rewarding artistic environment, where you can express your talents.
As teaching staff we are all practising artists who believe very strongly in the value of art in our society and how it can enrich ones life. We endeavour to develop a working environment where students feel secure enough to develop their own ideas; where they can be brave in their experimentation.
The Art School houses four professional working studios, an Art Library and facilities for print making, sculpture and lens based media. The department also offers opportunities to visit galleries abroad with a biennial trip to New York and trips in the UK to events like the Frieze Fair and other major galleries.
“The Art School is an inspirational environment. There are no creative limits to what you can achieve.”
34 MUSIC
“Music is enough for a lifetime, but a lifetime is not enough for music”
COURSE OUTLINE Professional work is available in many aspects of industry (TV/ radio, Audio Engineering, Recording Engineering, Software Pearson Edexcel Development, sound environments including the Internet, games and programming), besides a wide range and variety Music A Level relies on students completing three ifferent of teaching, music therapy, librarianship, music arranging components; performance, composition and appraising. and composition, including for films and the theatre. In a competitive but very lucrative world, performers can shine for Performing - 30% of the qualification several decades!
Students are asked to produce a live recital performance of one Music A Level is taught by the Director of Music. However, a or more pieces of minimum Grade 6 standard. The recital must great deal of support is available from a team of over 20 visiting last at least 8 minutes in length and students have the option instrumental teachers who offer tuition in all instruments. These to perform either as a soloist or as part of an esemble. teachers help students to develop their skills as solo performers and also enable them to take part in the many musical activities Composition - 30% of the qualification run in the school, from the Wind Band to Swing Band and our many choirs. Involvement in these groups not only adds gloss Over the two-year course, students explore a range of to a UCAS form but can also be used as an accredited skill for compositional techniques using professional standard Duke of Edinburgh awards. software. In total, they must complete two compositions - one must be either from the set briefs relating to the Areas of Study Why not make sense of your enthusiasm for music and all or a free composition lasting a minumum of four minutes in that practice over the years and gain a very useful and highly- duration. The other composition must be from a list of briefs regarded qualification? assessng specific compositional techniques, such as Two- part counterpoint, Arrangement, Bach Chorale writing and remixing. The combined timing of both submissions must be a minumum of six minutes.
Appraising - 40% of the qualification
At the end of the course, students have to complete a two- hour written paper based on the 18 set works studied and the application of knowledge to unfamiliar pieces of music. In total, there are six different Areas of Study which cover the “I enjoy making the music come alive through full spectrum of music; Vocal Music (AOS1), Instrumental Music performing” (AOS2), Music for Film (AOS3), Popular Music and Jazz (AOS4), Fusions (AOS5), and New Directions (AOS6). This broad range “Studying Music for A Level broadens my cultural of music allows students to compare and contrast music and experience” to put it in a social and historical context, alongside its place in a world of continuity and change. “It’s interesting to learn about the evolution of music”
35 DRAMA AND THEATRE
“Art is not a mirror with which to reflect reality but a hammer with which to shape it.”
Bertolt Brecht
COURSE OUTLINE Alongside course study, Sixth Form Drama students are offered the opportunity to watch some of the best live performances WJEC EDUQAS in various theatres around the country and the chance to work with visiting theatre companies. They are also encouraged to This highly practical specification provides learners with the participate in school productions and to take on responsibilities opportunity to work as either performers and/or designers on such as running performance groups. three different performances. This is an exciting, rigorous and dynamic course. Overall students will study 5 different texts, Theatre Studies students have gone on to pursue a range of and assessments vary from live performance, portfolios and careers in such fields as: Law; Medicine; Teaching; Advertising; written exams. Students are able to submit acting or technical PR; Logistics; Events Management; Theatre; etc. Top business pieces for examinations. and finance firms appreciate Drama and Theatre students for their inherent leadership, problem-solving, and people Component 1: Theatre Workshop (20%) management competencies. Many of our students have been Learners participate in the creation, development and awarded places at illustrious universities including those of the performance of: Russell Group and Oxbridge. • One reinterpretation of an extract from a text, using the working methods and techniques of either an influential theatre practitioner or a recognised theatre company.
Students will also complete a creative log that justifies and explains their ideas for performance
Component 2: Text in Action (40%) Learners participate in the creation, development and performance of: • One devised piece using the working methods and techniques of a second different influential theatre practitioner or recognised theatre company • One extract from a text in a contrasting style to the devised performance.
Component 3: Text in Performance (40%) Learners explore: • Two complete performance texts from different historical periods • One extract from a third contrasting text. “Theatre can help us build our future, rather In Components 1 and 2 learners are given the opportunity to than just waiting for it; it is a rehearsal for the develop performing and/or design skills as appropriate to their revolution.” - Augusto Boal interests. 36 Enrichment
37 Enrichment
Girls are offered a rich, diverse curriculum.
Alongside their A Level subjects, girls also take a fourth ‘Enrichment’ subject, designed to complement and broaden their learning. The range of ‘Enrichment’ subjects varies from year to year but currently comprise: Computer Science (AS), Further Maths (A Level), Photography (AS), Government and Politics (AS), Sports Leaders, Advanced Cookery, and Music Technology (AS).
EXTENDED PROJECT QUALIFICATION (EPQ) The Extended Project Qualification provides an excellent opportunity for our A Level students to develop their study skills and to research a topic that interests them. The course comprises an introduction into important skills such as research and referencing, followed by the opportunity to undertake an independent research project based on a topic of the student’s choice. All students are assigned a supervisor with whom they meet regularly for academic support and guidance. The project itself may take one of two formats: • A 5000-word essay • The production of an artefact accompanied by a 1500-word statement
All students will chart their progress in a Logbook which encourages personal reflection, and therefore a key benefit of the qualification is that students emerge with a better understanding of their own learning style.
The EPQ is undertaken in its entirety in Year 12 and is worth the equivalent of half an A Level in terms of its UCAS tariff points. It is very highly respected by Russell group universities, many of which provide students with ‘staggered’ offers, for example AAA OR AAB with an A at EPQ. The EPQ is popular with universities because it shows genuine interest in learning, researching and working independently; all key indicators that a student is likely to make a success of university life! It also provides students with excellent material for the UCAS personal statement.
PSHEE - ‘Education for Life’ The PSHEE programme, which runs for an hour a fortnight, ensures that students engage in considering the wellbeing and safety of themselves and society. It fosters the values of respect and tolerance that make for healthy relationships and communities. We often invite outside speakers from business and industry and from our alumnae network, to present to the students on a range of topics including:
• Career topics, interview and presentation skills, leadership skills, communications skills, online profiles and working with charities for example. • We also look to develop first aid awareness, well-woman issues, relationships, drugs and alcohol and finance.
38 Music Technology (AS) Contact: Mr Mark Bradbury [email protected] The AS Music Technology course is designed to develop a broad range of skills including project management, appraising and analysis, creativity and imagination. Students will be able to progress to undergraduate study in music technology, sound production, sound engineering and many other courses requiring a similar skill set.
• Students will develop finely tuned listening skills • The study of music technology eras and styles will enrich their listening and broaden their understanding. • Assessing production skills in an exam emulates real world contexts and skills. • The maths and scientific elements complement the creative and technical.
Over the year, students will complete four different components; Recording (20% coursework), Technology based composition (20% coursework), Listening and analysing (25% Exam), Producing and analysing (35% Exam/Practical).
Government and Politics (GCSE) Contact: Mrs Harriet Pagnamenta [email protected] This course is designed primarily to introduce students to the principles and practice of the British political system. Emphasis is placed on the major issues and party political debates arising from the British system, with a comparison to other political systems. Students entering the course should have an interest in current political affairs, and be prepared to read a quality daily newspaper (Independent, Times, Telegraph, Guardian). The course is examined in the form of short answers, essays and documentary analysis. We study the workings of democracy and political institutions in the AS such as Parliament, the Prime Minister and Cabinet, the electoral system, devolution, political parties, the Judiciary.
Advanced Cookery Course Contact: Mrs Victoria Hurley [email protected] This comprehensive and exciting introduction to advanced cooking will give you a thorough understanding of culinary techniques, and the chance to explore the science behind them. With training in how recipes work, time management, menu planning, food presentation, food safety and hygiene, pupils will gain a solid practical foundation as well as an impressive repertoire that will enable them to cook confidently, either independently or in a group.
As well as learning an essential toolbox of cooking skills, students will learn to cook a range of delicious recipes from around the world. The course promotes a positive attitude towards food and students will be trained in healthy eating and adapting recipes for a balanced lifestyle. They will learn how to buy and store food sensibly, be taught store cupboard recipes and creative uses for leftovers, and be given an introduction to wine.
