Watford Grammar School For Boys

Watford Grammar School for Boys Sixth Form Options 2015

CONTENTS The Sixth Form Lower Sixth Options for 2015 Minimum Requirements for AS Courses Subject Course Outlines Art and Design Biology Chemistry Classical Civilisation Computing Economics English Language and Literature English Literature Food, Nutrition and Health French Geography German History History of Art Home Economics Latin Mathematics and Further Mathematics Music Philosophy and Ethics Physical Education Physics Politics Product Design Psychology Sociology Spanish

Friday Lecture and Activity Programme Reports and References Administration THE SIXTH FORM

The Sixth Form at Watford Grammar School for Boys (WGBS) is large by most standards, with currently around 180 students in each of the Lower and Upper Sixth. Studying A Levels here has a number of advantages.

A National Reputation The School has a national reputation for academic excellence. Each year, 99% of those leaving the Upper Sixth go on to university, many to Russell Group universities, including a good number to the colleges of Oxford and Cambridge. The School's reputation is founded on a long tradition of excellence sustained by highly qualified and committed teaching staff as well as excellent facilities.

A Wide Range of Activities The School offers a wide range of activities beyond A Level study. It is particularly strong in sport, with full fixture lists against the strongest schools in the area, and a significant number of our students regularly appear for county, regional and even national teams. Debating, chess, drama and music are other areas in which the School enjoys a national reputation. The School has close links with Watford Grammar School for Girls, and there are many opportunities for collaboration through drama, music, societies, trips abroad, joint Sixth Form activities and shared teaching for certain subjects.

Working with Younger Students One of the benefits of this 11-18 School is the opportunity for older students to work with younger ones, through the Prefect and House Systems. We have a tradition of Sixth Formers working with younger boys in team sports and societies, and in support roles in academic work through our morning Workshop and lesson support schemes. There are opportunities to work with the community outside the School as well as within it, through such activities as the Mencap clubs, Climbing Higher Club and Music Workshop, as well as through the Discovery Club for local primary school students.

Form Tutors The Sixth Form is divided into House forms. Each student is assigned a Form Tutor who takes a close interest in his academic and personal development and provides expert advice on higher education.

The Sixth Form at Watford Grammar School for Boys offers a wide choice of A Level subjects for study. It is not only academically successful but socially cohesive and offers many opportunities for students to follow their interests.

2 Academic Study Lower Sixth Students in the Lower Sixth will choose four A’ Level courses. There is also an enrichment programme comprising activities for the whole group on Friday afternoon, occasionally in association with Watford Grammar School for Girls. All students are expected to take part in Games or a Physical Activity Session, usually on Wednesday afternoons. The remaining periods are time for students to study under their own initiative using the Sixth Form Study Centre or the Library.

Upper Sixth During the Upper Sixth students will have the opportunity to continue with all four subjects studied in the Lower Sixth, or three A level subjects and an Extended Project Qualification (equivalent to an AS level) as appropriate. Some especially able students may continue with four A level subjects and an Extended Project Qualification (EPQ). There will be some students whose progress in the Lower Sixth would lead us to advise them to continue with only three A’ Level subjects.

Opportunities for Further Study As well as the Extended Project Qualification (EPQ), there are opportunities for further study and extra accreditation as part of our second specialism in Modern Foreign Languages through the opportunity to take a class in another language such as Mandarin.

Sixth Form Study Study in the Sixth Form is very different from that required for GCSE. Each department provides an introduction to the A’ Level course but it is important to recognise that Sixth Formers are expected to take much greater responsibility for the management of their time, study and progress than in their previous years.

The successful study of four A Level courses requires considerable commitment to homework and private study. We expect a minimum of 20 hours of study to support academic courses each week. Experience has shown that those who get into difficulty with their courses do so largely because they have failed to commit themselves to regular, weekly study and to make efficient use of their time.

Monitoring Progress Academic progress is monitored by frequent departmental tests and assessments. The Heads of Sixth Form monitor students across their subjects and school career. After an initial ‘First Check’ on students’ transition to Sixth form study in October of the Lower Sixth year, reports on progress, attendance and behaviour are provided to parents via our online reporting system which is updated at regular intervals. It is important that any problems are discussed with the class teacher, whether they arise from a lack of understanding of key ideas or an inability to master the necessary study skills.

3 Lower Sixth Options 2015

A Level subjects at present on offer appear below.

Although experience shows that most of the courses shown below will operate, the Schools cannot guarantee to run a course for which there is insufficient demand. We expect a minimum number of 12 students for a course to be viable. Nor can we guarantee to be able to satisfy all first choices. Category 1 This contains subjects which will be offered at Watford Grammar School for Boys for boys only.

Art and Design Mathematics Biology Further Mathematics Chemistry Music Economics Philosophy and Ethics English Literature Physical Education English Language & Literature Physics French Politics Geography Psychology German History If you choose Further Mathematics you should NOT also choose Mathematics at this stage.

Category 2

This contains subjects taught at Watford Grammar School for Boys which will be open to girls from Watford Grammar School for Girls.

Computing Product Design Category 3 This contains subjects taught at Watford Grammar School for Girls which will be open to boys from Watford Grammar School for Boys.

Sociology History of Art Food Nutrition and Health

Category 4

This contains subjects which are likely to be taught in collaboration with Watford Grammar School for Girls. This could involve all lessons being taught at either school or shared teaching of these subjects.

Latin Classical Civilisation Spanish

4 Choice Procedure

When completing the application form you should make FOUR choices in order of preference and give TWO reserve choices.

The Sixth Form courses present an opportunity to study a balanced range of subjects, and you should seek to secure breadth and balance in your choices. Although there are a few subject areas in higher education that will demand a particular course combination, several university admissions tutors have indicated the sort of combination they will be looking for from their prospective applicants. Students are therefore advised to undertake all relevant research and to bear in mind the usefulness of their proposed combination.

Oversubscribed courses We anticipate that in the event of a course being oversubscribed all students concerned will be asked to reconsider their choices. If after this the course remains oversubscribed, places will be allocated according to applicants' order of preference for the course as indicated on the application form. Students should therefore be aware of the importance of this choice.

You may find the following points helpful:  Read and re-read this booklet carefully.  Read the relevant publications or use careers/higher education software as well as consulting the UCAS and other relevant websites.  Discuss your plans fully with your parents.  Consult widely to see if your chosen combination of subjects is appropriate for your needs or possible career path.  If you have a specific career in mind, or a specific University, find out the minimum entry qualifications and/or recommended subjects for any particular course.  Consider which subjects you have found interesting at GCSE and how successful you have been.  Talk to people with relevant expertise e.g. teachers, professionals, careers advisers.  If you are an ‘internal’ applicant, take the opportunity to attend the A Level talks given by Heads of Department and the Options Evening on Tuesday 10th February 2015.

Internal applications Students applying from our present Year 11 should complete the Sixth Form Options Form which will be issued just before the A Level Options Evening. The form should be returned to your Form Tutor by Monday 23rd February 2015.

External applications Students applying from other schools should follow instructions on the School website about how to apply for a place. The A level Options evening for external applicants will be on Wednesday 22rd October 2014.

5 Minimum entry requirements Students wishing to enter the Sixth Form must achieve a minimum of six GCSEs at grade B. In addition, students must achieve the following minimum requirements for A’ Level Courses in subjects offered:

Art and Design GCSE grade B in Art, Craft, Design and/or Technology

Biology GCSE grade B in Biology or A grades in Single Science and Additional Science. Plus a B grade in Mathematics and English Language

Chemistry GCSE grade A in Chemistry (B grades students considered on their merits) or A grades in Single Science and Additional Science and a B grade in Mathematics and English Language

Classical Civilisation GCSE grade B in English Language or English Literature

Computing GCSE grade A in Mathematics

Economics GCSE grade B in Mathematics and GCSE grade B in English Language

English Literature GCSE grade B in both English Language and English English Language and Literature Literature

Food, Nutrition and Health Grade B in Science or Additional Science OR a Grade B in Separate Sciences.

French GCSE grade B in French

Geography GCSE grade B in Geography (if taken) or B grades in English Language, Mathematics and Science

German GCSE grade B in German

History GCSE grade B in History

History of Art GCSE Grade A in either English Literature, English Language, History, Religious Studies or Classical Civilisation.

Latin GCSE grade B in Latin and grade B in English and English Literature

Mathematics GCSE grade A in Mathematics

Further Mathematics GCSE grade A* in Mathematics

Music GCSE grade B in Music

Philosophy and Ethics GCSE grade B in English Language

Physical Education GCSE grade B in English Language GCSE grade B in Mathematics GCSE grade B in both Science and Additional Science

6 Physics GCSE grade B /A combination in Physics/Mathematics or Mathematics/Physics or A grades in Single Science and Additional Science and a B grade in Mathematics

Politics GCSE grade B in History or English Language

Product Design GCSE grade B in Product Design.

Psychology GCSE grade B in Mathematics and English Language and B grades in both Science and Additional Science (or equivalents in separate Science)

Sociology GCSE grade B in English Language GCSE grade B in a humanities subject

Spanish GCSE grade B in Spanish

Important Note

Every effort has been made to make the information in this booklet as accurate as possible. However, A level courses and specifications are changing in some subjects from September 2015 and the details of these changes are not yet available. The descriptions of the courses below should therefore be regarded as indicative of A level study in each subject. It is the School’s intention to retain an ‘AS’ route through A levels, rather than adopt a linear approach.

In addition, the popularity of some subjects and subject combinations may result in there being more suitably qualified applicants than there are places available. Equally, subjects with fewer than 12 students will not be viable, or only be viable if lesson time is complemented by online and personal study.

Our experience tells us that even students who exceed the minimum entry requirements may struggle with the AS level courses on offer at WBGS. Students in this category will be advised clearly of the School's opinion, and be given all possible assistance in finding appropriate alternative provision.

