Sixth Form a Level Options

King Edward VI Grammar School, Chelmsford

SIXTH FORM A LEVEL OPTIONS

September 2021 entry

www.kegs.org.uk

Using this Booklet

This booklet has three main sections.  The first section is devoted to the key themes of this successful Sixth Form, including information about the non-examination core of the Sixth Form curriculum. Many students will choose to take the Extended Project Qualification (EPQ). The EPQ is often used to differentiate between students with a similar academic profile: every year some universities give lower grade offers to students completing the EPQ.  The second section gives advice relating to UCAS and Careers, and also gives an overview of our World of Work programme.  The third section is composed of overview descriptions of each A Level course offered, written by Heads of Departments. We hope that this will give a clear idea of the nature and requirements of each course. Further course details can be obtained from the relevant Head of Department and current Sixth Form students at the Open Evening on Wednesday 19 November 2020.1

Any student or parent who has a query about this booklet or the processes described in it is welcome to contact Ms Wiltshire (Deputy Head/Head of Sixth Form) [email protected] or other Sixth Form pastoral staff at the school.

1 Open Evening: please check the school’s website (www.kegs.org.uk) in case alternative arrangements need to be put in place for this event.

KEGS SIXTH FORM

Overview

The Sixth Form at KEGS offers A Level courses in a wide range of subjects. It enjoys an excellent reputation, and students are encouraged to use and build on their talents as widely and fully as possible.

Because of the extraordinary arrangements put in place for summer 2020, we are not publishing our statistics, although the results overall were our best ever.2

Most importantly, as with previous years, the vast majority of students secured their first choice university places.

In summer 2020, as in summer 2019 and the years before, there were a significant number of successful applications to highly competitive institutions, including 22 students who gained a place at Oxford or Cambridge and 26 students who gained places for Medicine or Dentistry.

Occasionally, students at KEGS apply to study at universities in the USA or other parts of the world. An increasing number of students are choosing other routes (apprenticeships, art foundations, work etc.) and are also supported in their applications.

The Sixth Form curriculum also contains the non-examination elements of our Enrichment, Personal Development, Games and Community Work Experience programmes. It is, therefore, a challenging curriculum with academic rigour, breadth and relevance. The Sixth Form takes the lead in a very wide range of school activities, ranging from debating to sports teams, music and drama to charities work.

Emphasis is on learning to achieve higher level study skills, to develop an enquiring mind, and to acquire and improve skills of organisation, within a framework of self-discipline, mutual respect and commitment to the school and the wider community.

Curriculum provision at KEGS At KEGS, A Levels are two year courses. We prepare all students for four A Levels (and EPQ). Offering five A Levels (and EPQ) would require additional staffing or a restructuring in delivery and so is not possible at this juncture.

Students entering KEGS Sixth Form in September 2021 will follow this programme:

Four A level courses in the first year It is hoped that we will be able to timetable just about any combination, but numbers will determine the viability of extra sets and so some subjects may have a ceiling on numbers. Once numbers have been established, option groupings will be published for final choices. This pattern of four A level courses in Year 12 is the one followed by the vast majority of Grammar and Independent Schools. Three or Four A level Courses in Year 13 In Year 13 many students continue with their four subjects through to their A level examinations at the end of the second year. This may be reviewed at the beginning of Year 13 (i.e. after the Year 12 predictor examination results are published), and students may follow three A levels, after discussion.

2 For reference, in summer 2019 KEGS staff and students celebrated our best ever GCSE results (our Year 11 students had the highest number of top grades per student in the country), a record 87% of A level grades at A*-B and our highest ever average UCAS points score per entry of 48.3 (where an A = 48 points and a B = 40 points). On average, each student obtained ‘AAA’ from their best 3 subjects, and over a quarter of all A level grades were A*. 65% of all of our results achieved A*-A grades, another record. In addition to A levels, 129 students took an EPQ, with over 90% securing A*-B, and 71% getting an A* or an A.

EPQ Many students are likely to take the EPQ. This will be facilitated through a series of stand-alone sessions and EPQ students will have a mentor to support their independent learning. At the time of writing, 160 students opted for the OCR Extended Project in the current Year 13. Additional languages courses Further options (e.g. Japanese, Mandarin and Russian) may be available as enrichment opportunities for students. Plans have not yet been finalised for September 2021 and will be communicated in due course. Personal Development and Enrichment This is an integral part of the Sixth Form curriculum and is delivered predominantly during fortnightly tutorial periods. There is a rolling programme of one-to-one interviews and target setting between tutors and students, which take place throughout the year. Specific issues and targets are discussed, and recorded by the student and tutor. There are seven tutor groups in each year group in the Sixth Form.