By the end of this 5 term course, whether going on to fend for themselves at university, cook for friends and family or cook professionally, your students will have developed the skills, knowledge, confidence and enthusiasm to enjoy a lifelong love of food and cooking.
With demonstrations from guest speakers and chefs from local restaurants, you will learn essential skills and preparation of interesting and adaptable dishes. You will cover; healthy food choices – balanced meals and menu planning, how to buy and store local and seasonal foods, using up leftovers, time management, hygiene and food safety, and lots of practical cooking skills. You will gain a certificate in Food Safety in Catering Level 2, and a school based certification listing skills covered.
39 Sports Engagement Programme Contact: Miss Natalie Hannah [email protected] The Sports Engagement Programme works with girls to develop skills that will allow them to lead groups of people in sport and other activities. The programme teaches valuable leadership skills such as organisation, planning, communication and teamwork through the medium of sport. Photography (AS) Contact: Mr Graeme Preedy [email protected] Students will be introduced to a variety of experiences that explore a range of photographic media, techniques and processes. They will be made aware of both traditional and new technologies.
Students will be encouraged to explore relevant images, artefacts and resources relating to a range of art, craft and design from the past and from recent times, including European and non-European examples.
Students will use sketchbooks/workbooks/journals to underpin their work where appropriate. They may wish to develop their drawing skills in order to produce storyboards, thumbnail sketches and/or diagrams, where appropriate.
This promises to be an engaging and enriching course, where a genuine interest in Photography can be developed to such a point that each image or series of images created can become both informed and meaningful.
Mandarin (AS or GCSE) Contact: Mrs Yuanrong Liu [email protected] Please see the Mandarin A Level page to gain an overview of the benefits of studying Mandarin. Please discuss course options with Miss Liu.
Mathematics (Further Maths or AS Level Mathematics) Contact: Mr Craig Graham [email protected] We offer GCSE Resit, Mathematics AS, and Further Mathematics A Level (Full A Level)
Please note that for all Mathematics courses you may refer directly to the sixth form curriculum booklet that was distributed on the Sixth Form Open Evening last term.
Computer Science (AS) Contact: Mrs Kelly Lycett [email protected] Computer Science is a practical subject where students can apply the academic principles learned in the classroom to real- world systems. It’s an intensely creative subject that combines invention and excitement, and can look at the natural world through a digital prism.
This course is suited to those who would enjoy finding out more about the technical world around them. Students sit two written papers in the second year of the course: ‘Computing Principles’ and ‘Algorithms and Problem Solving’.
It opens up doors to further study, especially if taken alongside Maths and Further Maths. There is no need to have studied GCSE in this subject but a strong problem solving ability and logical thinking go a long way. There is no coursework-style assessment and so detailed programming knowledge is not required, rather an ability to use computational thinking to creatively solve problems. There is a huge gender bias in this subject and we are proud to be able to encourage girls to believe that this subject that they can excel in.
40 International Baccalaureate Diploma Programme THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME The International Baccalaureate Diploma Programme is an internationally recognised qualification, accepted by universities across the world. It has an holistic approach to sixth form education, with the student at the very centre. The key attributes developed during the course, which is assessed at the end of the two years, are represented in the IB Learner Profile, and feature strongly in the list of qualities expected by top universities and the CBI.
The IB is different from A-Levels in two other key respects: every student must fulfil the requirements of all three elements of the Core; and all students study six subjects, three at Higher Level (HL) and three at Standard Level (SL). “The IB puts you significantly ahead in the global race for Assessment in all subjects is by both internal assessment and by externally marked examinations. the best universities.” Subjects are scored on a 1-7 scale with 3 further Lisa Freedman, editor of The Good points available from TOK and the Extended Essay. A Schools Guide Diploma can be obtained with a total of 24 points, but The Core consists of Theory of Knowledge (TOK), an many students score well above this. The worldwide exploration of how you know what you know, which average is 30, andour average score in 2018 was 39 is embedded in the academic subjects; the Extended points.. Essay (EE) which provides an opportunity to write a 4000 word research essay on a topic of particular What does the IB expect of its students? interest to you; and Creativity, Activity and Service You will become IB learners whose profile shows (CAS) which allows you to develop further skills you as students who are: through involvement in, and reflection, on a range of activities and projects outside the academic. ENQUIRERS KNOWLEDGEABLE Of the six academic subjects, one subject must be THINKERS taken from each of groups 1 – 5, but for the sixth COMMUNICATORS subject there is flexibility: you may choose one of the PRINCIPLED Arts subjects (Visual Arts, Music, Theatre Studies) or OPEN-MINDED you can choose a second subject from Groups 2 - 4, CARING or a School Supported Mother Tongue. RISK TAKERS BALANCED REFLECTIVE
and who, above all, enjoy your studies.
42 ENGLISH A: LITERATURE
“Nothing is repeated and everything is unparalleled”
Goncourt brothers
COURSE OUTLINE The international dimension of the IB Diploma is reflected in the wide choice of texts you will be able to study. Alongside works The IB Diploma offers you the chance to explore the of English Literature, such as Shakespeare’s ‘Hamlet’ and the diversity of world literature alongside more familiar poetry of John Keats, we will be able to tap into the breadth works by British authors. and richness of world literature by studying such works as the American classic ‘The Great Gatsby’, ‘In Praise of Shadows’ - a You will read widely, studying a range of novels, poems, plays beautiful essay by Junichiro Tanizaki, or the gothic energy of and short stories. Each group of works is assessed in a different Zola’s ‘Therese Raguin’. way. In Year 12, for example, the first texts you study are assessed through an individual oral presentation which might It promises to be an exciting and enriching journey. take the form of a role play or a talk on an aspect in one of the texts that interests you. Later, world literature in translation is Central to the IB Diploma are the Theory of Knowledge element assessed through written coursework which will be completed and the Extended Essay. TOK forms a constant part of English by the start of Year 13. discussions as we debate the nature of meaning and wrestle with the interpretation of language and the relevance of Some works are studied in particular detail and these lead to context. The Extended Essay offers you the chance to explore an individual oral commentary which is assessed towards the a writer who particularly interests you or a particular novel end of the course. There is also a final exam consisting of a which you love. Whatever you choose, we are an immensely response to an unseen passage and a question on works from supportive department who will help you on your way. a particular genre, such as drama or poetry.
If you are interested in broadening your experience of literature by studying works such as those written by contemporary European or Japanese writers as well as those more traditionally associated with English Literature, this is the course for you.
“I’m interested in the IB for two reasons: firstly, the range of texts we will be able to study – I like the idea of exploring world literature alongside English fiction. The other reason I’m interested is the way the course is assessed – through oral presentations as well as coursework and the final exam. I enjoy talking and it seems an exciting and interesting way of being assessed”
43 LANGUAGE MOTHER TONGUE A
COURSE OUTLINE As with English A, you read widely: you study ten texts from three to four different genres and from at least three historical The IB is committed to enabling students around periods across the four distinct parts of the course. All texts are the world to continue studying the language and chosen in discussion with the IB Coordinator. literature of their mother tongue to the highest level, and therefore offers students the opportunity The first two texts, in Part 1, are both works written in other to achieve a bi-lingual diploma by taking a second languages. You read them in your own language but discuss language A subject, alongside English Literature them in English. At the end of Year 12, you write a 1500 word essay, which is sent for external assessment, on one of those The benefits of studying your mother tongue texts. The texts in Parts 2 and 4 are assessed orally, in an are enormous: examination at the end of Year 13. • you receive a bi-lingual Diploma • you remain in touch with your own language and The exam, which is recorded and sent away to native speaker culture while studying in a foreign country and examiners, consists of two parts: a prepared presentation on a language topic of your own choice dealing with two texts from Part 4; • you may find yourself with additional career and a more detailed commentary on a short passage from one opportunities of the Part 2 texts. Our MFL department is able to support the following language You prepare ten separate passages on the two texts but you A courses, subject to take-up: do not know which of the pieces you will finally be asked to use. The three texts from Part 3, all drawn from one genre, are • French HL/SL studied in preparation for the second of your final examination • German HL/SL papers. • Spanish HL/SL • Mandarin HL/SL The first paper is a written response to an unseen poem or piece of prose.
“I wanted to continue studying German because it is my first language, because I enjoy German literature and because, even though I may not return to Germany for University, I want to keep a little bit of my homeland with me always.”
“To continue studying Mandarin is important to me because I think and dream in both English and Mandarin, which means greater variety. To stop studying my mother tongue would mean losing one of the constants in my life and a vital part of my culture.”