Similarly, students entering the Lower Sixth should realise that there is no automatic transfer to study in the Upper Sixth. To progress to the Upper Sixth will need to have a minimum of three passes at AS level or the equivalent internal exam where AS exams are not available and show satisfactory progress in line with expectations throughout their Lower Sixth year. The AS examination is a ‘stand-alone’ qualification and may, by itself, meet the future career and educational needs of the student.

7 Art and Design Examination Board: Edexcel

Head of Department: G. Woods

Students will study for an Un-Endorsed GCE in Art and Design. Within this general course they will cover aspects of Fine Art including; sculpture, drawing and painting and print-making, 3D design, Textiles, Photography and Graphic Design. They can choose to specialise in one particular discipline or alternatively, to work across a range of disciplines or materials.

The full A level consists of 4 units of work: AS – Unit 1 This is a negotiated portfolio of work that demonstrates the ability to research, develop, analyse and effectively conclude pieces of work in one or more of the above options. (60% of the AS and 30% of the A2) AS – Unit 2 From a choice of themes that are set by the examination board and in negotiation with the teacher, students will undergo approximately 8-10 weeks of preliminary studies. This will then culminate in an 8 hour controlled period where students produce an unaided piece of work. (40% of the AS and 20% of the A2) A2 – Unit 3 The production of a more advanced portfolio of work that demonstrates the ability to research, develop, analyse and effectively conclude pieces of work in one or more of the above options. It will also contain a 1000 to 3000 word related study. (30% of the full A Level) A2 – Unit 4 Similar to Unit 2, the examination board will set a choice of themes and, in negotiation with the teacher, students will undergo approximately 8 weeks of preliminary studies. This will then conclude in a more substantial 12 hour controlled period where students produce an unaided significant piece of work. (20% of the full A Level)

Entry requirements: B grade or above in a relevant Art, Craft, Design and/or Technology course. Students without any previous qualifications may also be considered and should apply directly to the Head of Department with a substantial portfolio of work that clearly demonstrates ability in their chosen option.

8 Biology Examination Board: WJEC

Head of Department: L. Williamson

Biology is an interesting, relevant and conceptually demanding choice at A-Level. The course builds upon knowledge gained at GCSE and looks to examine particular principles in more detail. There is a broad range of topic areas over the two years, such as genetic engineering, the immune response, the production of antibiotics and the mechanisms that allow plants to transport water. The department has developed a more practical emphasis with its curriculum delivery in recent years. The ability to communicate effectively on paper is crucially important, as there will be essay questions on each of the 4 exam unit papers. The course encourages students to link together principles across the 4 theory units and this synoptic ability is tested during the A2 course. Students will also be expected to develop and demonstrate a deeper appreciation of the skills, knowledge and understanding of How Science Works. Each student will be provided with a course-specific text-book at the beginning of the course and additional support materials will be available on the student network. Those having difficulties with the course will have an opportunity to attend lunchtime revision sessions before assessments. The course consists of six units, three in each of the AS and A2 years. One of the three at each level of the course is a practical unit with coursework.

AS: Course Code 2071 A2: Course Code 3071 BY1 BY4 Biochemistry and Cell Structure Metabolism, Microbes and Homeostasis

1. Biological compounds 1. Importance of ATP 2. Cell structure 2. Respiration 3. Cell membranes and transport 3. Photosynthesis 4. Applications of enzymes 4. Enzyme regulation 5. Nucleic acids 5. Microbiology 6. Mitosis 6. Populations 7. Homeostasis 8. Nervous system BY2 Biodiversity and Physiology of Body Systems BY5 1. Evolutionary history Environment, Genetics 2. Gas exchange and Evolution 3. Transport 1. The Genetic code 4. Reproductive strategies 2. Human reproduction 5. Adaptations for nutrition 3. Plant reproduction 6. Adaptations for parasitism 4. Inheritance 5. Variation and Evolution BYB3 6. Applications of reproduction and AS Biology practical unit genetics 7. Energy and ecosystems 8. Effects of human activities and sustainability

BYB6 A2 Biology practical unit

Entry requirements: This course is suitable for those who have studied GCSE Biology or GCSE Science plus Additional Science. An A grade or better in Biology would be ideal, although B grade candidates will be accepted. Applicants with a minimum of both an A in Science and an A in Additional Science will be accepted. Good GCSEs in Mathematics and English Language are also required. Grade A would be preferred in these subjects, although applicants with grade B will be considered on their merits. 9 Chemistry Examination Board: WJEC

Head of Department: C.G.D. Sykesud

Chemistry presents a challenging and exciting A Level. The course aims to foster imaginative and critical thinking, to develop ideas and to build upon processes and skills learnt at GCSE level. Models presented in Key Stages 3 and 4 are re-visited. They are re-evaluated and modified in the light of the more profound and sophisticated evidence and information that are available at this advanced intellectual level. As a practical subject, much of the work is centred on learning through laboratory experience. The Chemistry A Level incorporates a number of themes that include the mole, energy, structure and bonding, reaction rates and equilibria, and practical assessment. It builds upon the GCSE by including a wider range of elements and compounds, with a more extensive study of organic chemistry. It is important that candidates be able to express themselves clearly in unambiguous English, whilst many aspects of Chemistry also require a good level of numeracy. The course consists of six units, three in each of the AS and the A2. One of the three at each level of the course is a practical unit.

AS: Code 209101 CH1 Controlling and using chemicals CH2 Properties, Structures and Bonding 1. Atoms; chemical calculations 4. Bonding and Molecules 2. Equilibria; energetics; kinetics 5. Solid Structures 3. Chemicals and energy-applications 6. The Periodic Table 7. Organic compounds 8. Analytical techniques CH3 AS Chemistry Practical Unit

A2: Code 309101 CH4 Spectroscopy and Organic Chemistry CH5 Physical and Inorganic Chemistry 9. Spectroscopy 15. Redox and electrode potentials 10. Isomerism and aromaticity 16. Chemistry of the p-block 11. Oxygen-containing organic compounds 17. Chemistry of the d-block 12. Nitrogen-containing compounds 18. Kinetics 13. Organic synthesis and analysis 19. Energy changes 14. How Science works 20. Equilibria

CH6 A2 Chemistry Practical Unit

Entry requirements: This course is suitable for those who have studied GCSE Chemistry or GCSE Science plus Additional Science. Applicants who achieve an A grade in Chemistry will be accepted, whilst those with a B grade will be considered on their merit. Applicants with both an A in Science and an A in Additional Science will be accepted. Good GCSEs in Mathematics and English Language are also required. Grade A is preferred in these subjects, although again applicants with grade B will be considered on their merits.

10 Classical Civilisation Examination Board: AQA

Head of Department: A Pegler

AS Classical Civilisation (1021) No previous study of Latin or Classical Civilisation is required. The course provides an outstanding study of Greek and Roman history and culture, focusing on events, characters and ideas that changed the world. The monumental war between Greece and Persia in the 5th century BC, the war between Hannibal and Rome, the life of Alexander the Great and the inspirational works of Greek art and architecture will all be studied. Conflict, leadership, courage and resolution are themes running through the course. These themes offer the candidate a fresh perspective on the modern world and provides an opportunity for lively discussion on moral, ethical, social, political and cultural issues. In the examinations there are two types of question: context questions (commenting on sources of evidence such as text or images) and essay questions. For each unit candidates must answer one context question and one essay question in one and a half hours.

Unit 1 Greek Architecture and Sculpture (CIV1A) Candidates study a selection of some the most famous and inspirational works of sculpture from the Greek world, learning to appreciate their significance in progressing human art forms, innovations in style and their meaning as cultural objects. Valuable skills are developed in the candidate in evaluating, arguing and making observations. A study of Greek temples and religious sanctuaries (including Olympia and The Parthenon) completes the overview of Greek Art and it’s contribution to world culture.

Unit 2 The Second Punic War (CIV2F) The war between Hannibal and Rome provides a fascinating and vivid subject for study, encompassing great leaders, epic battles and ingenious tactics. The titanic struggle between the superpowers of the Ancient World would have lasting consequences and provide a textbook account of how to fight for survival and how to win. The personality of Hannibal, the events of the war and the tactics displayed in the critical battles will be part of the investigation.

A2 Classical Civilisation (2021)

Unit 3 The Persian Wars (CIV3B) The invasion of Greece by Persia in 480 BC was another moment that held history in the balance. The consequences of a Persian victory can hardly be appreciated, therefore the reasons behind their astonishing failure and the fuel it gave to western civilisation makes another fascinating subject to study. The key personalities and events will be studied, as well as the contrasting cultures of the two opposing sides. The famous battles of Marathon, Thermopylae and Salamis are covered, as well as a critical evaluation of the primary source for the war, the great ‘Father of History’ Herodotus.

Unit 4 Alexander the Great (CIV4B) A legend, a god, an inspiration, a hero or a devil? The enigmatic and immortal Alexander is studied, from his rise to power, his astonishing conquests and the extraordinary, and tragically short, life are studied.

Entry requirements: Candidates will be expected to have at least a grade B in English Language or l Literature. GCSE Classical Civilisation is not essential.

11 Computing Examination Board: OCR

Head of Department: S. Thurgood

Computer Science has been a fundamental building block of the society we live in today. From helping to crack Nazi codes through to the Internet and mobile phones it has already contributed much. However, many great challenges lie in the future for Computer Scientists to solve. This course, with its emphasis on general problem-solving, programming and a fundamental understanding of how computers work is an excellent foundation for helping to solve these future challenges. The course is split evenly into practical and theoretical work. The practical elements all revolve around learning how to program, which is basically solving endless logical puzzles. The theory deals with such topics as how a processor and the internet work.

AS Unit 1 - Computer Fundamentals Exam Module 1 is all about how a computer works. It deals with everything from a technical viewpoint and includes operating systems, how processors work, networking and binary. Unit 1 is assessed with a written exam and is worth 50% of the AS and 25% of the A2 mark. The exam is sat in the summer.

Unit 2 – Programming Techniques and Logical Methods Exam Module 2 focuses on programming. This unit will be totally practically based and you will learn how to program in Pascal/Delphi. You will focus on learning all of the core programming skills and will also learn how to create some basic games. This module is all about problem solving and logic. Unit 2 is assessed with a written exam and is worth 50% of the AS and 25% of the A2 mark. The exam takes place in the summer.