The Personal Development and Enrichment programme aims to provide students with opportunities to consider both personal issues and those issues concerning them as citizens in the wider community – at the local, national and global level. The programme involves a number of outside agencies or speakers coming into school, to speak to small groups or larger numbers of students. On a small group basis, Sexual and Mental Health are considered within the programme, as well as sessions on Cooking for One, Yoga, Careers and UCAS. Whole year group sessions consider living with HIV, issues in the Middle East, testicular cancer as well as other challenging and relevant subject matter, along with talks from artists, actors and people from the world of sports.

There is also, as an integral part of the Personal Development and Enrichment programme, a weekly Community Work Experience activity for all Year 12 students. For some students this will take the form of time in school when study may be undertaken for the KEGS Sports Leadership Award, which qualifies a student as a coach at a basic level. Community Work Experience may also be undertaken in local primary schools, in Brownie and Scout groups, at a charity shop or with Circles of Support, for example. This programme aims to develop an understanding of the needs of the wider community and will develop social skills and maturity. Elements in this programme may be accredited to the Duke of Edinburgh Award scheme, which students may join if they wish.

This is an exciting time to consider joining KEGS Sixth Form. The Darwin Centre, our Sixth Form accommodation, provides significantly enhanced, dedicated Sixth Form study and social facilities, with a café, as well as a Careers Library.

Sixth Form provision and making the right subject choices are obviously important decisions, particularly as University places, and the job market, become more and more competitive. Use the UCAS website to check the requirements for specific courses (Architecture courses almost always require an Art A level; Medicine requires Chemistry and, more often than not, Biology; Engineering requires Maths and often Physics, for example). The three plus one model (with the one being a subject which shows breadth and a different interest) is a good one. Once you have started Year 12, it will be very difficult to change courses, so seek advice NOW. We hope that the information regarding University and careers options that can be found later in this booklet, along with the other opportunities provided during the course of the year, will help you to make the right choices.

Ms Helen Wiltshire Deputy Headteacher/Head of Sixth Form/Assistant UCAS Coordinator

Applying to KEGS Sixth Form

Although existing Year 11 KEGS students do not need to make a formal application to the Sixth Form, they should complete their options choices on KEGSNet by Wednesday 25 February 2021 to facilitate planning for September 2021.

Prospective new KEGS students should complete the online form. A link to the form can be found in the Sixth Form section (‘How to Apply’ page) on the school’s website: https://www.kegs.org.uk/ by Wednesday 25 February 2021.

Login and password details should be saved safely as students will need to log in on at least two occasions during the year.

You will be greatly helped in finalising your subject choices and discussing them in depth at the Year 11 Options and Sixth Form Open Evening (see table below for dates).3

Therefore, the sequence of dates is as follows:

Wednesday 18 November 2020 Year 11 Options event – internal students

Wednesday 25 November 2020 Virtual Sixth Form Open Evening – external students

Deadline for submission of Option Choice Form – internal Wednesday 25 February 2021 students

Deadline for submission of External Application Form – Thursday 1 July 2021 external students

GCSE Results Day. External applicants submit their GCSE Friday 27 August 20214 results via the online form (details will be given out later in the academic year).

3 Open Evening: please check the school’s website (www.kegs.org.uk) in case alternative arrangements need to be put in place for this event. 4 https://www.gov.uk/government/news/students-to-be-given-more-time-to-prepare-for-2021-exams