44 FRENCH B
“Vive la France!” “La belle et douce France.”
COURSE OUTLINE Modern linguists are in high demand because of the analytical and communication skills developed through learning a The IB Diploma course aims to develop oral and language. The presentations that you will be required to give written skills in a range of contexts such as letters, in class, for example, will be good training for the workplace. speeches, newspaper articles, diaries, factual pieces, Apart from the more obvious careers in interpreting, translating instructions, analytical essays and imaginative work. and teaching, French students and graduates are highly sought after in the fields of business, banking, accountancy and the You will study topics of global and personal relevance; the law. environment, the family, cultural diversity, health, tourism, conflict, politics, popular culture and the media. You will work Learning a language takes you beyond the classroom and into towards developing an understanding of the structure of the the way of life of another nation. French culture is so rich and language by close examination of texts. At Higher Level you varied. You will learn about French art, music, literature and will read two works of French literature. cinema. There will be opportunities to read poetry and listen to songs, and even to write some of your own, if you wish. As regards assessment, there are two written papers: There will be films to watch, perhaps as a backdrop to the literary texts under discussion. Of course, there will also be Paper 1: Written French the chance to spend time in France through study visits – the Paper 2: Listening and Reading best way to improve your spoken French and gain an in-depth understanding of contemporary French society. As well as an idividual oral examination.
“IB French is a world away from GCSE – the course is less defined by topic areas giving more freedom in your work. We really enjoy the variety of work; from film and music to literature and culture work. IB is great preparation for the use of any language ‘in the real world’ because of the tasks undertaken including the interactive oral and many different writing styles. We like the way that a two-year course allows so much linguistic development before the examinations and have had a lot of fun on the course so far.”
45 GERMAN B
“Es ist nicht genug zu wissen- man muss auch anwenden. Es ist nicht genug zu wollen- man muss auch tun ”
Johann Wolfgang von Goethe
COURSE OUTLINE As a linguist a huge array of career options is open to you. German is the most widely spoken language in Europe with The IB Diploma course aims to develop oral and 110 million speakers and German speaking nations are at the written skills in a range of contexts such as letters, forefront of design, environmental and scientific technology. speeches, newspaper articles, diaries, factual pieces, German can be combined with many other subjects at university instructions, analytical essays and imaginative work. to offer students to develop their linguistic and vocational skills simultaneously. Recent leavers have gone on to study German You will study topics of global and personal relevance; the and Law, German and Spanish, German and Russian. The environment, the family, cultural diversity, health, tourism, transferable skills of linguists make them highly sought after conflict, politics, popular culture and the media. You will work across all professions including banking, business, accounting, towards developing an understanding of the structure of the the media, travel and tourism. On average languages graduates language by close examination of texts. At Higher Level you earn 8% more than their peers. will read two works of German literature. We believe it is essential for students to experience the As regards assessment, there are two written papers: German language and culture at first hand. All students are given the opportunity to take part in the German exchange trip Paper 1: Written German to Münster where they follow a tailor-made programme. Paper 2: Listening and Reading There may also be the opportunity to participate in a language visit to Berlin during the A level As well as an idividual oral examination. course, visiting a language school and experiencing the fascinating city of Berlin.
Students are encouraged to use German in a wide range of contexts. All our audio material is available in MP3 format on the school intranet and can be accessed at anytime for independent work. In addition we have an extensive selection of DVDs and music CDs available to students to encourage students to widen their experience and understanding of German culture.
“I think it’s fantastic that all the tasks will have a practical use in the real world.”
46 SPANISH B
“Cuanto menos se lee, más daño hace lo que se lee”
Miguel de Unamuno
COURSE OUTLINE The importance of studying languages is recognised by companies, organisations and schools not only for specific The IB Diploma course aims to develop oral and language skills but also for communicative ability and cultural written skills in a range of contexts such as letters, awareness. The IB has global relevance and learning a language speeches, newspaper articles, diaries, factual pieces, is central to its philosophy. Our students will have an excellent instructions, analytical essays and imaginative work. academic level, but will also have a grounding in international education – the ability to recognise that others can be right You will study topics of global and personal relevance; the and thus enabling them to operate confidently and successfully environment, the family, cultural diversity, health, tourism, in an international context. This key skill can only become more conflict, politics, popular culture and the media. You will work and more important in our professional and personal lives. towards developing an understanding of the structure of the language by close examination of texts. At Higher Level you The whole philosophy of the IB Diploma with its emphasis on will read two works of Spanish or Latin American literature. international education, a holistic approach and independent learning lies right at the heart of our teaching. We offer all As regards assessment, there are two written papers: the opportunities students could wish for to access authentic, contemporary material, through our IT facilities and through Paper 1: Written Spanish our emphasis on the importance of connecting with the country Paper 2: Listening and Reading in as many ways as we can. We have three native speakers in the department, who help raise standards of achievement in As well as an idividual oral examination. Spanish at every level.
“Spanish ties in really well with other subjects and the IB lets me explore all of them together in depth”
“‘I wanted to carry on with my languages but I didn’t think I could do A level. Standard level over two years allows me to keep my options open”
47 IB CLASSICAL LANGUAGES:LATIN
“Respice, adspice, prospice”
Look to the past, the present, the future.
COURSE OUTLINE The study of Latin is a key to opening up the classical cultures of Greece and Rome ancient civilisations that have played a The IB Diploma programme provides an opportunity vital part in shaping many modern societies. The language itself to explore the language, literature and culture of has had a major influence on the development of most modern ancient Rome. Through the study of classical texts European languages, while the rich and varied literatures of and interaction with the culture of Greece and Rome Greece and Rome have left their mark on almost every genre the course of modern writing. • encourages an awareness and appreciation of the different perspectives of people from ancient cultures The study of Classical Languages gives important insights into • develops students’ appreciation of the literary the cultures that produced them and offers a bridge between merits of ancient texts and the issues raised in the contemporary world and the civilisations of antiquity. them Much contemporary thinking is still informed by the political, • provides opportunities for enjoyment, religious and legal principles of the Greek and Roman world creativity and intellectual stimulation through and the course includes a study of their historical development individual research and wider cultural achievements. Opportunities are also offered in the research section of the course for a study of There are three parts to the course: their technological and artistic achievements, which remain an Paper 1: The study of one author (Cicero or Ovid’s inspiration for artists, architects and civil engineers across the Metamorphoses) to develop language skills and ensure an ability to translate an unseen passage from his work (a Latin dictionary may be world. Latin is therefore an ideal choice of subject to combine used in the examination) with other courses such as English, History or Philosophy, Theatre or Visual Arts, Mathematics and the Sciences, as the Paper 2: Detailed study of a selection of literature from Classical world has had such a great influence upon each of a variety of Roman authors (with supplementary reading in these areas. translation) involving critical analysis of each author’s style, choice of vocabulary and figures of speech. The Classics Department provides many opportunities to attend external lectures, visit museums, exhibitions and local Part 3: Individual Research Dossier – students may select for archaeological sites. Residential trips are also offered further their research project any topic of particular interest ranging from the language, literature, history, religion, mythology, archaeology, art and afield to Italy and Greece. Students are also encouraged to architecture. The Research Dossier is an annotated collection of primary assist in the many classical activities and clubs running both in source materials which may include quotations from Classical authors the Senior and Junior School. and/or visual material such as pictures, diagrams, and photographs.
Students are encouraged to make maximum use of locally available resources and, being located in Bath, our students have many resources at the Roman Baths and other archaeological sites immediately available to them.
The Standard Level and Higher Level syllabus requirements share elements, including authors. The difference between SL and HL is reflected both in the breadth and depth of study and in the assessment of the objectives.
48 MANDARIN B
“Everything has its beauty, but not everyone sees it.”
Confucius
COURSE OUTLINE Mandarin Chinese is the most widely-spoken language in the world. Learn to speak Mandarin and you can speak with The IB Diploma course aims to develop oral and millions of people around the world. With thousands of years written skills in a range of contexts such as letters, of history, Chinese culture is endlessly fascinating. Whether speeches, newspaper articles, diaries, factual pieces, your interests are in history, architecture, music, or cuisine, instructions, analytical essays and imaginative work. knowledge of Mandarin will enrich your understanding of Chinese culture. You will study topics of global and personal relevance; the environment, the family, cultural diversity, health, tourism, The study of the Mandarin Chinese language opens the way conflict, politics, popular culture and the media. You will work to different important fields such as Chinese politics, economy, towards developing an understanding of the structure of the history or archaeology. At the heart of Chinese civilization is language by close examination of texts. At the Higher Level you its rich heritage of novels, short stories, poetry, drama, and, will read two works of Chinese literature. more recently, film. They reflect the values, the struggles, the As regards assessment, there are two written papers (Paper 1: sensibility, the joys and the sorrows of this great people and textual analysis and Paper 2: written Chinese) as well as two often offer insights even into the most intimate feelings of oral exams (one individual and one interactive oral). There will people in the past or into high-level Beijing politics in the also be a written assignment to be done during the second present that cannot be found anywhere else. year.