A2 Unit 3 – Advanced Computing Theory Exam The content of this module will involve a more detailed study of the more advanced aspects of computing science such as communication and networking, operating systems, conceptual data storage models and database management. It will also look at more advanced programming techniques including object orientated programming. This unit will be assessed with a written exam and is worth 30% of the A2. The exam takes place in the summer.

Unit 4 - The Practical Project This module is designed to give you the opportunity to build a complete system on a topic of your choice. The system will use all of the programming techniques that you have learnt and will be expected to include advanced features such as sorts and searches. You will have to document your solution but the focus is on showing that you understand what you have done. This unit is internally assessed and then externally moderated by the exam board. Examples of previous projects include a cricket scoring package, a system to track mentoring of pupils by 6th formers in Learning Support, and a musical instrument hire system. All projects are coded using either the Delphi or Visual Basic development language. The coursework unit is worth 20% of the A2. The coursework is submitted in May.

Entry requirements: Grade A at Mathematics GCSE.

12 Economics Examination Board: Edexcel

Head of Department: E. Elmas

Why do people buy the things they do? Why do they work in certain jobs and what determines how much they earn? What caused the global recession and what policies are being tried to stimulate recovery? How can we tackle critical issues such as poverty, inequality and global warming? Economics can help to address and explain these issues, and many more.

The study of Economics enables students to understand how the material resources of an individual, a community, a country or the world are managed. It is an ideal subject for students who are beginning to become interested in current affairs and who want to develop an informed and critical knowledge of how the world works. It is welcomed by universities as a rigorous and academic qualification. The subject works particularly well with Mathematics, which is a prerequisite for a degree in Economics at most universities. Other subjects which strongly complement Economics would be Politics, History, Psychology and Geography.

AS The AS specification provides a broad introduction to the subject, developing key economic concepts and relating them to real world issues. It also aims to encourage students to develop a critical and questioning approach.

Unit 1: Competitive Markets – How They Work and Why They Fail (Code: 6EC01) This unit provides an introduction to the nature of economics and examines how the price mechanism allocates resources in markets. It also analyses the nature of market failure – which occurs when the price mechanism does not work effectively – and looks at its causes and possible remedies.

Unit 2: Managing the Economy (Code: 6EC02) This unit provides an introduction to the key measures of economic performance and the main objectives and instruments of government policy, the basic aggregate demand/aggregate supply model and the policies which can be used in the management of the economy.

Both AS units are externally assessed via written examinations.

A2 The A2 course builds on the foundations of AS and requires stronger analysis and evaluation skills, and a detailed interest in economic and current affairs.

Unit 3: Business Economics and Economic Efficiency (Code: 6EC03) This unit develops the content of unit 1 and examines how pricing and the nature of competition between firms is affected by the number and size of market participants. At the end of this unit students should be able to analyse the pricing and output decisions of firms in different contexts. They should also be capable of making an appraisal of government intervention aimed at promoting competitive markets.

Unit 4: The Global Economy (Code: 6EC04) This unit develops the knowledge and skills gained in Unit 2 so that they can be applied in a global context. The application, analysis and evaluation of economic models is required as well as an ability to assess policies which might be used to deal with economic problems. An awareness of trends and developments in the global economy over the last 10 years is required.

Both A2 units are externally assessed via written examinations.

Entry requirements: Students will be expected to have gained at least a grade B in GCSE Mathematics and a grade B in GCSE English Language. 13 English

Head of Department: J. Callow

At WBGS we offer a choice of two of A level English subjects:

A. English Literature B. English Language and Literature

Although there is some overlap, they are different subjects and you need to make sure you make an informed decision.

Why English?

Both English A levels offer you the chance to develop key skills of communication and analysis which are highly valued by universities and employers alike. You can also learn about new topics such as how speech gives away your background and you can practise being a creator, producer and critic of texts yourself.

English lessons at A- level are structured around discussion. Lessons are student-centred, encouraging participation from all. The courses also place immense value on the importance of creative response. In addition, English A levels also provide access to a range of extra-curricular opportunities, from editing The Fullerian magazine to attending residential creative writing courses and overseas trips.

Entry requirements: The entry requirement for both English A levels is Grade B at GCSE English Language and Grade B at English Literature.

If you wish to take one of the two English A level subjects, you should write very clearly on your Options Form which of the two subjects you are choosing.

14 A. English Literature Examination Board: OCR

English Literature A level aims to develop skills of literary analysis through creative engagement with a range of prose, poetry and drama texts. You will gain a deeper understanding of the heritage and changing traditions of literature in English as well as exploring multiple modes of reading, from artistic to political.

You will study diverse texts ranging from work first published and performed since 1300 to post- 1990, including one play by Shakespeare. There is a strong focus on critical literary skills, contexts and interpretations by other ‘readers’.

AS Level

Poetry and Prose 1800-1945 – externally-assessed written paper – 2 hours – 30%

Works of poetry and prose are examined with a view to developing critical literary skills and greater understanding of the contexts in which texts are produced together with the variety of possible interpretations.

Literature post-1900 – internally-assessed coursework – 20%

Through this study of modern literature, including a work published or performed after 1990, students learn to compare texts and gain confidence in their use of literary critical concepts and terminology. Students have the opportunity to follow areas of individual interest and enjoyment.

A2 Level

Drama and Poetry pre-1800 – externally-assessed written paper – 2 hours - 30%

The study of Shakespeare is a key focus as is the study of a heritage literary text, involving critical analysis of structure, form and meaning, and consideration of others’ interpretations. Students are encouraged to compare and contrast texts, across the works of 1300 – 1800 authors.

Texts in Time – internally-assessed coursework – 20%

This unit allows students to fully develop research skills and synthesise their knowledge and understanding in an extended individual study of literary texts across genres. It gives candidates an appreciation of the cultural and contextual influences upon readers and writers and the ways in which texts relate to literary traditions, movements and genres.

15 B. English Language and Literature Examination Board: OCR

This subject aims to deepen your understanding of the use of language and develop skills of literary analysis through creative engagement with a range of texts. You will study a stimulating range of texts from the classics to contemporary fiction, from natural speech transcripts to multimodal texts and you will be encouraged to undertake independent investigative projects.

AS Level

Speaking Voices – externally-assessed written paper – 2 hours – 30%

This unit explores how speech and conversation work and the representation of individual voices that create meaning in texts ranging from prose fiction to natural speech transcripts.

Changing Texts – internally-assessed coursework – 20%

Candidates explore creative techniques and the ways in which literary texts are constantly being reinvented and reinterpreted for different audiences and purposes, including producing their own adaptive writing.

A2 Level

Dramatic Voices – externally-assessed written paper – 2 hours – 30%

This unit explores how speech and voices are represented in a variety of plays and how their language and ideas interact with the social and historical events in which they were written.

Connections across Texts - internally-assessed coursework – 20%

You have the freedom to choose influential or culturally significant works which may fall outside of the accepted literary canon. This provides the opportunity to study topics of personal interest. Linked to this you write your own creative piece, developing and enhancing your skills as a producer and interpreter of language.

16 FOOD, NUTRITION AND HEALTH Examination Board: OCR

This modular course allows progression from GCSE Home Economics (Food & Nutrition) and also accommodates students new to the subject.

This subject could serve as a basis for entry to Higher Education, employment or career development. Alternatively it could provide an interesting, satisfying and worthwhile course of study for those who enjoy the subject. The course is an excellent preparation for students wishing to pursue careers in nutrition, food science, sports science, food technology and consumer protection. As well as careers in public and environmental health

The aims of this course are:  To gain an understanding of issues affecting society and health.  To gain an in depth understanding of Food, Nutrition and Health  Encourage students to respond effectively to rapid technological changes and the growth of scientific knowledge and understanding.  To develop students' ability to think and reason, make and justify decisions.  To promote the effective organisation and management of resources.

Advanced Subsidiary (AS)

Unit 1 - Society and Health: Demography, the family and society, key issues for society, environmental issues, the Welfare State and health problems linked to diet and lifestyle issues. Unit 2 - Resource management: Resources (time, energy and money management) food provision and food choice, selection of food preparation and cooking equipment, consumer rights, food safety and hygiene. Assessment Each Unit will be assessed by a 1½ hour examination. They carry equal weighting i.e. 50% of the total AS marks.

Unit 3 - Home Economics (Food, Nutrition and Health) Investigative Study (Coursework) Candidates select their own content and develop their own task. This investigative study will include some practical work. Unit 4 - Nutrition and Food Production Nutrition, nutrients and energy, different groups with nutritional and dietary needs, properties of food, design, development and production of food, developments in the Food Industry and factors affecting food production. Assessment Unit 3 is a coursework unit. Students select their own content and develop their own task. This is worth 25% of the total Advanced GCE marks.

Unit 4 will be assessed by a 1½ hour examination worth 25% of the total Advanced GCE marks.

Because of the coursework component, it is essential that students are self- disciplined and motivated to work independently and consistently. To satisfy the assessment criteria, practical work will be included.

Entry Requirements: Candidates who wish to pursue AS level should have a Grade B in Science or Additional Science OR a Grade B in Separate Sciences.

17 French Examination Board: AQA

Head of Department: R. Comb

AS: Code 1651 The AS course will cover:  Media: TV, advertising and communication technology  Popular culture: cinema, music and fashion/trends  Healthy living/lifestyle: sport/exercise, health and well-being and holidays  Family/relationships: relationships within the family, friendships and marriage/partnerships.

The AS specification has 2 units:

Unit Outline Weighting AS

Unit 1 Listening, Reading and Writing (2 hours) 70% Candidates will answer a range of questions based on approximately 5 minutes of heard material and on a selection of written stimulus texts. They will also respond in writing to a question based on one of the AS topics. Unit 2 Speaking Test (20 mins prep. + 15 mins test) 30% Candidates will discuss a target-language stimulus card based on one of the AS topics and take part in a conversation covering three further AS topics.