Entry to the Sixth Form: Sixth Form Admissions Policy a) External applicants for Sixth Form places comprise both males and females without bias. The Priority Area criterion does not apply to the Sixth Form, i.e. admission is based solely on GCSE results as outlined below. Except in exceptional circumstances, students must be under 17 years of age on 31 August of calendar year of proposed admission. b) All applicants will be asked to specify their intended subject choices, upon which the school will determine the projected number of teaching groups for each subject. Interviewing applicants or their families for entry to Year 12 will not take place, although meetings can be held to provide advice on options and entry requirements for particular courses. c) Admission by any applicant to the Sixth Form is based on GCSE or IGCSE grades in full courses and AS levels or FSMQ Additional Mathematics at grades A and B only. The equivalency of other qualifications obtained will be taken into consideration. d) The minimum number of external applicants likely to be admitted is 50. The upper limit of Year 12 external applicants will be based, not on total Year 12 numbers projected for the following academic year, but on the projected size of the teaching groups and the pastoral capacity of the school. Taking into account choices for A Level study, applications will be refused where the school considers the size of teaching sets or tutor groups to be detrimental to the education of the group and where it is not financially or educationally desirable for the Governors to alter the balance of the school’s staffing or to appoint additional staff. e) The requirements for admission into Year 12 are: 1) An average GCSE/IGCSE points score of at least 6.625 across the best eight subjects. This will be calculated as follows: . Reformed GCSEs (graded 9 to 1) will score according to the grade, i.e. a grade 7 would score 7 points for KEGS admission purposes. . Unreformed GCSEs (graded A* to G) will score as follows: A* = 8.5 points, A = 7 points, B = 5.5 points, C = 4 points. . AS B grade or above = 8.5 points and FSMQ Additional Mathematics B grade or above = 8.5 points. 2) Reformed grade 6 or higher must be achieved in GCSE Mathematics and English (whether or not these subjects are being followed to A Level). The English GCSE may be either English Language or English Literature. 3) A suitably high GCSE grade, usually A or reformed grade 7 or better, in each chosen subject of study. An 8 or higher is required to study A Level Mathematics; a 9 is required to study Further Maths. 4) Reformed grade 4 or higher must be achieved at GCSE in a modern foreign language. 5) There need to be available places in the teaching sets for each subject. 6) Only two qualifications per subject accepted e.g. FSMQ Additional Maths (of B or above) + Maths GCSE, but not GCSE Statistics + GCSE Maths + FSMQ Additional Maths. f) In cases of over subscription, places will be offered first to all internal applicants then to external applicants. Each individual applicant must meet the same admission criteria, and places will be offered in descending rank order of their average points score across eight qualifying qualifications. In the event of tied scores, places will be offered on the basis of the average points score across nine qualifying qualifications. If these scores are tied, then the best ten will be compared and so on. The school will also strive to maximize the viability of each pre-published A Level course running and, if appropriate, will occasionally prioritise applications from students who wish to study one or more of the smaller subjects.

Admissions to the Sixth Form: Statement of Clarification

(This is to be read in conjunction with the Admissions Policy)

Where students applying to the Sixth Form at King Edward VI Grammar School do not have GCSE or IGCSE qualifications, it will be necessary to consider applications on a case-by-case basis. Student qualifications will be considered along with other information provided by the student’s current school, in an attempt to make a fair assessment of the application. This process is entirely at the discretion of the Governing Body. NARIC (www.naric.org.uk) is the National Agency responsible for providing information and expert opinion on academic qualifications from overseas. The school would require such information from NARIC in order to establish equivalency of overseas qualifications. It is the responsibility of students applying to KEGS to provide this information when it is required, i.e. by the time of GCSE Results Day (in England) in August. It is necessary for students to have proficiency in English. The medium of instruction at KEGS is English and the school does not have the capacity to offer an extensive support programme for students who cannot cope due to a lack of proficiency in English. In specific cases, it may be necessary to ask students to attend a Language School to support their proficiency in English as part of their offer to study at KEGS.

OPTION CHOICES AND UNIVERSITY COURSES

Most KEGS students go on to university to study a degree course and it is probably with university entrance in mind that you will be choosing your A Level subjects. Of course, there are other career paths and there is advice available in the Careers Library and from the Careers staff.

You need to choose four A Levels in Year 12. This allows you to choose across all subject areas and gives excellent potential for breadth of experience. However, you need to bear in mind the entrance requirements for your possible course choices. Universities tend to look for three ‘coherent’ A Levels, broadly Sciences or Arts, although Languages (including English), Mathematics and, to some extent, Economics and Geography are generally acceptable for both Arts and Science courses. However, for some courses, such as Law, a mixed subject background can be advantageous. You should check using the UCAS website (www.ucas.co.uk) and University websites for further information.

Although the vast majority of students will continue with all subjects to their final A level exams, a number of students may continue with only three A Levels in Year 13. This may leave you with a difficult combination as regards university entrance. It may be useful to consider A level choices in a ‘3 + 1’, pattern of 3 Arts subjects + 1 Science or 3 Sciences + 1 Arts, rather than a 2 + 2 split. This assumes that you are more likely to drop the ‘odd’ 1 A Level, leaving the 3 related subjects if you were to be in this situation. There are no rules, but do make sure you think ahead with your subject choices and take advice before committing yourself. Most A Level combinations can lead to a variety of career paths. Certain occupations and/or degree courses require specific subjects at A Level. The need for care in the choice of A Level subjects is particularly important for Science-related courses, although some Arts courses require specific subjects. Many students now undertake the Extended Project Qualification (EPQ) in addition to their A levels, usually an aspect of one of their subjects that interests them; this is a highly valued, in depth and independent piece of work which is increasingly included in offers either in its own right or as a means of lowering the A level grade requirements.