“The IB Mandarin Chinese course helps you understand what is behind the language, what makes it powerful, and how it actually functions in Chinese society.“
49 ECONOMICS “Art is the beautiful way of doing things. Science is the effective way of doing things. Business is the economic way of doing things.”
Elbert Hubbard 1859-1915
COURSE OUTLINE If these questions arouse your interest, there is a strong probability that you will enjoy the subject. The IB Economics Books on Economics have achieved the remarkable course has a strong international dimension, so we are not feat of becoming international bestsellers, as the always looking at the United Kingdom, or even the developed aftermath of the ‘Credit Crunch’ has been followed world in our studies. Indeed, development economics is one by the worst world recession since the 1930s. of the core areas of the course. The subject will certainly contribute to your education as a global citizen. Not only have economists tried to explain how and why it all happened; there is also a serious crisis of confidence within The subject will help you to understand much about the the discipline as some cherished ideas about how the economy contemporary world, its challenges, conflicts and possibilities ‘works’ have been challenged in the light of recent events. What for improvement. is the proper role for markets, and how far should governments try to control and regulate them? The IB course will give you To succeed in Economics you need to have an enquiring mind, a sound grasp of the theory that economists use to explain good analytical reasoning skills and sound basic numeracy. events, predict what will happen, and advise governments The Higher Level course involves considerable mathematical on how to run the economy. But it’s not just about means. analysis so you will need to have achieved an A grade in Economics is also concerned with ends. What sort of society GCSE Maths. Some universities require Higher Level Maths for and world do we want to live in? Is the global distribution of Economics courses which you will need to bear in mind if you income and wealth ‘fair’? If not, what can and should be done select this course. about it? You also need to keep abreast of what is happening in the If we do think that we have a responsibility to future generations world. This is what really brings the subject to life. At its best, to avoid major climate change, how can it be achieved at the Economics can shed light in dark corners and make a difference lowest cost to the current generation? Should healthcare and to the world. education be the responsibility of individuals and families, or should the State provide these, financed out of taxation?
50 GEOGRAPHY
“It’s not who you know but where you know that counts!”
Mr Heath
COURSE OUTLINE Geography will develop your critical thinking skills and Geography gives an opportunity to really develop alongside the TOK course you will begin to question issues your “internationalism”. The IB Diploma course in such as the politics behind map drawing and whether we Geography is split into Higher and Standard Level. should bother with environmental issues. You will leave the Higher Level and Standard Level students will course with the strong sense of our international links and study the core themes on population, resources and responsibilities which will be reinforced though your study of a development. foreign language. You will also be able to apply your scientific method and mathematical skills in analysing fieldwork data. The core unit will be taught in the first year and covers a range Employers will be impressed by your range of skills. You will of issues including coping with population growth, managing be highly suited to directly related careers and further study limited world resources and investigating issues affecting including environmental science research, town planning poorer countries around the world. and overseas development work. Many also find work within fields of International Finance, Marketing, Public Relations and Higher Level students will study a further three topics, while Journalism. Standard Level will only complete two more topics. These include river processes and management including managing Should you decide to write your Extended Essay in Geography, flood risk; studying the hazards associated with earthquakes the department will support you in developing your ideas, and volcanic events; investigating the impacts of climate collecting data and doing research further into an issue of your change; exploring the processes and impacts of globalisation. choice. The Geography department runs a residential fieldtrip in South Wales specifically for the Sixth Form Geography Then there is an extension paper for the Higher Level students Group. We spend three days conducting fieldwork which only. This looks at current changes affecting the world around later contributes towards your coursework project. We run us. international trips too, and have visited places such as Iceland. We also encourage students to participate in our link with our Additionally there is one coursework component for both sister school in Kenya, through letter writing and visits. Higher and Standard Level, which will be based around writing up the results of a field trip study. We teach students to use sophisticated computer mapping and analytical software (GIS) to examine spatial relationships. Our department is recognised as a centre of excellence in GIS education, has won the RGS Ordnance Survey Award for Secondary Education, and a Pearson Silver Teaching Award.
In 2016, the department was awarded the ‘Centre of Excellence’ status by the Geographical Association.
“Geography connects you to the world and everything that is happening within it.”
51 HISTORY
“The study of History is the beginning of wisdom.”
Jan Bodin, 16th century French economist.
COURSE OUTLINE The study of History will allow understanding of a rapidly changing world. Conflict and its resolution figures prominently We study Modern World History at both Standard in IB History studies. A sense of proportion and perspective and Higher Level. will be provided and greater knowledge of different times and cultures will emerge. A more tolerant attitude will broaden the The Standard Level course involves two examined papers and outlook of students, enabling them to tackle careers with an an Internally Assessed essay. At Higher Level there is additional international dimension. third examined paper. It is a truly global course which extends the knowledge gained at GCSE level by looking at events from In an increasingly globalised world many careers now demand new global perspectives – including those of Japan and China. an international dimension. History will provide the vital underpinning for challenging careers in the 21st century. Paper 1: Move to Global War This is a source-based examination that involves the evaluation Students are given the opportunity to attend external lectures of contemporary evidence and historians perspectives on two and field trips. major case studies: Japanese expansion in East Asia and Italian/ German expansion in the 1930s.
Paper 2: Authoritarian States and Cold War This essay based paper involves global comparisons. The Authoritarian States paper involves an in-depth study of dictatorial regimes. We study Mao’s China and compare and contrast it to Hitler’s Germany. For the Cold War we compare the impact on two countries, of two leaders and look in-depth at two crisis from two different world regions.
Paper 3 (Higher Level Only) This is an essay based paper with a vast range of topic options enabling candidates to extend their Paper 2 knowledge to even greater depth. We also teach units on Imperial and Communist Russia.
“Investigating the rich stories of history gives us the context in which we can better understand the past, the present and the future.”
52 PHILOSOPHY
“The subject that has a question for every answer.”
COURSE OUTLINE Philosophy is the subject for students who really want to think. We are all born and most of us accept the world just as it is. But The distinguishing feature of IB philosophy is the this is not the truth! We have to ask whether we’re thinking emphasis on ‘doing philosophy’ rather than just about the world in the right way, whether our minds just follow learning about it. accepted ‘wisdom’ without judgment.
Core Theme: What is a human being? How do we know something? Are there really colours and (both SL and HL) smells and sounds in the world outside our brains? What is a • Human nature: person and how do I know other minds exist? How do we o Mind and body recognise what we see? What is right and wrong and what o Identity does ‘right’ and ‘wrong’ refer to in the world? Why do we o Personhood accept that 60 million of us in this country are governed and • Are we free? told what to do by the law? • The self and the other Philosophy leads to all sorts of careers in the arts, law, B - Optional themes: (SL choose one, and HL study both). journalism, politics, languages. It helps with people-centred careers and medical ethical decisions. But most of all it teaches Political Philosophy (SL + HL) you to think and question, and argue logically and coherently • Civil society, the state and government about yourself and the world. Whenever important laws are • Justice, freedom and equality drawn up in this country philosophers are asked to help decide • Rights: human and nonhuman rights, duties and them. Philosophers aren’t just academics; they look at real responsibilities moral, political and cultural issues.
Ethics (HL) Philosophy is not about flying round in circles asking useless • Ethical theories questions about things that cannot be answered. • Ethical language Philosophy is not about answering the question of the meaning • Applied ethics: of life. o Biomedical ethics Philosophy is real and relevant and is the subject that deals o Environmental ethics or Distribution of wealth with real knowledge. Don’t be fooled by your senses or other people. Trust your own brain. Rich thought opens the way. Prescribed Philosophical text: (SL and HL) • Descartes: Meditations
Exploring philosophical activity (HL only) • Reading philosophical texts to discuss the Nature, “I chose philosophy because I wanted to take a purpose, methods and outcomes of philosophy subject which was thought provoking, new and different.” Internal assessment: (HL and SL) Students select a piece of writing/film/image and offer a “It’s amazing how many things I took for granted philosophical analysis of it. until I started philosophy.”