A2: Code 2651 The A2 course will cover:  Environment: pollution, energy and protecting the planet  The multi-cultural society: immigration, integration and racism  Contemporary social issues: wealth and poverty, law and order and the impact of scientific and technological progress  Cultural topic: the study of a target language speaking region/community or the study of a period of 20th century history from a target language-speaking country/community or the study of a novelist/dramatist/poet from a target language-speaking country/community or the study of a director/architect/musician/painter from a target language-speaking country/ community.

The A2 specification has 2 units:

Unit Outline Weighting A2

Unit 3 Listening, Reading and Writing (2 hours 30 mins) 35% Candidates will answer a range of questions based on approximately 6 minutes of heard material and on a selection of written texts. They will also respond in writing to a question based on one of the four A2 cultural topic areas. Unit 4 Speaking Test (20 mins prep. + 15 mins test) 15% Candidates will present a point of view based on a target-language stimulus card from one of the A2 topic areas and take part in a conversation covering three further A2 topics.

18 Entry requirements: The minimum requirement is Grade B (Grade A preferred) at GCSE level. A sound knowledge of French grammar is essential.

19 Geography Examination Board: WJEC

Head of Department: J. Lloyd

Specification: AS Geography (Code 2201) A2 Geography (Code 3201)

The study of Geography concerns not only the nature of the physical world but also the complex relationships between society and the environment and makes a valuable and unique contribution to the understanding of some of the most important contemporary global issues. This AS/A level specification has been chosen to encourage students to develop their awareness of the complexity of interactions within and between societies, economies, cultures and environments. It should help them understand and interpret our changing world and to develop as global citizens who recognise the challenges of sustainability. It should also allow them to improve as critical and reflective learners aware of the importance of attitudes and values and to use and apply skills and new technologies both in and outside the classroom. The scheme of assessment is in two parts: two units make up the AS assessment and a further two units make up the four units required for A2 assessment. AS Unit 1 – Changing Physical Environments Weighting - A Level 25% (AS- 50%) This unit provides a sound understanding of the physical and people/environment interactions through the investigation of climate change, fluvial and tectonic processes. Unit 2 – Changing Human Environments Weighting - A Level 25% (AS- 50%) This unit focuses on the interaction between people and their physical and human environments through the investigation of contemporary population and settlement change. A2 Unit 3 – Contemporary Themes and Research in Geography Weighting – A Level 30% This unit allows students to choose from six optional themes: One from Extreme environments (Desert and Tundra); Landforms and their management (Glacial or Coastal); Climatic hazards. One from Development; Globalisation; Emerging Asia (either India or China). In addition students will choose one theme to investigate in depth. The topics include: The Geography of Crime; Geography of Disease; Environmental Psychology. Unit 4 – Sustainability Weighting – A Level 20% This unit investigates: sustainability issues related to water, energy and sustainable cities.

Units 1 and 2 are offered in May of the Lower Sixth, whilst Units 3 and 4 are examined in June of the Upper Sixth. The subject matter covered and the range of skills developed equips students both for further study at university level and a wide range of employment areas. The majority of work is achieved through class work, essays and practical work done both in class and outside in the local area. Fieldwork and research skills are heavily emphasised: relevant techniques are covered in local field exercises, day field visits, the Lower Sixth Field Course and the (optional) field visits to Iceland and China.

Entry requirements: The AQA GCSE course provides the necessary groundwork for AS and A level and for this reason a B grade or above in GCSE Geography is expected. Anyone wishing to take the subject who has not studied it at GCSE but who shows interest and commitment will be considered. Such students should have at least B grades in English Language, Maths and Science.

20 German Examination Board: AQA

During the course, you will improve your fluency in the language by listening to, discussing and reading authentic, contemporary German. Students have individual speaking lessons with the German Assistant on a weekly basis. There is also the opportunity for all students to undertake a week of work experience on the German Exchange.

Unit 1 Listening, Reading and Writing (2 hours) 70% Candidates will answer a range of questions based on approximately 5 minutes of recorded material and on a selection of written stimulus texts. They will also write a 200 word response to a question based on one of the AS topics. Unit 2 Speaking Test (20 mins prep. + 15 mins test) 30% Candidates will discuss a target-language stimulus card based on one of the AS topics for 5 minutes and take part in a 10 minute conversation covering three further AS topics.

A2: Code 2661 The A2 course will cover:  Environment: pollution, energy and protecting the planet  The multi-cultural society: immigration, integration and racism  Contemporary social issues: wealth and poverty, law and order and the impact of scientific and technological progress  Cultural topic: the study of a region/period of 20th century history/ literature or the arts related to a German-speaking country.

Unit 3 Listening, Reading and Writing (2 hours 30 mins) 70% Candidates will answer a range of questions based on approximately 6 minutes of recorded material as well as on a selection of written texts. Candidates also write a 250 word essay based on a cultural topic studied. Unit 4 Speaking Test (20 mins prep. + 15 mins test) 30% Candidates will present a point of view based on a target-language stimulus card from one of the A2 topic areas and take part in a conversation covering three further A2 topics.

21 Entry requirements: The minimum requirement is Grade B at GCSE level (Grade A preferred). A good knowledge of German grammar is essential.

History Examination Board: Edexcel Head of Department: Mr J. McDermott

Lower Sixth: AS Year Paper Paper 1: Russia 1917-91: from Lenin to Yeltzin This option comprises a study in breadth, in which students will learn about the key political, social and economic 60% of AS and 30% A- features of communist rule in Russia during the twentieth century, an era that saw the USSR’s authority and level (Essays and influence rise to the status of a superpower, only to diminish and decline later in the century: historical  Establishing Communist Party control under Lenin, 1917–24: interpretations)  Stalin in power, 1928–53: The secret police, purges and WWII  Reform, stability and stagnation, 1953–85  Industry and agriculture in the Stalin era: the Five-Year Plans  State control of mass media, propaganda and religion  The personality cults of Lenin, Stalin, Khrushchev and Brezhnev Paper 2: Mao’s China 1949-76: Investigates in depth the impact of Mao’s re-organisation of China with emphasis on Communist ideology and the part it played in political, economic, social and foreign policy. AS 40% and A-level  China before the Revolution in 1949 20% (Interpretations and source essays)  Takeover and consolidation of power by Mao  Rebuilding of China: Agriculture, Industry, Five Year Plans  Great Leap Forward: Causes, Effects and Impact  Terror and Control  Cultural Revolution  Foreign Policy: Cold War conflicts – Korea, Vietnam and ping pong diplomacy The new A-level that you will study has been constructed to afford a much broader and deeper understanding of a range of political, social and economic histories of different countries in the 19th and 20th centuries. The skills that you have used at GCSE are developed in A-level and prepare you for a variety of courses at university. Studying History allows you to interpret, investigate and debate before coming to reasoned conclusions, which is a highly sought after skills set for any career path you choose. Of the WGSB Leavers in 2014, 22 students chose History and its related subjects to continue studying at university, which is a credit to them and the History staff who so well prepared them.

Upper Sixth: A2 Year Paper Paper 3: Britain: Losing and Gaining an Empire 1763 -1914: This option offers boys the opportunity to study Britain's influence on the development of the world during an exciting period of History. It offers a broad overview 30% Source analysis from the mid-18th century to the outbreak of the First World War. Key events that have shaped our modern world and essays politics will be studied such as the American War of Independence, complemented by individuals such as Gordon of Khartoum. The focus moves away from Europe to considering countries not touched at GCSE such as Australia, India and Africa. This is an exciting opportunity for boys to discover how Britain came to rule one quarter of the world's land surface changing politics, society and the global economy for ever.  The Origins of British Power  The Indian Mutiny and Its Impact  The British Raj 1858-1914  The Nature of Colonial Society  The Role of the Indian Army  The Great Game: The Northwest Frontier and Rivalry with Russia

22 Paper 4: Coursework India and the British Empire 1757-1947 This is an essay assignment that considers 20% of A-level a range of interpretations over distinct issues in Indian history within the British Empire up to Historiographical independence in 1947. Students will devise a question and tackle it using a range of accessible source analysis and and reference material before reaching an evaluated conclusion. This follows on from Paper 3 learning evaluation of and can include: interpretations The Rise of Indian Nationalism  The Amritsar Massacre of 1919 and its Impact  Gandhi’s Campaigns for Civil Rights and Independence and their Impacts British Politics and India 1919-39 India and the Second World War  The Fall of Singapore and Its Impact on the Image of Imperial Superiority  The End of the Empire  Economic Pressures on Post-War Britain and their Impact on Imperial Policy

Entry Requirements: The minimum requirement is Grade B at GCSE level (Grade A preferred). HISTORY OF ART Examination Board: AQA

A Passion for Art (no practical skill required)

The History of Art course will provide you with the skills to understand and appreciate Western art and architecture and visual culture. You will explore links between art, its contents and its contexts, developing the skills to evaluate art and its importance in the world. You’ll also understand how the appearance of paintings, sculpture and architecture contribute to their meaning.

Your Career Launchpad

If you dream of working in the world of art or architecture, this course could be where you launch your career. If you are planning a career in Textiles, Fashion, Fine Art or Photography this is the course for you, alongside your practical course. You might want to become an art advisor or investor, gallery curator, freelance writer or even a film and television stylist. However you look at it, whether for work or pleasure, art is a universal language. You might even get a school trip to Paris, Venice, Rome, Barcelona or other cultural hot spots.

This A level is regarded as a Humanities academic A level by all Universities. It is also a complementary A level for those wishing to pursue Science Degrees as increasingly, the top universities are looking for well rounded candidates.

We study Western Art from 500BC to 2000 AD, taking specific examples as focus and discussion points for the exams.

Past students have gone on to study Art History, Architecture, Film and Animation, Costume, English and many other subjects. Those specifically studying Art History have gone to Oxford, Cambridge, The Courtauld, Birmingham, Manchester and many other top Universities.

This is a completely academic A level, with no coursework and no practical work.

Who should take History of Art?