The best source of up-to-date, specific course requirements is the searchable UCAS website which lists all the Higher Education Institutions in the UK and their courses (www.ucas.co.uk). There is an entry for each course that lists specific entrance requirements.

One final word of warning: If you are thinking of a particular course or career, you should be interested in studying the required subjects. If you do not enjoy the required subjects, it may be that you do not fully appreciate what is involved in that course of study and/or eventual career. There is a wealth of careers information available online to help you make your decisions. Equally, if you hope to join KEGS Sixth Form from elsewhere, do seek the appropriate information, advice and guidance from your current school.

World of work opportunities in the Sixth Form

 Most internal students entering the Sixth Form will have completed a Work Experience Placement arranged privately. This experience provides a valuable introduction to the development of ‘world of work’ skills and may provide useful information for Sixth Form staff to write references for future UCAS applications.

 During the Sixth Form, students will follow an individualised Community Work Programme that will allow them to develop the skills - subject, soft and organisational - they will need to make a success of both University and the work place.

 Students will also need to think carefully about their chosen careers or proposed Higher Education courses; they may wish to pursue a work shadowing placement or work experience in an area of their choice. Such placements allow the student to sample their chosen career and will enhance (and in some cases be a prerequisite of) their application to the relevant Higher Education course such as Medicine or Law.

 Work shadowing placements and work experience in the Sixth Form are voluntary undertakings arranged between the student and the workplace. The placements will take place in the student’s own time or holiday periods. Placements are generally organised entirely by the student, but parents should ensure that in such cases, appropriate insurance arrangements are in place by the placement employer. A number of Science and Language based placements exist, including opportunities to work abroad, and candidates for such placements should discuss them with the subject staff involved.

 A number of other ‘world of work’ opportunities may be available for Sixth Form students throughout their time in the Sixth Form. KEGS has a growing number of parents, friends and alumni who give their time generously throughout the year to contribute to this expanding programme.

Ms H Wiltshire Mr J Davies Work-related Learning Y11 Work Experience

ART & DESIGN – FINE ART

EDUQAS ART AND DESIGN – FINE ART (7202/C 7202/X 3690) EDUQAS ART AND DESIGN – PHOTOGRAPHY (7206/C 7206/X 3570)

AIMS OF THE COURSE  To nurture confidence and imagination inspiring independent thinking and working young artists.  Build on and extend skills in the handling of a host of different materials, processes and techniques including those of painting, print making and 3D.  To foster different approaches in the making of art including investigative, analytical and experimental.  To become critically and aesthetically aware through the study of other artists’ work making strong links with their own.  To become aware of the importance that different contexts provide in the making of art and in turn understand the role of Art & Design within society and how this has changed over a time.

CONTENT OF YEAR 12 Coursework Portfolio (Personal Investigation) The first 2 terms see students taking part in a series of workshops in which they gain experience and further their understanding of different materials, techniques and processes. These will include lino printing, etching and mono printing as well as relief and 3D work. Students are also encouraged to attend a series of life drawing classes which together with exploring different types of drawing will extend understanding and nurture a range of observational drawing techniques. The second term sees each student producing a collection of material which exemplifies work carried out during the course. This will include at least one extended project based on an idea, theme or issue which demonstrates the student’s ability to sustain work from an initial starting point to a realisation and includes evidence of their ability to research, develop ideas and link their work in a meaningful way to related critical/contextual materials. Gallery visits undertaken in the first term help to reinforce this. All work will be internally moderated and assessed.

CONTENT OF YEAR 13 Unit 1: Personal Investigation 60% of A Level This is a practical unit with written elements in which students are expected to develop a personal investigation based on an idea, issue, concept or theme leading to a finished piece or pieces. This is begun in the final term of Year 12 with visual research undertaken in the Summer Holidays. In close working with the development of ideas for their practical work, students undertake the research and writing of a Contextual Studies that is a 3000 word illustrated continuous prose.

Unit 2: Externally-set assignment 40% of A Level At the beginning of January students will choose from one of eight questions to be used as a starting point. Towards the end of the examination period (usually end of April, beginning of May) students will complete 15 hours of unaided and supervised time in which they complete a final piece/pieces.