53 PSYCHOLOGY “Education is not just the filling of a pail, it is the lighting of a fire.”
B. F. Skinner
COURSE OUTLINE Lessons in Psychology often include practical experiments. Many of the studies will be re-enacted within the classroom in Students opting to study the IB programme order to help students gain a full understanding of the research. will study Psychology in group 3 (Individuals and Societies). We will study the influence of Where possible outside speakers will come in and talk about biological, cognitive and sociocultural factors on their areas of specialism. Previously a Neuroscientist from behaviour. Max Planck Institute for Brain Research came in to discuss her innovative research. We will explore areas within Abnormal Psychology. The Psychology department run a Psychology Society, These include: where students meet to discuss research and watch extra- • Factors influencing diagnosis curricular documentaries. These meetings give the students an • Causes of abnormal psychology opportunity to discuss controversial issues such as ‘Are we born • Treatment of disorders good or evil?’ Those students considering reading Psychology at University would benefit from attending. The students will also conduct and write up a simple experiment, which will be internally assessed. This subject is accepted by Universities and Colleges for appropriate courses. Previous students have progressed to Research methods (both qualitative and quantitative) will also study a Degree in Psychology, Business Management, Law, be examined over the two years. Sociology and Criminology.
The Higher level students will also study an additional option Current students are planning to pursue careers in Educational which will be Psychology of human relationships. In this option Psychology and Clinical Psychology. The study of Psychology will they will examine: be beneficial in a number of professions including Education, Police, Law, Medicine and Social Services. • Personal relationships • Group dynamics • Social responsibility
“It has been fascinating to learn how the mind works. Studying Psychology has given us the opportunity to understand ourselves and others”
54 BIOLOGY
“Biological knowledge is increasing at an unprecedented rate and as such biology is more important than ever in today’s world”
COURSE OUTLINE There are several career paths you can follow having studied Biology, including Research, Healthcare, Veterinary Science, The IB Diploma course aims to develop a broad, Education, Environmental Management and Conservation. general understanding of the principles of There are also many careers available which combine Biology Biology. with interests in other fields for example Biochemistry, Biophysics and becoming increasingly important Biotechnology, As budding Biologists you will start to understand the living Molecular Biology and Forensic Science. world at all levels using many different approaches and techniques. At one end of the scale is the cell, its molecular Practical work forms an important part of all IB Diploma construction and complex metabolic reactions, at the other end Science courses and pupils will be expected to spend 25% of are the interactions that make whole ecosystems function. The their time on practical investigation. The internal assessment course reflects this diversity in its topic of study. is worth 20% of the final assessment and consists of one scientific investigation for which the assessment criteria are; The six core topics include: personal engagement, exploration, analysis, evaluation and • Cell biology communication. There are seven prescribed practicals which • Molecular biology all students are required to carry out. The remaining time is • Genetics divided between investigations which help to consolidate and • Ecology enhance pupils learning and the group 4 project. The group • Evolution and biodiversity 4 project is an essential part of the course ensuring pupils • Human Physiology from all areas of the sciences learn to collaborate developing an understanding of relationships between subjects and These are studied by both Standard and Higher Level pupils. their influence on each other. While dissection work is not compulsory, you are given the opportunity to participate in For Higher Level pupils there are five additional topics: dissections as an optional activity. This can be very helpful in • Nucleic acids consolidating your anatomical knowledge. • Metabolism, cell respiration and photosynthesis • Plant biology • Genetics and evolution • Animal physiology
In addition to these you will study one option from a selection of four all pupils study the same option based on the interests of the group.
“Challenging and demanding subject”
“Rewarding but hard work”
“Fun – we love it”
55 CHEMISTRY
“Everyone has problems – only chemists have solutions”
COURSE OUTLINE Chemistry is a subject of global impact. It has a profound effect on our planet, is involved at some level in almost every aspect Chemistry is studied in three main branches: of everyday life and plays a vital role in a technological society.
• Physical Chemistry considers how matter interacts, why The IB group 4 (science) courses aim, among other things, to chemical reactions happen and how they can be controlled. provide you with opportunities for scientific study and creativity • Organic Chemistry considers the study of carbon-containing compounds. There are an enormous number of organic within a global context that will stimulate and challenge you. compounds, many of which are essential to the processes of This will enable you to apply and use a body of knowledge, life. methods and techniques that characterise modern science • Inorganic Chemistry considers the elements of the Periodic and technology. In addition to learning concepts, developing Table and their compounds. The study of inorganic chemistry manipulative skills and powers of analysis, you will become relies on patterns and predicting trends. aware of the world wide moral, social, environmental and economic implications of the developments of science. In this The IB Diploma course contains 11 topics studied at Standard way you will be equipped for further study, or to be scientifically Level, with most of these extended at Additional Higher Level. literate, responsible global citizens. These topics cover all three branches of Chemistry. In addition you will study an option at either level. We will cover the In addition to your classroom studies you will need to complete Medicines option, though extremely motivated students may an Individual Investigation on a topic of your choice. You will choose to self study a different option. The course is assessed also need to complete a 4000 word Extended Essay. by 3 papers at the end of the second year plus an Individual If you choose to write about a Chemistry related subject, you Investigation worth 20% of the final mark. In addition to the will also be expected to carry out some form of practical/ examined content you are required to complete a number of analytical work. hours of practical work including the Group 4 project. You will undertake a 10 hour project with students studying The mathematical demands of the Higher Level course require other Group 4 subjects. This will provide you with an opportunity a confidence with numeracy. We recommend that students to collaborate with others on a joint task. opting for HL Chemistry should study at least Standard Level Mathematics in Group 5.
There are many opportunities to get involved in additional activities. Why not come along to the Sixth Form Science Society or help out with the KS3 Science Club. For the potential medics and vets we run a regular Medical Society for you to meet, discuss experiences and debate current topics with fellow students aiming for similar courses.
56 PHYSICS “Physics teaches you how to think and to try different approaches to problems. These are essential skills for many professions.”
Dolores Byrne, Air Systems Sector Director at DERA
COURSE OUTLINE In alternate years, a trip to CERN in Geneva takes place for all IB physics students in Years 12 and 13. The trip will enhance If you opt to study the IB Diploma, you will study your understanding of the particle physics module and enable many of the same topics as you did at GCSE but in you to see the cutting edge science being undertaken by a greater depth. collaboration of over 700 scientists.
The core topics that you will study will include Forces, Thermal If you like a challenge, you can take part in the British Physics Physics, Waves, Electricity and magnetism, Circular motion, Olympiad, which is a national physics competition that is Gravitation, Radioactivity and Energy production. If you study designed to test your knowledge and understanding with to Higher Level you will cover the more difficult aspects of these stimulating questions, and which will enable you to see the topics and further areas such as Fields and Electromagnetic real-world problem-solving potential of Physics. You can also induction. participate in the HiSPARC project, which is a collaborative research project with Bristol and Birmingham Universities At both Standard and Higher Level you will also study one of to measure and investigate cosmic rays with extremely high the following option topics: Astrophysics, Engineering physics, energy. Imaging and Relativity. The decision as to which topic will be studied will be based upon the teaching strengths of the If you are particularly interested in pursuing engineering teachers and the interests of each class. as a career, there is the possibility of undertaking either an Engineering Education Scheme project or a National Practical work will be carried out throughout the course and Engineering Competition project about how engineers can you will also carry out an individual scientific investigation solve the challenges of the 21st century. which will take about 10 hours. This will be formally assessed and contribute to your overall group 4 subject mark. You will also need to collaborate, not just with students in the class, but internationally. Participation in the Group 4 project, a collaborative activity involving students from the different group 4 subjects, will encourage this as well as your imagination.