23 You should be the sort of student who enjoys learning and has a thirst for knowledge. You need to have a good standard of written English and be able to articulate your opinions. We offer trips to the London galleries, and Paris and Italy (these include extra costs).

Entry Requirements: GCSE grade A in a written humanities subject (English, RS, History, Geography)

24 Latin Examination Board: OCR

Head of Department: R Davies

The Latin language is studied to develop accuracy in translation and command of idiom and style. Latin texts (prose and verse) are studied in depth to develop critical understanding.

AS level – two authors will be studied: Prose – Cicero; Verse – Ovid A2 level – two authors will be studied: Prose – Tacitus or Sallust; Verse – Virgil or Propertius

AS – Two Examinations Latin language Candidates are required to translate one passage of adapted Latin prose into English.

Candidates are required to translate either a short passage of Latin prose from a set author into English or five sentences from English into Latin.

Latin Verse and Prose Literature

Prescribed Verse Literature – Candidates are required to answer one main question. Each question contains a short Latin passage with sub-questions including a short essay.

Prescribed Prose Literature – Candidates are required to answer one main question. Each question contains a short Latin passage with sub-questions including a short essay.

A2 – Two Examinations

Latin verse: Prescribed Literature Candidates are required to answer one question. Each question contains a Latin passage or passages. Candidates write a commentary and an essay on the verse author they have studied.

Language – Unprepared Translation and Comprehension Candidates are required to answer one question. Candidates either translate approximately 10 lines from an unseen passage of Latin verse and answer comprehension questions on the passage.

Latin prose: Prescribed literature Candidates are required to answer one question. Each question contains a Latin passage or passages. Candidates answer the two sub-questions set on the prose author they have studied.

Language – Unprepared Translation and Comprehension or Prose Composition Candidates are required to answer one question from a choice of two. Candidates either translate approximately 10 lines from an unseen passage of Latin prose and answer comprehension questions on the passage, or they complete a prose composition translation from English to Latin.

Entry requirements: Grade B in Latin and Grade B in English Language and English Literature.

25 Mathematics Examination Board: OCR

Head of Department: C. Groves

This course builds directly on the foundation of the GCSE Higher Level syllabus. In particular it pre- supposes skill in basic algebraic manipulation and the ability to work logically through multistage problems.

AS Mathematics (code 3890) is completed in the Lower Sixth by studying the following modules: Core Mathematics 1 (C1) – indices and surds, polynomials, coordinate geometry and graphs, differentiation Core Mathematics 2 (C2) – trigonometry, sequences and series, algebra, integration Probability and Statistics 1 (S1) – probability, discrete random variables, bivariate data.

In the Upper Sixth, three further modules are studied to complete A2 Mathematics (code 7890):

Core Mathematics 3 (C3) – algebra and functions, trigonometry, differentiation and integration, numerical methods Core Mathematics 4 (C4) – algebra and graphs, differentiation and integration, first order differential equations, vectors Mechanics 1 (M1) – force as a vector, equilibrium of a particle, kinematics of motion in a straight line, Newton’s laws of motion.

Note: Students wishing to study Further Mathematics do not need to choose Mathematics as well.

Entry requirements: an A grade at GCSE Mathematics or its equivalent. If the course is oversubscribed the department may administer a short entry test. The requirement for entry to the A2 course is satisfactory progress in the AS level Mathematics course.

26 Further Mathematics Examination Board: OCR

Head of Department: C. Groves

The Further Mathematics course is aimed at students who gain A* at GCSE and who have studied some additional material such as a Further Mathematics GCSE during Key Stage 4. Indeed the minimum requirement for entry to any of our Further Mathematics courses is an A* at GCSE Mathematics.

The Mathematics and Further Mathematics courses are regarded as a single A-level option in the Lower Sixth and are taught for 6 lessons per week. Further Mathematics students will complete AS level Mathematics and AS level Further Mathematics alongside an AS in each of three other subjects.

In the Upper Sixth students will have the choice of either studying just A2 level Mathematics together with three other A2 subjects or continuing with A2 level Mathematics and A2 level Further Mathematics together with two other A2 subjects. The choice to progress to A2 Further Mathematics will depend upon progress with the course in the Lower Sixth.

The Mathematics/Further Mathematics course consists of the following modules: Core Mathematics 1 (C1) – indices and surds, polynomials, coordinate geometry and graphs, differentiation. Core Mathematics 2 (C2) – trigonometry, sequences and series, algebra, integration. Core Mathematics 3 (C3) – algebra and functions, trigonometry, differentiation and integration, numerical methods. Core Mathematics 4 (C4) – algebra and graphs, differentiation and integration, first order differential equations, vectors. Further Pure 1 (FP1) - summation of series, proof by induction, roots of polynomial equations, complex numbers, matrices. Further Pure 2 (FP2) - rational functions and graphs, polar coordinates, hyperbolic functions, differentiation and integration, numerical methods. Probability and Statistics 1 (S1) – probability, discrete random variables, bivariate data. Probability and Statistics 2 (S2) – continuous random variables, the normal distribution, the Poisson distribution, sampling and hypothesis tests. Probability and Statistics 3 (S3) – continuous random variables, linear combinations of random variables, confidence intervals, difference of population means and proportions, chi-squared tests. Mechanics 1 (M1) – force as a vector, equilibrium of a particle, kinematics of motion in a straight line, Newton’s laws of motion. Mechanics 2 (M2) – centre of mass, equilibrium of a rigid body, motion of a projectile, uniform motion in a circle, coefficient of restitution, impulse, energy, work and power. Mechanics 3 (M3) – equilibrium of rigid bodies in contact, elastic springs and springs, impulse and momentum in two dimensions, motion in a vertical circle, linear motion under a variable force, simple harmonic motion. Decision Mathematics 1 (D1) - algorithms; graph theory; networks; linear programming.

C1,C2,FP1, S1, D1 and M1 are completed in the Lower Sixth.

The minimum requirement for entry to the Further Mathematics course is an A* at GCSE Mathematics. Students wishing to study Further Mathematics should write down ‘Further Mathematics’ on their option form along with three other subject options (excluding Mathematics). At the end of the Lower Sixth form students will have the opportunity to decide whether to continue with Further Mathematics or not.

27 Students studying Further Mathematics will study the course for 6 lessons per week in the Lower Sixth alongside three other subjects.

28 Music Examination Board: Edexcel

Head of Department: S. Hussey

AS (8MU01)

Unit 1: Performing Music This unit gives students the opportunity to perform either as soloists or as part of an ensemble, developing skills in instrumental lessons and through attendance at the variety of ensembles on offer in School. For the assessment, any instrument or voice is acceptable, the music can be in any style, and students need to perform for a minimum of five-six minutes. The expected difficulty of pieces offered is taken to correspond to Grade V of the graded examinations of such bodies as the Associated Board, Trinity Guildhall, Rockschool and the London College of Music. When students perform at a level that exceeds Grade V, additional credit will be awarded. Internally assessed and externally moderated solo/ensemble performance. 40 marks

Unit 2: Composing This unit encourages students to develop their skills in composing, leading to the creation of a piece of music lasting for a minimum of three minutes. The piece is written to a brief chosen from four provided by Edexcel in September of the exam year and will include the possibilities of writing expressively for instruments or writing for the voice. Each student also needs to complete a CD sleeve note explaining how the composition was developed and what works have influenced its composition. Students are allowed 15 hours of writing up time for the composition and 1 hour for the sleeve note, both under controlled conditions in the Spring term of the examination year. Externally assessed three minute composition and sleeve note. 60 marks

Unit 3: Developing Musical Understanding This unit is based around Edexcel’s Anthology of Music. Students study set works chosen by the Board and answer questions on these in the final examination. Students also have to answer questions on chords and keys from a short passage of unknown music and then complete a short four part harmony exercise. The set works for examination in summer 2015 are listed below Two hour examination paper. 80 marks

J. S. Bach — Brandenburg Concerto No. 4 in G: movement I Shostakovich — String Quartet No. 8, Op. 110: movement I Poulenc — Sonata for Horn, Trumpet and Trombone: movement I Mozart — Piano Sonata in B flat, K. 333: movement I Tavener — The Lamb Monteverdi — Ohimè, se tanto amate Fauré — Après un rêve The Kinks — Waterloo Sunset Van Morrison — Tupelo Honey Familia Valera Miranda (Cuba) — Se quema la chumbambá

A2 (9MU01)

Unit 4: Extended Performance This unit gives students the opportunity to perform either as soloists or as part of an ensemble, continuing to develop skills in instrumental lessons and through their attendance at the variety of ensembles on offer in school. For assessment, students need to prepare a balanced programme of pieces to last between 12 and 15 minutes. Grade VI is the expected standard, although as in unit 1, credit is awarded for programmes in which the music is of a higher level. Internally assessed and externally moderated solo/ensemble performance. 50 marks 29 Unit 5: Composition and technical study This unit is in two parts. Students continue to develop their compositional skills leading to a further three minute composition based on a brief set by Edexcel in September of the course. The technical study section allows students to continue to develop skills in stylistic composition, which were fostered in unit 3. Following the first term of work, students choose to complete either one composition and one technical study, or two compositions or two technical studies. Students are allowed 14 hours of writing up time for each composition and three hours for each technical study, all under controlled conditions. Externally assessed three minute composition and technical study combinations. 80 marks

Unit 6: Further Musical Understanding This unit focuses on listening to music, both familiar and unfamiliar, and understanding how it works. A different set of pieces from the Anthology are studied and questions are set on these at the end of the course. Candidates also have to answer questions based on music that they have not heard before, comparing extracts and analysing keys, chords and cadences as well as identifying composers. There is also some simple melodic dictation. Two hour examination paper. 90 marks

Entry requirements: At least a grade B in Music at GCSE, although an A grade is preferable.

30 Music Technology Examination Board: Edexcel

Offered to Upper Sixth students

AS (8MT1)

With the new recording studio in operation, students now have the opportunity to broaden their musical skills in the Upper Sixth by taking an AS Level in Music Technology. This can be taken in conjunction with A2 Music or separately.