ASSESSMENT PROCEDURE As with the GCSE, all work is exhibited, then internally examined and externally moderated. There are four, equally weighted, assessment objectives which cover recording, analysing and evaluating, investigating, developing, exploring and interpreting, and realising intentions.

SKILLS/APTITUDES NEEDED TO SUCCEED The best foundation for success in this course is a good grade at GCSE along with a genuine interest in the subject and a willingness to work hard at developing your abilities. You should be prepared to immerse yourself in the subject, visiting galleries and keeping up to date with contemporary practice, whilst taking the opportunity to develop personal responses to a wide variety of starting points.

BENEFITS AND USES This course is not only relevant to those who wish to pursue a career in Fine Art. Other careers in which an Art & Design background is very relevant will include design (including graphic, interior, fashion and textile design), architecture (where most courses ask for a portfolio of art work), advertising, publishing, marketing, the media, museum, gallery or theatre work. You will develop your imaginative and creative powers and with your experimental, analytical and documenting skills, you will be encouraged to think laterally when problem solving and you will be challenged to think beyond the obvious – all valuable transferable skills. NB Students who have studied Art at A level go on to study medicine, dentistry, veterinary science, law, engineering, for example, with Art recognised as a subject which nurtures the creative, analytical and investigative skills required for all these professions. Please visit the Art Centre and the Sixth Form Studio to see work in progress.

BIOLOGY

OCR ADVANCED GCE BIOLOGY A (H420)

AIMS OF THE COURSE The study of Biology is of great importance in our changing world. Students will have the opportunity to develop their interest in the subject, as well as gaining a qualification that will allow further study at higher level. The course will develop students’ knowledge and understanding of a wide range of biological concepts as well as improving and deepening skills of practical manipulation, data analysis and critical thinking.

CONTENT OF THE A LEVEL COURSE  Cells, Exchange and Transport: including cell diversity and ultrastructure; exchange surfaces and breathing; the human circulatory system; plant transport  Molecules, Biodiversity, Food and Health: including the structure of carbohydrates, lipids and proteins; enzymes; nucleic acids; immunity; evolution; biodiversity  Communication, Homeostasis and Energy: including the nervous system; hormones; muscles; the kidney; photosynthesis; respiration  Control, Genomes and Environment: including cell division and variation; DNA cloning; gene technologies; ecosystems and sustainability; plant and animal responses  Practical Skills are developed throughout the course

ASSESSMENT PROCEDURE  There will be internal assessment in Y12 in the form of written exams  At A level in Y13 there are three written papers taking a total of 6 hours (2 x 2 hours 15 minutes and 1 x 1 hour 30 minutes). The style of the papers is varied including multiple choice, short answer and extended answer questions. There will be some questions linked to practical skills  Practical skills will be internally assessed and students will be expected to keep a practical log book as a record of their practical activities

SKILLS/APTITUDES NEEDED TO SUCCEED  A keen interest in the subject and willingness to engage enthusiastically with a range of biological topics  A good understanding of Biology to GCSE level plus an interest in chemistry  An imaginative approach to conceptually challenging material  An ability to work co-operatively with others  Excellent numerical and communication skills  The ability to work under pressure and the skill of time management

BENEFITS AND USES  The developing of analysis skills that would be useful in many careers and are desirable for aspiring Science undergraduates  A core subject for those who aspire to study Biological Science, Medicine, Veterinary Science, Biotechnology, Biochemistry, Biochemical Engineering, Paramedical or Biomedical careers  Skills, understanding and knowledge required for work in the growing field of bioengineering  Together with Geography it allows access to careers in Environmental Science  Biology allows for the development of ICT skills; collecting and recording data; communication skills; critical thinking; interpreting and presenting data

CHEMISTRY

OCR ADVANCED GCE CHEMISTRY A (H432)

AIMS OF THE COURSE  To develop students’ knowledge and understanding of Chemistry.  To increase their awareness of the applications of Chemistry in other contexts and in industry.  To investigate and solve problems in a range of contexts.  To build practical skills through a range of experiments and investigations.

CONTENT OF THE A-LEVEL  Develops topics from GCSE such as structure and bonding, atomic structure, the periodic table and calculations.  Organic chemistry (including synthesis and analysis).  Physical chemistry (including a mathematical approach to energetics, reaction rates and equilibria).  Inorganic chemistry (including transition elements and group chemistry).  Develops competence and confidence in practical skills and problem solving.