If you choose to carry out the extended essay in this subject you can carry out a further piece of experimental research into any area that interests you, as long as it is approved by your teacher. “Physics asks interesting questions about the nature of our Universe. I really like the fact that the subject combines this philosophical aspect with the neat logical mathematical side”
“The way of thinking that Physics develops is very useful, as is the ability to understand Technology” Harjinder Obki, Lawyer for Google
57 MATHEMATICS
“Mathematics, rightly viewed, possess not only truth, but supreme beauty”
Bertrand Russell
COURSE OUTLINE A good training in post GCSE Maths is recommended or essential in careers like Engineering, Economics, Operations 2019 brings us the exciting new IB curriculum, which research, Accountancy, Environmental Science, Finance, divides into two parallel categories: Applications and Insurance, Software design, Social planning, Medicinal trials, Interpretation, and Analysis and Approaches. Each Aviation, Construction, Design, Veterinary science, Medicine, half can be studied at either Higher Level or Standard and Risk analyst, Programmer, among others. Pursuing your Level, the offer being dependant on a particular own paths of enquiry in the portfolio/project will strengthen cohort’s needs. your ability to present mathematical arguments logically and succinctly. Employers love candidates who are highly numerate. Applications and Interpretation will have a significant amount of Pure maths content, but will focus on how Mathematics We encourage girls to engage in the wider applications of can be applied in real life. There will be more attention on Mathematics, and in the past have organised trips to the Maths mathematical modelling, analysing and interpreting graphs, In Action lectures in London, and to the Maths Inspiration the use of matrices for solving systems of equations, and a talks in Cardiff and Bristol. As a member of the Further Maths study of how arithmetic and geometric sequences can help in Network we are up to date on local opportunities to engage in the repayment of loans. Also the use of logarithms, statistical activities and lectures organised by the Universities of Bristol hypothesis testing and solution of differential equations in and Bath. The Senior Maths Challenge is always fully supported context to solve everyday problems plays a prominent role. by our students and we have a record of success in the regional finals of the Senior Team Maths Challenge. You would opt for the Analysis and Approaches HL option if you are a scientist or a social scientist using Mathematics to assist you in the interpretation of experimental results. The Standard Level on this strand would be the option preferred by those not needing Mathematics in their Higher education or workplace. Analysis and Approaches HL would suit the student wishing to go on to study Mathematics, Engineering or possibly Economics at University. It focuses on the more abstract concepts needed to take Maths further. There will be some financial applications as well as the development of proofs in algebra and trigonometry. The Calculus is taken to a very high level, including the study of continuity, limits and L’Hopital’s Rule.
Analysis and Approaches SL would suit those going into degrees that have a mathematical element, but are not purely based on Maths, such as Medicine, pure sciences and combined science. All courses require the use of Technology, and students will be required to purchase a Graphical Display Calculator, the exact model to be decided nearer the start of the course. “Maths has been a great help in Physics. Learning to follow things logically helps me form arguments in my essay-writing subjects.”
58 VISUAL ARTS
“Astonish me...” so he did.
Alexey Brodovitch (Director of Harpers Bazaar) to the young Richard Avedon.
COURSE OUTLINE There are a number of career options if you choose to study Art and Design. The normal route is, on completion of your IB The IB Diploma course offers students an ideal Diploma, to complete a foundation course at Art School. Then opportunity to discover Art. you specialise in your chosen area, be it fashion, photography, graphic design etc. You can also go on to study History of Art. We follow a Fine Art programme which allows students to develop their work in a number of areas – especially focusing You could be a painter. You could work in television or web on current fine art practice. There is, of course, an international design. You could work within the fashion industry. You could awareness that should be developed through such a programme work within advertising or the film industry. There is also of study. The department offers opportunities to visit galleries interior design. abroad, with a biennial visit to New York and trips in the UK to events like the Frieze Fair and other major galleries. As teaching staff we are all practising artists who believe very strongly in the value of Art in our society and how it can enrich one’s life. We endeavour to develop a working environment where students feel secure enough to develop their own ideas; where they can be brave in their experimentation.
All lessons are taught in the Art school which houses four professional working studios, an art library and facilities for printmaking and sculpture and lens based media.
“With staff that specialise in sculpture, painting and print the students have the best advisers for their projects.”
“The Art Department boasts a variety of media, large spaces to work in and excess of inspiration.”
“Students can fully embrace their topics, with a library and computers within the department.”
59 THEATRE
“I’m looking forward to exploring a wider and broader range of theatre; it lets your creativity expand.”
COURSE OUTLINE As with A Level Theatre Studies, the IB course opens doors into the world of Theatre, Film, Broadcasting and Digital Media. The focus of this exciting course is Theatre as a form The student will gain a wide understanding of the different of creative and cultural enquiry. skills involved and also gain intellectual comprehension of how ‘action research’ impacts on development in these IB Theatre gives you the opportunity to make theatre as a converging spheres. Other professions relying on confident creator, designer, director and performer. Over the course of the use of interpersonal skills- such as Law, Advertising, Museum two years you will be expected to research and develop your Curating, Teaching and Politics- are well served by the understanding of a range of world theatre and to experiment groundwork of completing this expansive course. The level of with different ways of presenting work to an audience. awareness of Internationalism within contextualised cultural appreciation also leads naturally to careers in the Civil Service, Assessment: 100% coursework Foreign Office or International Business. All students complete three pieces of coursework, with Higher Level students completing a fourth coursework piece. There is Students are involved in a wide range of creative activities. no final examination. Alongside the numerous visits organised to local and London theatres, the department offers the IB student the opportunity All students complete the following tasks: to participate as a mentor and leader in whole-school and sixth Director’s notebook: Students choose a published play text form performances. Recent productions include: ‘A Midsummer and develop ideas regarding how it might be staged for an Night’s Dream’; ‘A Christmas Carol’; ‘Oh! What A Lovely War’; audience. ‘Guys and Dolls’; ‘The Crucible’; ‘Antigone’ and ‘The Tempest’.
Research presentation: Students plan and deliver an individual presentation (15 minutes maximum) to their peers in which they outline and physically demonstrate their research into a convention of a theatre tradition they have not previously studied.
Collaborative theatre project: Students collaboratively create and present an original piece of theatre (lasting 13 to 15 minutes) for and to a specified target audience, created from a starting point of their choice.
Higher Level students also complete the following task: Solo theatre piece: Students research a chosen theatre theorist. They identify an aspect(s) of the theorist’s ideas and create and present a solo theatre piece (4-8 minutes) based on this “It’s a qualification that’s recognised throughout aspect(s) of theory the world.”
“I wish I had chosen the Higher Level in Theatre!”
60 THEORY OF KNOWLEDGE (TOK) “The greatest obstacle to progress is not the absence of knowledge, but the illusion of knowledge.” - David Bourstin (1914-2004)
“All people have opinions, but few think” - George Berkeley (1685-1753-2004)
COURSE OUTLINE Theory of Knowledge is at the heart of the IB Diploma because it is about the acquisition and processing of information and The key issues addressed in Theory of Knowledge the ability to criticise and improve upon arguments and data lessons are: presentation. • how do we know? Theory of Knowledge challenges students to question the bases • can we be certain of anything? of knowledge, to be aware of bias and to develop a personal • the search for truth way of thinking based on analysis of evidence expressed in • areas of knowledge rational argument but with due respect for emotion. • persuasion and propaganda • knowledge and culture Theory of Knowledge is the key element in the IB’s educational philosophy. The course is assessed through: • a personal or pair presentation (freely chosen) It unifies and transcends the academic subjects, encouraging • a personal essay (chosen from a list of IB titles) appreciation of other cultural perspectives and the development of a coherent approach to learning. Theory of Knowledge is also delivered through the six academic subjects. Many IB students have commented that Theory of Knowledge A typical Humanities/Arts lesson might revolve around is the most fascinating part of the IB Diploma because it draws discussion of myth: what is a myth? to what extent can it be learning and experience together. It makes you stop and think said to be true? what kind of knowledge can it give us? about your own world paradigm, and to examine the role of emotion, reason, perception, language, imagination, faith, A Science lesson might consider how science progresses, intuition and memory in your own contributions to enquiry and whether the knowledge it provides is certain, or what debate. constitutes an experiment . It links with many extra-curricular activities, too, such as Debating and Public Speaking, Model United Nations, Red Cross International Ambassadors and the GDST’s Young Leaders’ Conference.
“When learning, examples for discussion will be drawn from across the globe. Stimulus material is taken from a wide variety of international sources.”
“Theory of Knowledge will be taught by specialist staff so that the Humanities/Arts side of the spectrum and the Mathematics/Science side are properly covered.”