Unit 1: Music Technology Portfolio 1 Students learn a variety of music and music technology skills in order to complete this unit and these include midi sequencing, multi-track recording and arranging. To complete the portfolio, candidates have to carry out three coursework tasks which are taken under controlled conditions at School. They are as follows.

Task 1A: Sequenced realised recording Task 1B: Multi-track recording Task 1C: Creative sequenced arrangement

A CD needs to be made which contains these three works for submission and a logbook needs to be kept up to date during the coursework period so that students can be successful in answering questions on their sequenced arrangement.

Unit 2: Listening and Analysing This unit gives students the opportunity to study some of the main styles of pop music from 1910 to the present day. Two special focus styles are chosen each year and students need to know about the main stylistic ingredients of these styles and be able to put them into context. This work is assessed via a 2 hour listening exam in the summer and each student has a copy of the relevant CD in the examination.

Although not essential, it is beneficial if an AS Level in Music is taken before commencement of this course.

31 Philosophy & Ethics Examination Board: OCR

Head of Department: T. Charlton

The course (both AS and A2) will challenge students intellectually as well as personally. It is very much an academic course which may shatter many pre-conceptions. Lively discussions and debate often occur. Students who did not study RS at GCSE are welcome.

AS This subject will introduce the student to the broader issues in Philosophy of Religion and Religious Ethics.

Unit 1 Philosophy of Religion (I) Arguments for the existence of God, challenges to religion, the concept of evil, religion and science, influences on Philosophy

Unit 2 Religious Ethics (I) Ethical theory e.g. Natural law, Kant, Utilitarianism, religious ethics. Applied ethics e.g. abortion, euthanasia, genetic engineering, war and peace

All units will be assessed by externally set examinations which take place in the June of the Lower Sixth. Each exam at the end of the Lower Sixth is 1 hour and 30 minutes long.

A2 This will develop from AS using the same modules and will challenge the students' understanding of Philosophy of Religion and Ethics.

Unit 1: Philosophy of Religion (II) Religious language, religious experience, life after death, nature of God, miracles

Unit 2: Religious Ethics (II) meta ethics, free will and determinism, the conscience, virtue ethics, environmental and business ethics, sexual ethics

All units will be assessed by externally set examinations in the June of the Upper Sixth. There is no coursework. Each exam at the end of the Upper Sixth is 1 hour and 30 minutes long.

Entry requirements: B grade in GCSE English Language (A grade preferred). The course requires a keen interest in studying the theories of scholars (philosophers and theologians) which will often involve handling academic text which can be quite challenging. Religious Studies GCSE is not required.

32 Physical Education Examination Board: OCR

Head of Department: J. Dyson

Aims To provide opportunities to develop the student's physical potential and achievements.

To provide the student with a thorough understanding of a person's movement, performance and behaviour through both theoretical and practical means.

AS outline At AS, the specification will develop knowledge and skills to help students understand the opportunities for and effects of leading a healthy and active lifestyle. Students will be given the opportunity to build on their experience and improve their personal skills/techniques across a variety of roles in a sport of their choice. The AS specification has 2 units:

Unit 1: An Introduction to Physical Education 1 Anatomy and Physiology (Section A) 2 The skeletal and muscular systems 3 Motion and movement The cardiovascular and respiratory systems in relation to the performance of physical activity 1 Acquiring Movement Skills (Section B) 2 Classification of motor skills and abilities 3 The development of motor skills 4 Information processing 5 Motor control of skills in physical activity Learning skills in physical activity Socio-Cultural Studies relating to participation in physical activity (Section C) 1 Physical activity 2 Sport and culture Contemporary sporting issues Assessment Written paper: 2 hours Weighting: 60% of total AS level marks 30% of total A level marks Candidates are required to answer questions from each section. Each section is marked out of 30, and includes an extended 10 mark question.

Unit 2: Acquiring, developing and evaluating practical skills in Physical Education Performance (including coaching and officiating) Evaluating and planning for the improvement of performance Assessment Internal assessment with external moderation: 80 marks Weighting: 40% of total AS level marks 20% of total A level marks Candidates are assessed in two activities either in the role of performer, coach or official. Candidates are also assessed in their ability to analyse and evaluate the execution of core skills/techniques of a player/performer and develop an action plan for how the performer can improve.

33 A2 outline

At A2, the specification enables candidates to further develop their understanding of key philosophical concepts, themes, texts and techniques. Candidates will be given the opportunity to further specialise, with more subject areas taught across the board.

Unit 3: Principles and concepts across different areas of Physical Education Section A: Socio-Cultural Options 1 Historical Studies (Option A1) 2 Popular recreation in pre-industrial Britain 3 Rational recreation in post-industrial Britain 19th-century public schools and their impact on the development of physical activities and young people 4 The developmental stages of athleticism in 19th-century public schools Drill, physical training and Physical Education in state schools 1 Comparative Studies (Option A2) 2 The United Kingdom 3 The United States of America 4 Australia Section B: Scientific Options 1 Sports Psychology (Option B1) 2 Individual aspects of performance 3 Group dynamics of performance and audience effects Mental preparation for physical activity 1 Biomechanics (Option B2) 2 Linear motion in physical activity 3 Force in physical activity 4 Fluid mechanics in physical activity 5 Stability and angular motion in physical activity 1 Exercise and Sport Physiology (Option B3) 2 Energy 3 Health components of physical fitness 4 Application of the principles of training 5 Performance enhancement Assessment Written paper: 2 .5hours (105 marks) Weighting: 35% of total A level marks Candidates are required to answer three questions including a minimum of one question from section A

Unit 4: The improvement of effective performance and the critical evaluation of practical activities in Physical Education Performance in one sport (including coaching and officiating) Evaluation, appreciation and the improvement of performance Assessment Internal assessment with external moderation: 50 marks Weighting: 15% of total A level marks Candidates are assessed in one activity either in the role of performer, coach or official. Candidates are also assessed in their ability to analyse and evaluate the execution of core skills/techniques of a player/performer and develop a detailed oral action plan for how the performer can improve. Entry requirements: It must be noted that the A level is split into theory and practical. All students must achieve B grades in both Science and Additional Science and B grades in English Language and Maths. Candidates who have participated in PE GCSE will have their theory grade taken into consideration and it will be expected that a B grade has been achieved within this element of the GCSE. It is not a requirement to have done GCSE PE previously.

34 Physics Examination Board: WJEC Head of Department: J. Hensman A Level Physics provides excellent opportunities for the study of science beyond GCSE. The course carefully builds on GCSE knowledge, covering the fundamental topics early on to give a firm basis for later study as well as developing useful and more sophisticated practical skills. Students are encouraged to understand the processes of Physics and the way the subject develops through experiment, theory, insight and creative thought. The dependence of Physics on good mathematical analysis is constantly emphasised and the ability to communicate ideas clearly and concisely is also essential. Physics is conceptually challenging and should appeal to students with a curiosity about the world and its place in the Universe. There is no coursework in AS or A2 Physics. AS Unit 1: Motion, Energy and Charge (40% of the AS, 20% of the full A level) This unit leads on from GCSE studies of mechanics and electricity and covers the key aspects of Newtonian mechanics, including Newton’s laws of motion, rectilinear motion, dynamics, momentum, mechanical energy considerations and moments as well as the nature and behaviour of electric charge and electric current, potential difference and resistance in a number of different contexts and superconductivity. Unit 2: Waves and Particles (40% of the AS, 20% of the full A level) This unit includes study of wave behaviour and wave phenomena including diffraction, refraction, interference and polarisation as well as the distinction between progressive and stationary waves. It also considers the photoelectric effect, the nature and behaviour of photons, emission and absorption spectra, and the production and behaviour of laser light. The second half of the unit ranges from the study of the particle nature of matter, including sub atomic particles and their interactions to the observation and analysis of light from stars and the fundamental ideas behind Astrophysics. Unit 3: Practical Physics (20% of the AS, 10% of the full A level) Students carry out experimental tasks performed under controlled conditions, based upon experimental techniques developed throughout the course.

A2 The A2 course builds on work from the AS year to provide a comprehensive understanding of physics at advanced level. These units are both challenging and stimulating and the synthesis within each unit provides an excellent opportunity to see how the patterns of physics fit together whilst looking at some modern applications of these ideas. Unit 4: Oscillations and Fields (18% of the full A level) This unit starts with a return to mechanics with a consideration of circular motion, simple harmonic oscillators and further study of momentum concepts, including the momentum of a photon. It then moves onto thermal Physics and the laws of thermodynamics, including a study of the kinetic theory of gases. The final section is a study of electrostatic and gravitational fields of force, including field strengths, inverse square laws and electrical and gravitational potentials, followed by application of the gravitational field analysis to our solar system and the wider Universe. Unit 5: Magnetism, Nuclei and Options (22% of the full A level) This unit returns to electrical circuits with a study of capacitors and their behaviour in a range of different contexts followed by an analysis of magnetism and electromagnetism, including flux and flux density and electromagnetic induction. The next section is a study of radioactivity and nuclear energy, including α, β and γ emission and nuclear fission and fusion. The final part of the unit involves choosing an option topic from one of the following: Further Electromagnetism and Alternating Currents, Revolutions in Physics, Materials, Biological Measurement and Medical Imaging, or Energy Matters. Unit 6: Experimental and Synoptic Assessment (10% of the full A level) An experimental task and a data analysis task performed under controlled conditions, both synoptic in nature. Both will assess skills developed throughout the course.

Entry requirements:

35 For Triple Science students - A minimum of an A B combination of GCSE Mathematics and Physics (ie Mathematics A, Physics B or Physics A and Mathematics B).

For Double Science Students - An A grade or better in GCSE Single Science with an A grade or better in GCSE Additional Science plus a B grade or better in GCSE Mathematics.

Politics Examination Board: AQA

Head of Department: J. McDermott

AS – 2 units Unit 1: People, Politics and Percentage (Paper) Unit 2: Governing Modern Britain Participation 1. Participation and Voting Behaviour Both units form 25% of 1. British Constitution 2. Electoral Systems the A-Level and are made 2. Parliament 3. Political Parties up of document 3. The Core Executive 4. Pressure Groups and Protest questions and short 4. Multi-Level Governance essays.