ASSESSMENT PROCEDURE  Total of 6 hours of exams (2 x 2 hours 15 minutes and 1 x 1 hour 30 minutes) taken at the end of the course.  A wide range of question types including multiple choice, short answer and extended response questions.  Knowledge and theory of practical skills will be assessed through these examinations.  20% of the written papers covers the assessment of mathematical skills.  Practical Endorsement log kept throughout course to give evidence of your competency in laboratory work. SKILLS/APTITUDES NEEDED TO SUCCEED  Interested in Chemistry and keen on practical work and problem solving.  Chemistry has both practical and theoretical components. Many concepts are introduced via experiments.  Some theoretical concepts are quite abstract and require a willingness to think of them in terms of models which we can visualise and understand.  The mathematical demand of this course is such that studying A-level Mathematics may be a distinct advantage. Students who wish to study Chemistry beyond A-level should take A-level Mathematics as many university courses require this. BENEFITS AND USES  Chemistry is well worth studying for its own sake. It is also essential or highly desirable for many science-based degree courses, including medicine, veterinary science, biological sciences, pharmacy and related subjects.  Development of transferable skills including, problem-solving, research, decision-making, mathematical, investigating and analytical skills.  The chemical/pharmaceutical industry is the largest manufacturing group in the UK and there are many other jobs which require analytical skills, e.g. in the food industry. Local employers include Essex Water and Glaxo SmithKline.  Chemistry is still developing, providing the enabling technology for recent developments in areas as diverse as microelectronics, the human genome project and modern drug development.  Many careers require applicants to have scientific, analytical and numeracy skills, for example health and safety, environmental protection and IT.

COMPUTER SCIENCE

OCR ADVANCED GCE – COMPUTER SCIENCE (H446)

AIMS OF THE COURSE The computer science A-Level will look to build on the competence and skills covered in the GCSE course, where we have taught far beyond the standard specification. In particular, the OCR A-Level is designed to “help students understand the core academic principles of computer science... where (they will) develop their technical understanding and ability to analyse and solve problems using computational thinking.” (OCR Board www.ocr.org.uk, 2018)

The specification goes on to say “Computer Science is a practical subject where students can apply the academic principles learned in the classroom to real-world systems. It’s an intensely creative subject that combines invention and excitement, and can look at the natural world through a digital prism”. We would certainly believe in running a qualification at KEGS that meets these aims. It will be a dynamic course with experimentation and practical aspects that will challenge and engage.

 The capacity to think creatively, innovatively, analytically, logically and critically. Mathematical skill will be an important component.

 Become confident and fluent in all aspects of Computer Science, from hardware to software.

 Learn to problem solve through careful abstraction, decomposition, construction and rigorous implementation.

 In software terms, they will learn to develop code in more advanced programming languages (e.g. Java, alongside Python), as well as work on different computer platforms and operating systems.

 Classroom learning is transferred into creating real-world systems through the independent programming project.

ASSESSMENT PROCEDURE Computer Systems (Paper 01, 2hr30mins, 140 Marks – worth 40%) Algorithms and Programming (Paper 02, 2hr30mins, 140 Marks – worth 40%) Programming Project (Non-exam assessment, 70 Marks – worth 20%)

SKILLS/APTITUDES NEEDED TO SUCCEED A strong ability to program solutions effectively in at least one language is essential. This will inevitably suit a student who is logical and has some mathematical skill. The practical elements of the course will require an inquisitive and creative mind for experimentation, coupled to the rigor of a scientific approach. GCSE Computer Science or similar is a pre-requisite for the course.

BENEFITS AND USES Computer Science is a growing academic subject in schools across the country, and as part of the government’s drive for more Programming in the curriculum, this A-Level provides strong credit towards University applications or business CV’s alike. The knowledge and skills developed through this course are highly transferable and Computer Science is quickly becoming one of the more desirable qualifications as we look to a future were computer integration in everyday life is ever increasing.

DESIGN AND TECHNOLOGY (Product design)

EDEXCEL ADVANCED GCE (9DTO)

AIMS OF THE COURSE Students will be required to apply knowledge from Science, Maths and human factors, as well as understanding from materials and processes used in product design and manufacturing. This will include modern and SMART materials, and current commercial processes. Legislation and Health and Safety procedures are key. Students will develop an understanding of current global issues, integrating technology and the impacts on today’s world.

REQUIREMENTS This a Level follows on from the GCSE Design and Technology. It is preferable that this is taken if choosing this A level.

BENEFITS AND USES DT is suitable for careers in Product Design, Mechanical and Civil Engineering, Design Engineering and Ergonomic Design. It is also useful for project management and organisation.

ASSESSMENT PROCEDURE Assessment consists of one externally examined written paper and one non-examined assessment component (Design and manufacture Project).