61 THE EXTENDED ESSAY
THE EXTENDED ESSAY Examples of Extended Essays written by IB Central to the aims and philosophy of the IB, and the students at The Royal High School are: element perhaps most valued by the universities, is the research project, called the Extended Essay. English - To what extent do Thomas Hardy (in Tess of the Soon after your entry into the Diploma Programme you will d’Urbervilles) and Angela Carter (in Nights at the Circus) choose a subject which you would like to pursue to a deeper explore the conventional portrayal of late Victorian woman? level. This does not have to be one of the six academic subjects which you have chosen to study, but does need to be something Human Rights in France - Une analyse des droits de about which you feel passionately and can write in depth. l’homme relatives á l’interdiction du port du voile intégral en Once you have chosen your subject, you receive a supervisor France. and work together with her/him to narrow down your topic to one that can be handled thoroughly in 4000 words. Biology - Is the diving reflex in humans an evolutionary relic or a physiological adaption? Over a period of approximately twelve months, ending at the very start of Year 13, you work through the various stages of research and creation: developing your thesis, making notes History - To what extent were the Western allies justified in and learning how to reference properly, gathering evidence, their reaction to the erection of the Berlin wall? revising your thesis in the light of the evidence, drafting your essay, discussing the draft with your supervisor and then writing World Studies - How did street art in black South African a final essay. At the very end, you will also have a viva (an oral communities help to change and transform disadvantaged examination) with your supivisor. When you have finished, you communities during apartheid? will be prepared for any research work that a university might present to you, either as an undergraduate or a post-graduate, Chemistry - How do the storage conditions of kiwi fruit and you are therefore extremely well-equipped for the next affect their vitamin C content? stage in your education. Physics - What is the relationship between wind-induced oscillation and the dimensions of a suspended bridge?
Visual Arts - How does Diane Arbus expose the extraordinary amongst the everyday and the familiar in the bizarre?
Film - How much are the films of Pedro Almodovar a triumph of style over substance?
62 CREATIVITY, ACTIVITY AND SERVICE (CAS)
COURSE OUTLINE Importance of CAS CAS focuses you on the core of the IB educational philosophy: Creativity, Activity and Service (CAS) is at the centre your development as a whole person. Your activities, freely of the IB Diploma. chosen, will enable you to appreciate the potential of people by pushing your own personal growth and helping others with It provides an opportunity for you to follow talents, hobbies theirs; to become aware of humanitarian issues in the world and interests outside the classroom and to develop many other and the ethical responsibilities you have as a global citizen; skills which are valuable to life beyond school. It is not taught, to discover more about your own talents; to develop greater though some school time is dedicated to CAS activities. autonomy and to enjoy yourself and others as human beings.
While CAS is not formally assessed in the sense of Variety of Activities examinations, in order to obtain a Diploma you do need to While you will need to develop initiative and find activities of fulfil the requirements of three Creativity, three Activity and your own outside school, there is a wealth of activities offered three Service activities during the two years of the course. You within school. As indicated above, it is essential to undertake at also pursue one or more long term projects such as the Red least one project, combining two or more of the elements, but Cross International Ambassadors, the Crane Academy Team, or in addition you can do Yoga (A), Ceramic and Pottery (C), Rock working outside school for a charity. Assessment is through the Climbing (A), singing in a Choir (C), editing the school magazine reflections you engage in before, during and after each activity. or the College Magazine (C), coaching a football team (A), A CAS log or journal is essential so that you monitor your training for and running a half marathon (A), participating in a own learning in such areas as ethical and global awareness, school Drama production (C), helping a child learn to read (CS), collaboration and perseverance and assess how and in what helping an elderly person keep their independence (CAS), MUN ways you have been able to help others. (C), dance (CA), debating (C), participating in Race for Life (AS), Duke of Edinburgh Award Expedition (A), Young Enterprise (C) and much more.
“I was able to meet some of the most special people in my life and to more clearly define my values and future goals.”
“I felt like I was physically doing something to help people in need.”
63 PHYSICAL EDUCATION
COURSE OUTLINE Extension Opportunities We encourage all students to extend their commitments Physical Education in the Sixth Form allows a breadth beyond the School. There are regular times when the gym is of choice and options to students. reserved for Sixth Form students, to enable frequent access to the gym facilities and dance studio/aerobics DVD area. Many With one two-hour session each week, a vast programme of students take up this opportunity and our aim is to encourage on-site and off-site activities is run seeing students use the students to maintain an active and healthy lifestyle throughout local sports centre for classes such as Zumba, legs, bums and their busy academic studies. tums, pilates and yoga in addition to swimming, badminton, Talented athletes are recommended to extend their skills basketball, squash, tennis and table-tennis. Students can also through the relevant club routes and are afforded many use the school gymnasium in their own time and participate extension opportunities within the busy fixtures programme. in an array of recreational sporting activities outside of their Our teams are involved in Trust Rallies, Local, Regional and curriculum PE time. National Competitions as well as individual players being nominated for the relevant talent pathway. Amongst current Students are encouraged to nominate activities they wish to Sixth formers we have nationally ranked swimmers, regional pursue, which PE staff will endeavour to satisfy. 1st team squad fencers, senior club netball players and U18 club hockey players. training runs for the major sport each term once each week during allocated PE time with lunchtime practices supporting Tours and Trips the coaching of the squad. Excellent coaching is a priority for The PE Department run an annual senior netball and hockey our senior teams, our hockey is supported by Mrs Sally Potter, weekend to various locations, usually combined with some Bath Buccs Club coach, and our netball, by Mrs Natalie Roddy, shopping opportunities at a suitable nearby establishment! chairperson of Team Bath Netball Club, and Miss Rachel Shaw, Alongside this are overseas tours, ski trips and overnight sports England Athlete. trips to GDST Trust Rallies and Wimbledon. The PE Department is a busy and active one that aims to support all students, recreational and elite towards achieving their goals whether these be to increase fitness, or to compete in the Olympics.
64 The Co-curricular Programme
Nations conference. This takes place on the first Activities weekend of March and teams are sent from all over Bath, the surrounding area and even from abroad. It The co-curricular activities of students form a vital is a big, very exciting and extremely informative event, part of life at the Royal High School Sixth Form. For IB much enjoyed by all the participants. You will learn students such activity will be absorbed into the CAS a great deal about the countries you represent as element of their Diploma programme but we want well as meeting new people and making new friends. all our students, IB and A level, to take up the great There will be opportunities for energetic debating and opportunities that are available in the Sixth Form. also for preparing challenging written resolutions with your team. The Model United Nations is also The co-curricular programme is coordinated by Mrs organised within universities and so this opportunity Julie Hughes and run by a body of staff, students and to take part in Year 12 can prove good experience and external advisers. The programmes provide a variety of training for those of you interested in furthering your activities which take place throughout the week and knowledge of international affairs during your Higher the weekend, and enable staff and students to share Education. interests. They also encourage students to come up with their own initiatives, suggesting community links A member of a previous MUN delegation writes: or possible ‘in-house’ activities. Sixth Form students can expect to work closely with staff, ensuring that “Model United Nations is an organisation that all the necessary arrangements are in place for a enables young people to get involved in debating successful and worthwhile activity, hence gaining the worldwide issues that concern the real United valuable managerial skills. Nations. Each delegation represents a different member A wide range of physical activities is available for country of the UN and hence adopts its policies and opinions on the issues being discussed. A students. While for some this will involve a regular delegation consists of five to seven people who commitment to a Sixth Form team, for others the attend the MUN Conference and each delegate is emphasis will be on fitness or the physical challenges on a different council, ranging from the human of expeditions and adventurous activities such as rights to the economic council. those which form part of the Duke of Edinburgh Award Scheme. A delegate can propose and debate her own resolution or simply contribute by supporting or amending another country’s resolution, or by questioning other speakers.
Additional Challenges MUN is an excellent opportunity to explore any interests you may have in politics and current and Opportunities affairs in addition to displaying and improving your public-speaking skills. Moreover, while it is Model United Nations an exciting challenge, it is also very enjoyable and In the Spring Term one or more teams of Year 12 an excellent chance to meet new people and learn and Year 13 students take part in the Model United more about world issues.” 65 Duke of The Co-curricular Programme Edinburgh Foreign Language Leader Award
Award Scheme The Foreign Language Leader Award is an opportunity for 6th Form students to develop their communication, organisation The Award is offered at and motivational skills by leading others through basic language three levels : Bronze, Silver activities. Students with a GCSE or IGCSE in a foreign language and Gold. At Gold Level, can participate in the course which is tutored by the Head of there are five sections to be Modern Languages. completed for the award to be gained. There are five units to the course: • Planning, leading and reviewing a language activity These are: • Development of leadership skills • Development of knowledge about language Skills Take up a new hobby or achieve a new target • Development of intercultural understanding in an existing one. • Planning a foreign language event Voluntary Take part in some form of voluntary work for a charity or a neighbour. The one-year course is a nationally recognised award that gives Physical Participating in some form of exercise involving students the opportunity to develop the skills that are so highly a sport. valued by institutions of higher education. Expedition The bit everyone talks about. You will be supported in the training and the expeditions. Expeditions on foot are run directly through the school. Service Residential (Gold only) Five days and four nights, away The principle of acknowledging the privileges we enjoy within from home with people you mostly don’t the college and our responsibility to give something back is know, carrying out a worthwhile project or something we believe in whole-heartedly. While we expect activity. students to develop their own links both within the wider school community of the Royal High School and in our city community Each section of The Award takes on average an hour a week; of Bath, there are a number of long standing partnerships that the sections can be done separately or simultaneously depending students will be able to participate in. upon the amount of time participants are able to dedicate. Members of the Sixth Form Pastoral Team will be able to work The award is your own endeavour, but support is at hand if you with younger students within the Royal High School but also need it. other primary schools in Bath.