A2 – 2 units Unit 3: The Politics of the USA Percentage (Paper) Unit 4: The Government of the USA 1. Electoral Process and Direct Both units form 25% of 1. Constitutional Framework of the Democracy the A-Level and are made US Government 2. Political Parties up of 2 short essays and 2. The Executive Branch of 2 longer essays. Government: 3. Voting Behaviour 3. Legislative Branch of 4. Pressure Groups Government: US Congress 4. The Judicial Branch of Government: The Supreme Court

In the Lower Sixth students look at a variety of the different institutions and practises which are particular to British politics. These range from constitutional debates to the roles and influence of pressure groups. Students will all have the opportunity to visit the Palace of Westminster and the new Supreme Court.

The aim of the course at AS is to introduce key political concepts and is accessible for those who have not studied Politics previously. The course offers the opportunity to develop a range of skills including analysis, interpretation and the coherent presentation of findings. These will be tested in short examinations for AS and examination and the comparison study of US Government at A2. Areas of study have been chosen to provide interest and breadth to students in the Sixth Form. Teaching uses a range of sources to encourage discussion and the development of examination technique.

Politics is a very popular option at this level and offers students a wide range of university and career options. All students will have the opportunity to participate in the department’s visit to Washington in October 2015.

Entry requirements: Grade B in GCSE History or English Language.

36 37 Product Design Examination Board: Edexcel

Head of Department: N. Brookes

This course encourages candidates to:  develop and sustain their own innovation, creativity and Design and Technology capability, to recognise constraints and to produce high quality products;  develop a critical understanding of the influences of the processes and products of design and technological activity from a historical perspective and in current practice;  apply essential knowledge, understanding and skills of design production processes to a range of technological activities and develop an understanding of industrial practices;  use Information and Communications Technology (ICT) to enhance their design and technology capability;  develop an understanding of the social, moral, spiritual and cultural values inherent in design and technological activity and to develop critical evaluation skills in technical, economic, environmental, social and cultural contexts;  develop as discerning consumers able to make informed choices;  develop positive attitudes of co-operation and citizenship and work collaboratively.

There are two units of assessment, one unit is assessed by internal marking and external moderation and one unit is externally assessed by examination.

Unit 1: Portfolio of Creative Skills: 60% of the total AS marks 30% of the total GCE marks.

In this unit students are given the opportunity to develop their creative, technical and practical skills through a series of product investigation, design & manufacturing activities. Students will produce one portfolio with three distinct sections which will demonstrate their creativity and flair when investigating, designing and making products. Ideally different products should be chosen for the three distinct sections as students are not being asked to carry out one large design and make task but three smaller and more focussed tasks which build up to provide a detailed portfolio of their skills. This unit is internally set and marked and then externally moderated by EDEXCEL.

Unit 2: Design and Technology in Practice: 40% of the total AS marks. 20% of the total GCE marks.

Students will develop a knowledge and understanding of a wide range of materials and processes used in the field of Design and Technology. They will learn about materials and processes so that they can develop a greater understanding of how products can be designed and manufactured. Students will also learn about industrial and commercial practices, and the importance of quality checks and the health and safety issues that have to be considered at all times.

This unit will be assessed through an examination set and marked by EDEXCEL.

There will be a 1 hour 30 minute examination with a question and answer booklet.

Unit 3: Designing for the Future: 40% of the total A2 marks 20% of the GCE marks

In this unit students will develop their knowledge and understanding of a range of modern design and manufacturing practices and contemporary design issues. The modern designer must have a good working knowledge of the use of ICT and systems and control technology in the design and manufacture of products. They must also be aware of the important contributions of designers from the past which may provide inspiration for future design. It is increasingly important that students develop an awareness of the impact of design and technological activities on the environment. Sustainable product design is a key feature of modern design practices.

This unit will be assessed through an examination set and marked by EDEXCEL.

There will be a 2 hour examination with a question and answer booklet.

Unit 4: Commercial Design: 60% of the A2 marks 30% of the total GCE marks

In this unit students are given the opportunity to apply the skills they have acquired and developed throughout this course of study, to design and make a product of their choice. In order to reach high attainment levels, students must adopt a commercial design approach to their work, reflecting how a professional designer might deal with a design problem and its resolution.

The choice of design problem should have a real commercial use, and should be useful to a wider range of users beyond an individual unless it has been specifically commissioned as a ‘one-off’. The design problem should provide opportunities for a client or user-group to have input into decision making at various stages of the design and make process.

A client is defined as any third party identified by a student referred to and who can give informed critical feedback at various stages throughout the design process. Clients do not need to be specialists or experts; they can be drawn from any relevant group of people and may include other students, friends or family members.

A key feature of this unit is that students consider issues related to sustainability and the impact their product may have on the environment. A student may choose to design and make a sustainable product, but if they do not, they should still consider the issues of sustainability at relevant points in their designing and making activities. Sustainable issues include materials production and selection, manufacturing processes, use of the product and its disposal/recycling.

This unit is internally set and marked and externally moderated by EDEXCEL.

Students who study Product Design should be interested in design issues and current trends, as well as having an appreciation of 20th Century Design History. This will be combined with their growing technical knowledge and skills to enable them to design and manufacture very high quality products. This course combines well with Art, Sciences and Social Sciences and provides a broadening balance with the Humanities. As the course gives an understanding of the processes underpinning all the activities involved in maintaining a technological consumer society, it will be a good background for all careers, but in particular those involving creative activities, marketing or business.

Entry requirements: GCSE grade B in Design and Technology. 39 Psychology Examination Board: OCR

Head of Department: A. J. McGinty

Psychology is usually defined as the scientific study of behaviour. Its subject matter includes behavioural processes that are observable, such as gestures, speech and physiological changes and processes that can only be inferred, such as thoughts and dreams.

AS: Code: H168 Unit G541: Psychological Investigation This unit is designed to give students some practical experience of psychological research. They have the opportunity to carry out a range of practical exercises involving a variety of research methods. The unit examination tests their understanding of research methods, concepts and source material. It is assessed through a written examination.

Unit G542: Core Studies This unit uses easily accessible examples of psychological research to introduce students to the five core areas of the subject. These are: Cognitive Psychology which includes the study of the basic characteristics of language, perception, autism and memory; Social Psychology which includes the study of the concepts of conformity, obedience and affiliation; Developmental Psychology which includes the study of theories of learning aggression, phobias and conservation; Physiological Psychology which includes the study of the basic structure and function of the nervous system and how it explains human behaviour, and; the Psychology of Individual Differences which includes the study of cognitive bias and multiple personality. It is assessed through a written examination.

A2: Code H568 The A2 course builds on the foundations of the AS but is more specialised and requires more searching analysis and evaluation.

Unit G543: Applied Psychology

Health and Clinical Psychology This unit explores issues such as dysfunctional behaviour, adherence to medical advice, stress, disorders such as anxiety, health promotion, lifestyles and health behaviour. It is assessed through a written examination.

Psychology of Sport and Exercise This unit explores issues such as personality and sport; aggression in sport; motivation; anxiety and self confidence in sport: attitudes to exercise and mental health and social influences in sport. It is assessed through a written examination.

Unit G544: Approaches and Research Methods in Psychology This involves examining all aspects of research methods and the design of a practical project from source material that will be analysed. Candidates will be expected to have knowledge and evaluation of methodology and be able to understand how different approaches and issues can affect psychological research. It is assessed through a written examination.

Entry requirements: B grades in GCSE Mathematics, GCSE English Language, Science and Additional Science or equivalent in separate Science.

40 41 Sociology Examination Board: AQA

1. General information

Sociology is the academic study of social behaviour, its origins, development, and institutions. In other words, it is the study of people. Sociology is a subject that will challenge your preconceptions and encourage you to question the society in which we live; it is an essay-based study that requires excellent powers of interpretation and analysis. Lessons include discussion, essay writing and other activities aimed at encouraging students to view the world through a variety of lenses.

It is an engaging subject that will appeal to anyone with an interest in society. If you have ever wondered why certain individuals are more likely to commit crime, whether the nuclear family is beneficial for society, or whether feminism is a dated movement, then sociology is for you.

2. Link

Sociology is a wide-ranging subject that compliments other social sciences and humanities as it will enhance your analytical and evaluative skills. We cover a wide range of topics that are relevant to several other A-Level subjects. Sociology includes topics that are particularly beneficial to those studying RS, History, English, World Development, Psychology and Government & Politics.

A-Level Sociology is useful for those who are interested in career in research, law, journalism, politics, social work, teaching and charity work, amongst other things.

3. Topics

Core themes in Sociology include socialisation, culture and identity; and social differentiation, power and stratification. Specific topics include:

 Education- Who does it benefit? Why are certain individual more likely to succeed in education? Do educational policies benefit all of us equally?

 Research methods- how do sociologists conduct social research? What are the strengths and weaknesses of different research methods?

 Work, poverty & welfare- why does poverty still persist in contemporary society? How is poverty distributed between various social groups?

 Media- how has the media developed? What is the relationship between ownership and control of the media? How is news selected and presented?

 Crime and deviance- why are certain groups more likely to commit crime? How can we prevent/control crime? How has globalisation affected crime?

 Sociological theory- what are the main sociological theories? How useful are they when explaining features of contemporary society?

4. Entrance criteria.

You must have the standard 6B’s to study Sociology, including a ‘B’ in English language. Head of Department: R Nutter (WGGS) 42 Aims of the Course. The course can enable candidates to: . Acquire knowledge and a critical understanding of contemporary social processes and structures; . Appreciate the significance of theoretical and conceptual issues in sociological debate; . Understand sociological methodology and a range of research methods; . Reflect on their own experience of the social world in which they live; . Develop skills which enhance their ability to participate more effectively in adult life.

Subject Content AS Families and Households Education plus Methods A2 Beliefs in Society Crime and Deviance plus Theory and Methods

Sociological Skills Assessment Objective 1 (A01): Knowledge and Understanding. Assessment Objective 2 (A02): Identification, Analysis, Interpretation and Evaluation.