The written examination = 50% of the final A level grade.

The Design and Make Project = 50% of the final grade.

CONTENT OF THE A-LEVEL Students will work on a range of manufacturing and designing skills. Throughout these topics the theory will be taught and this will lead up to the assessed Design and Make Project. Students will:

 Identify an opportunity for Design  Design and develop a prototype  Accurately manufacture a fully functioning prototype  Evaluate and Test their prototype.

DRAMA AND THEATRE

AQA ADVANCED GCE (7262)

AIMS OF THE COURSE  To encourage students to develop their interest in and enjoyment of drama and theatre, through experience as audience members, as practitioners and through detailed study of dramatic texts.  To encourage candidates’ ability to respond critically and sensitively to a range of dramatic texts and to theatre in performance, through studying and attending theatrical performances of drama written in different periods, in different styles and with different aims.

CONTENT OF THE A LEVEL  Component 1: Study of a set play with a choice from a variety of pre-twentieth century plays. Study of a set play with a choice from a variety of twentieth century plays or contemporary drama. Analysis and evaluation of the work of live theatre makers.

 Component 2: Working in groups to develop and present a devised drama, performed with the techniques of a prescribed practitioner of their choice. Research into content and subject-matter chosen by the group for their practical work, evidenced through a working notebook.

 Component 3: Working in groups to develop and present three different extracts from plays, with extract 3 performed to a visiting examiner. Methodology of a prescribed practitioner must be applied to Extract 3, evidenced through a reflective report.

ASSESSMENT PROCEDURE  Component 1 Drama and theatre written paper at end of Year 13 – 3 hours – 80 marks Weighting – 40% of total A Level mark

 Component 2 Creating original drama practical – 60 marks Weighting – 30% of total A Level mark

 Component 3 Making theatre practical - 60 marks Weighting – 30% of total A Level mark

SKILLS/APTITUDES NEEDED TO SUCCEED It is recommended that candidates should have developed a level of practical and critical awareness of drama and theatre equivalent to GCSE, but GCSE Drama qualification is not a requirement. Candidates who wish to pursue the technical side should have knowledge of ICT.

BENEFITS AND USES Drama and Theatre is a subject that is growing in popularity, owing to its many applications in the field of employment. Any student considering a career that demands skill in inter-personal relationships and communication will benefit from opting for Drama and Theatre. Any other subject may be combined with Drama and Theatre.

It is a requirement of the course that students visit the theatre regularly, and experience a minimum of at least six different productions over the two years, both organised by the school and independently.

ECONOMICS

OCR ADVANCED GCE (H460)

AIMS OF THE COURSE The aims of the OCR A Level in Economics are to encourage the learners to think as economists. They will develop the skills necessary, including those relating to analysis, evaluation and quantitative methods, in order to achieve that aim. In addition, the learners will develop a knowledge and understanding of those aspects of microeconomics and macroeconomics which are assessed within the qualification in order to develop an enquiring, critical and thoughtful approach to the study of economics.

CONTENT OVERVIEW OF THE NEW AS  Microeconomic theory  How competitive markets work  Market failures and government intervention  Macro economy functions on a domestic and global level  Policy approaches  Macroeconomic equilibrium

CONTENT OVERVIEW OF THE NEW A LEVEL  Microeconomic theory  Theoretical working of the free market  Imperfections and market failures  Macro economy functions on a domestic and global level  Policy approaches  Changes in macroeconomics

A LEVEL ASSESSMENT PROCEDURE A Level Learners must complete all components (01, 02 and 03)  Microeconomics (01) 80 marks; 2 hour written paper 33.33% of total A level  Macroeconomics (02) 80 marks; 2 hour written paper 33.33% of total A level  Themes in economics* (03) 80 marks; 2 hour written paper 33.33% of total A level *Indicates synoptic assessment

SKILLS/APTITUDES NEEDED TO SUCCEED  Economics students should have a genuine interest in the world about them.  We expect students to keep up to date with economic issues events in the media by reading newspapers and journals, watching the television and using the internet to follow economics topics (such as the Euro and the Budget).  Participation in additional learning experiences, such as attending student conferences as necessary.

ELECTRONICS

EDUQAS (A490QS)

AIMS OF THE COURSE The course provides a broad course of study, which encourages learners to recognise the importance of electronics in their own lives and today’s technological society. It will ensure that learners have the electronic and mathematical knowledge and electronic engineering skills to solve problems. This is achieved by providing a thorough grounding in electronics, allowing students to understand the underlying principles in this fast-changing and demanding subject. Much of this will be investigated using practical circuit building and problem solving techniques.