66 Students are involved in fund-raising for national and international charities. The last three years have Sixth Form Cultural Activities seen major, student led events in support of our sister Complementing the Sixth Form’s academic ethos schools, The Crane Academy in Kenya, and a school in is the stress on the importance of becoming a well- Keo Ropov, Cambodia. rounded and broadly-based member of society. As a Sixth Form student there are a number of clubs to join, principally, Model United Nations and Debating Society; the former culminates in the major MUN weekend in March and the latter involves the English Speaking Union Mace Debating Competition.
You will also be invited to various cultural events, such as trips to the Tobacco Factory Theatre in Bristol and the opera at the Bristol Hippodrome. Other cultural opportunities include the LitLunch and Creative Writing groups.
67 and initiatives. Sixth Form Leaders will be expected to Leadership Opportunities be proactive, creating ideas independently while also displaying tact, discretion and responsibility. The application process fr the Sixth Form Leadership Team takes place in the Spring Term. Girls who are Members of the Leadership teams will be invited to interested in becoming a Prefect or Mentor submit participate in the GDST Young Leaders’ Conference application letter and are interviewed. which we host each September. Sixth Form Leadership Team: Head Girl Deputy Head Girls (2) Prefects (8) Sport Prefect Key Stage 3 Mentors (12)
The Prefect team works alongside the Head of Sixth Form and the Deputy Head of Sixth Form, helping with the daily running of the Sixth Form, event management, public relations and ensuring that all students are welcomed and supported.
Mentors are each allocated a Key Stage 3 tutor group to support. They work with the tutors to deliver tutor sessions and offer guidance to girls within the tutor group.
They will receive mentoring training so that they can work with younger students, offering guidance and support.
The experience of holding a position of responsibility develops vital skills such as organisation, public- speaking and team work. It also offers useful insight into how a team functions in order to mobilise support and create enthusiasm for different events
68 Results and Leavers’ Destinations A LEVEL Results for Summer 2018
Girls at the Royal High School in Bath have scored more A* grades in this year’s A level examinations than last year despite 2018 seeing the vast majority of the new tougher A levels examined for the first time.
The top A* grade was scored in nearly a fifth of the exams (18.2%), while 91.7% of the exams taken achieved A*-C grades, also up on last year (*including IB equivalent). More than half of the A level exams taken (53%) were awarded A*-A grades.
All of the school’s Oxbridge candidates secured their places with their fellow students securing places at other leading Russell Group universities thanks to some outstanding individual performances.
One in five girls scored all As and A*s in their A levels Maths was the most popular subject taken, with more than four in ten (43%) of them taking the subject at A level and an impressive 72% scoring A*-A grades.
SUBJECT A* A B C D E U TOTAL Biology 0 6 2 1 4 1 1 15 Chemistry 2 3 2 1 0 1 0 9 Chinese 0 5 1 0 0 0 0 6 Classical Civilisation 0 1 2 1 0 0 0 4 Computer Science 1 0 0 0 0 0 0 1 DT & Product Design 0 1 0 2 0 0 0 3 DT & Textiles 1 0 0 0 0 0 0 1 Economics 0 0 1 5 1 0 0 7 Economics & Business 0 1 1 1 0 0 0 3 English Literature 0 5 4 1 1 0 0 11 Fine Art 4 0 3 1 0 0 0 8 French 0 3 0 1 1 0 0 5 Geography 0 4 2 2 0 0 0 8 German 0 0 1 0 0 0 0 1 Greek 1 0 0 0 0 0 0 1 History 2 0 0 1 0 0 0 3 History of Art 0 0 0 3 0 0 0 3 Italian 0 0 2 0 0 0 0 2 Latin 1 1 0 1 0 0 0 3 Mathematics 3 10 3 2 2 0 0 20 Mathematics Further 1 2 2 1 0 0 0 6 Music 0 1 1 0 0 2 0 2 Physics 1 0 2 2 0 0 0 5 Psychology 2 1 0 4 1 0 0 8 Religious Studies 1 0 1 1 2 0 0 5 Spanish 1 4 2 0 0 0 0 7 Sports/PE Studies 0 0 1 0 0 0 0 1
TOTALS 21 48 33 31 12 2 1 148
70 INTERNATIONAL BACCALAUREATE Results for Summer 2018
This year, our girls achieved a record overall performance in the IB. Across the board, our IB Diploma students scored an average of 39 points out of 45, two points higher than last year’s average, and well above the global average of 30 points.
This year more than half of the IB candidates scored over 40 points while over three-quarters of them (77%) achieved the top 6 and 7 points available in each subject.
We are delighted that the school’s performance in the IB Diploma is getting stronger and stronger year on year and its popularity is soaring.
One student recorded a phenomenal 45 out of 45 points and a staggering full marks in all six of her chosen subjects to win her place at the London School of Economics to read Politics and International Relations.
SUBJECT 7 6 5 4 TOTAL English A Literature HL 2 5 2 0 9 English A Literature SL 1 1 0 0 2 French B HL 1 1 0 0 2 French B SL 0 0 1 0 1 German B SL 0 1 0 0 1 Spanish B HL 1 2 0 0 3 Spanish B SL 2 1 0 0 3 Mandarin B SL 0 1 0 0 1 Economics HL 0 1 1 0 2 Economics SL 0 2 0 0 2 History SL 1 0 0 0 1 Philosophy HL 0 1 0 0 1 Phschology SL 1 2 1 0 4 Biology HL 2 1 0 0 3 Biology SL 1 0 2 1 4 Chemistry HL 3 1 0 0 4 Chemitry SL 0 1 0 0 1 Physics HL 2 0 1 0 3 Physics SL 1 0 1 0 2 Maths HL 1 1 1 0 3 Maths SL 3 2 0 0 5 Maths Studies SL 2 0 1 0 3 Music HL 0 0 1 0 1 Visual Arts SL 0 1 1 0 2 Visual Arts HL 0 1 1 0 2
TOTALS 25 26 14 1 66 Cumulative % 37.88 77.27 98.48 100 100
A B C D TOK 1 7 3 0 EE 3 2 5 1
3 2 1 0 Extra Marks 3 6 2 0
IB grade 7 equates to grade A* at A level (UK) IB grade 6 equates to grade A at A level (UK
71 Destination of Leavers - 2018
Our students move on to higher education in a diverse and fascinating range of subjects, with 98% of girls gaining a place at their chosen university. We congratulate them on their incredible achievements and wish them every success in the future.
University Course Title
University of Cardiff German and Spanish University of Loughborough Product Design Imperial College London Biochemistry University of Manchester Urban and Regional Kings College London French Planning Kings College London Liberal Arts University of Manchester Mathematics with Kingston University Interior Design Finance London School of Economics Politics and University of Oxford Engineering International Relations University of Plymouth Nursing Northampton University Geography and University of Reading Art and Psychology Environmental Sciences University of Reading Business and Foundation Management Royal Holloway, Economics and University of Sheffield Mechanical Engineering University of London Management University of Southampton Spanish and Linguistics Royal Northern College of Music Music University of Surrey Biomedicine UCL Applied Medicine University of Sussex Psychology with University of Birmingham Biomedicine Criminology University of Birmingham Sports and Exercise University of the Creative Creative Arts Science Arts, Farnham University of Birmingham Computer Science with University of the West of England Psychology Digital Technology University of Winchester Primary Education Partnership University of Bristol Dentistry University of Bristol French and Spanish University of Cambridge Natural Sciences University (UK) 42 University of Cambridge Natural Sciences University (Overseas) 2 University of Cardiff Architecture Oxbridge 3 University of Cardiff Politics and Spanish Art Foundation 5 (4 years) Music College 1 University of Edinburgh Classical Studies Gap Year 8 University of Essex International Business and Entrepreneurship TOTAL COHORT: 58 Students University of Exeter Biological Sciences University of Exeter Classics with Study Abroad University of Exeter Modern Languages and Arabic University of Exeter Flexible Combined Honours University of Exeter Politics, Philosophy and Economics University of Hong Kong Medicine University of Leeds Civil Engineering University of Leeds Law University of Leicester Economics University of Leuven, Belgium Engineering University of Liverpool Business Management
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