Key Skills Covered Communication, Information Technology, Working with Others, Improving one’s own learning and performance, Problem Solving.

In addition, Sociology contributes to the spiritual, moral and cultural development as well as improving knowledge of the social dimension of life in the 21st century. There is a high level of discussion in this subject which fosters critical thought and self-confidence.

Assessment Unit 1: Families and Households. Written paper: 1 hour - 40% of total AS marks, 20% of total A Level marks.

Unit 2: Education plus Research Methods: Written paper: 2 hours - 60% of total AS marks, 30% of total A Level marks.

Unit 3: Beliefs in Society Written paper: 1 hour 30 minutes - 20% of total A Level marks.

Unit 4: Crime and Deviance plus Theory and Methods Written paper: 2 hours - 30% of total A Level marks.

Sociology blends well with most sixth form subjects and is useful in all careers. It is particularly suitable for students considering careers in medicine, teaching, social work, law, business management, or other people-based professions.

Entry Requirements: Students wishing to take this subject will need at least a GCSE grade B in English Language and also a grade B in a humanities subject such as History, Classical Civilisation, Geography or Religious Studies.

43 Spanish Examination Board: AQA

Unit 1 Listening, Reading and Writing (2 hours) 70% Candidates will answer a range of questions based on approximately 5 minutes of heard material and on a selection of written stimulus texts. They will also respond in writing to a question based on one of the AS topics. Unit 2 Speaking Test (20 mins prep. + 15 mins test) 30% Candidates will discuss a target-language stimulus card based on one of the AS topics and take part in a conversation covering three further AS topics.

A2: Code 6696 The A2 course will cover:  Environment: pollution, energy and protecting the planet  The multi-cultural society: immigration, integration and racism  Contemporary social issues: wealth and poverty, law and order and the impact of scientific and technological progress  Cultural topic: the study of a target language speaking region/community or the study of a period of 20th century history from a target language-speaking country/community or the study of a novelist/dramatist/poet from a target language-speaking country/community or the study of a director/architect/musician/painter from a target language-speaking country/ community.

Unit 3 Listening, Reading and Writing (2 hours 30 mins) 35% Candidates will answer a range of questions based on approximately 6 minutes of heard material and on a selection of written texts. They will also respond in writing to a question based on one of the four A2 cultural topic areas. Unit 4 Speaking Test (20 mins prep. + 15 mins test) 15% Candidates will present a point of view based on a target-language stimulus card from one of the A2 topic areas and take part in a conversation covering three further A2 topics.

Entry requirements: The minimum requirement is Grade B at GCSE level. A sound knowledge of Spanish grammar is essential.

NB AS and/or A2 Spanish may be taught in conjunction with Watford Grammar School for Girls School, in mixed groups. 44 Friday Lecture and Activity Programme

A variety of distinguished visitors regularly give lectures on a range of contemporary themes. In recent years, speakers have included, from the political field, Sir Michael Barber, Sir Anthony Meyer and George Galloway M P and broadcaster Evan Davies, from the scientific field, the writer and broadcaster Simon Singh, and from the field of Arts and Culture, Lord Chris Smith. Amongst the themes covered in the lecture programme are: The European Community Industry and Commerce Government and Politics Human Rights The Armed Forces and Defence Religion Law and Order Charities Health International Affairs The Environment Sport, Music and the Arts The activity sessions involve debating, problem solving and discussions. Drama, Music, Clubs and Societies A wide variety of activities is open to members of the Sixth Form who are encouraged to become involved both as participants and as organisers of events. We are very fortunate to have a wealth of resources on site, including a specialist Music Centre, a Theatre, a Sports Hall and Fitness Room, as well as excellent Art and Technology facilities. There are many musical groups including symphony orchestras and jazz ensembles and teams in a variety of sports. Amongst the activities available are the following:

Basketball Drama Music Table Tennis Chess Duke of Edinburgh Reading Groups Tennis Classics Society Golf Religious Societies Young Engineers Cookery History Society Rugby Football Young Enterprise Cricket Hockey Squash Young Scientists Debating Maths Club Swimming

The Sixth Form Support Scheme Members of the Sixth Form are encouraged to help in the education of younger students in assemblies and in the efficient running of the school. Traditionally there has been a Workshop Support Scheme for students with special needs and those in need of support or guidance in an aspect of their work. More recently growing numbers of students are assisting staff in lessons, contributing greatly to the effectiveness of study, and learning many of the skills of teaching and classroom management. Additionally there are opportunities to help support students outside the School through work with Mencap, Herts Inclusive Theatre and the Climbing Club. These activities, allied to the Prefectorial and House systems, contribute much to the success of the School and enrich the CVs of all who participate. The Sixth Form Study Centre Our Sixth Form Study Centre opened in September 2009, providing extensive accommodation for study. Students are asked to follow an agreed code of conduct in the use of these facilities. The Fuller Memorial Library is also available for private study, in which students are expected to work in silence.

45 Reports and References The school keeps in close contact with parents throughout a student's career. Parents are invited to contact form tutors or subject staff at any time if there are matters of concern. Reports of academic progress, attendance and behaviour are available to parents online and are updated at regular intervals. In the Sixth Form, there are four parents' evenings organised as in the calendar below. It is expected that members of the Sixth Form will attend these with their parents. Below is the current schedule:

Lower Sixth September Information Evening January Parents’ Evening

Upper Sixth September UCAS Evening December Parents’ Evening

The information gathered from reports, test grades and particularly Lower Sixth AS results forms the basis on which UCAS references for University entrance are written, as well as the general contribution to School life. We want to write the most supportive reference that we can: it will be up to the student to supply us with the evidence on which we can do this.

Careers and Higher Education Progression into Higher Education or a Career requires careful preparation and planning. Within the School advice is available from Form Tutors, subject teachers and the UCAS team. The Careers Library is situated in the Fuller Memorial Library and it carries a comprehensive stock of reference literature, a selection of prospectuses and some basic job information, backed up with a variety of careers software.

University Application Calendar The following calendar of activities is arranged to assist students with their preparations.

Lower Sixth Upper Sixth

September UCAS applications open

October School's internal UCAS deadline Careers interviews for employment January UCAS entry closes January 15th A2 unit examinations

February Lecture ‘Entering Higher Education’ Grant application forms available Higher Education Grants talk March Lecture ‘The UCAS System’ May Lecture ‘A GAP year’ June AS Levels (final units) A2 Levels July Complete UCAS preparation August AS Level results A2 Level results UCAS Clearing

46 Administration All members of the school are required to abide by the School Rules and the School Code, the generality of which is given in the ‘Home-School Agreement’ signed at the beginning of the Lower Sixth by all parties. Whilst the former have been kept to a minimum the following basic requirements are made of all students in the Sixth Form.

1. Attendance (i) Attendance at School must be for the published termly dates and at the appointed times. (ii) Attendance at all lessons is required. For Lower Sixth students all non-contact periods are to be taken in the Sixth Form Centre or Library, unless specifically directed by staff to study elsewhere. Attendance at study periods is obligatory and unauthorised absence from these sessions will be treated in the same way as missing a lesson. Experience shows that excellent attendance is linked to high achievement at Advanced level. To show the importance we attach to this matter the following guidelines have been determined. (i) 100% attendance is the principal aim. Absence should only be for legitimate reasons such as illness. (ii) Less than 95% attendance, for whatever reason, is considered unsatisfactory and parental contact will be made. (iii) Persistent unsatisfactory attendance is considered grounds for exclusion.

2. Absence Reasonable requests for leave of absence are treated with consideration. Driving tests, University Open Days, medical appointments etc. are all legitimate reasons for absence but we do expect to be asked permission in advance of the event and to receive a covering note from parents. University Open Days occur throughout the year. It is important that students make full use of such opportunities, but must restrict the number of visits to three only during school time.

3. Registration Sixth Formers attend two registration periods between 8.30 and 8.40am and at 12.55pm in Year 13 and 1.45pm in Year 12. Year 13 students only are free to study at home in the afternoon if they have no further commitments to the school beyond pm registration.

4. Sixth Form Assembly Assembly takes place every Wednesday morning in the Main Hall at 8.40am. Attendance is obligatory.

5. Sixth Form Lecture Programme The Sixth Form Lecture Programme takes place on Friday afternoon; students should be in the School Hall by 1.45 pm. Attendance is obligatory.

6. Lateness (i) arrival at the registration period later than 8.35 am is recorded as 'late'. There is a disciplinary procedure for persistent lateness. (ii) arrival at or beyond 8.55 am requires registration at the Front Office where the time of arrival and the reason for the lateness will be recorded and later transmitted to form tutors. Students are to report to their Form Tutor by the end of break.

47 7. Dress Professional office wear should be worn, ie. a suit or a tailored jacket with shirt, tie and brown or black leather shoes. Casual wear is not acceptable. Pullovers must be of smart appearance and should be plain. They must show the knot of the tie. No item of jewellery should be worn to or at school. This includes all earrings, studs and sleepers.

8. Health Smoking is not allowed on or near the School premises. Possession of illegal drugs will be reported to the Police without exception.

9. Part-time employment Many students engage in some part-time employment both to earn money and gain work experience for their CVs. It is important to recognise that such work can lead to a conflict of interest with School responsibilities. As guidance for parents and students to achieve a sensible balance in this matter, the following guidelines have been determined. (i) Part-time employment should not exceed one day (10 hours) per week as a maximum. Experience shows that commitment beyond this commonly leads to adverse effects on studies. (ii) Student's first responsibility is to the school. This includes any sporting, musical or disciplinary commitments at weekends. (iii) No part-time employment may be undertaken during the school day. When students have no lessons at school in the afternoons they may study at school or at home but must be able to make themselves available if required.

10. Cars Fully qualified drivers may drive to School provided that permission has been given by the Assistant Head (14-19 Pastoral). There are no facilities available for parking on the School site.

11. Sport Selection to represent the School should take priority over other commitments.