CONTENT OVERVIEW (1) Principles of Electronics This includes semiconductor components, logic systems, operational amplifiers, signal conversion, AC circuits and filters, analogue communication and transmission systems. (140 marks) (2) Application of Electronics This includes timing circuits, sequential logic systems, programming of microcontrollers, optical and digital communications, mains power supply systems and audio systems. (140 marks) (3) Build and Investigate Electronic Circuits As this is not a Design and Technology course, there is no product to be researched, designed and soldered with its associated folder. Instead the non-exam assessment element consists of two short scientific investigations, ‘bread-boarding’ and analysing circuits based on theory work with a brief project report for each. The first task is based on a microcontroller circuit you will design, build and program with assembler language (20 marks) and for the other you will design, build and test a larger electronic system (50 marks). You will practise the skills needed for this throughout the course. (70 marks)

ASSESSMENT PROCEDURE Component 1: Principles of Electronics - written exam 2hrs 45 mins (40% of qualification) Component 2: Application of Electronics - written exam 2hrs 45 mins (40% of qualification) Component 3: Extended system design and realisation tasks (20% of qualification) Task 1: Design and program a microcontroller system Task 2: an integrated electronic design and realisation task to solve an identified need or problem

SKILLS/APTITUDES NEEDED TO SUCCEED Students would benefit from an interest in Electronics, Physics, Mathematics or Computing. It is not necessary to have studied any form of GCSE Electronics prior to starting this course It is not necessary to be studying A Level Maths or Physics.

BENEFITS AND USES This course would be beneficial for students wishing to demonstrate an aptitude for logical thought or for applicants to engineering courses, particularly Electronic Engineering, Avionics, Communications Engineering, Robotics, Computer Science and other related courses such as Physics or Maths. It complements other science A-levels. It is a preferred third science at many Cambridge colleges for Engineering.

ENGLISH

EDEXCEL A LEVEL IN ENGLISH LITERATURE (9ETO)

AIMS OF THE COURSE English Literature A-Level promotes independent and self-directed learning in preparation for undergraduate study, fostering intellectual curiosity, developing written and critical argumentation and research skills.

Students will:  Develop the knowledge to interpret and understand a range of texts critically and creatively;  Explore the contextual influences across a range of literature;  Identify and explore the presentation of attitudes and values expressed in texts;  Communicate fluently, accurately and effectively;  Make appropriate use of the conventions of writing in literary studies.;  Significantly improve their ability to write fluently, precisely, with concision and sophistication, as well as expanding their vocabulary.

CONTENT OF THE EDEXCEL A-LEVEL IN ENGLISH LITERATURE  Component 1 – Drama. 30%. Texts include one Shakespeare and one second drama.  Component 2 – Prose. 20%. Two texts considered by a comparative theme. Paper 3  Component 3 – Poetry. 30%. Students study a poetry collection post 2000 and a poetic movement.  Component 4 – Non examination assessment. 20%. Students produce a 2500-3000 word comparative essay across two texts, linked by theme, movement, author or genre.

ASSESSMENT PROCEDURE  The Pearson Edexcel Level 3 Advanced GCE in English Literature consists of three externally examined papers and one non-examination assessment component. The qualification requires the study of eight literary texts plus unseen poetry.  The assessment is linear and students must complete all assessment in May/June in any single year.

SKILLS/APTITUDES NEEDED TO SUCCEED  Students are expected to have an interest in and enthusiasm for literature and commitment to reading and writing about literary texts.  Willingness to develop original, independent interpretations through research and to engage in lively intellectual debates with peers.  Students are encouraged to read texts beyond those studied in the classroom, considering histories of the appropriate periods, criticism of different kinds and other works by the same and comparable authors.  Students are encouraged, whenever possible, to attend appropriate lectures and other presentations and to take in theatrical, cinematic, and audio versions.

BENEFITS AND USES  Past students have relished the intellectual challenge of studying Literature and found that its diverse subject matter has complimented and furthered their understanding of other arts and humanities subjects as well as providing a favourable balance for a science based or mathematical subject selection. Medical schools increasingly value the skills students gain from studying English: the ability to interpret detail and understand the wider narratives of their patients; students who can empathise and communicate clearly with patients.  The opportunities for English students in Higher Education and a range of successful career paths has never been more plentiful. English opens doors into many industries including journalism, media and broadcasting, law, publishing, marketing, advertising, civil service, consultancy, and the charity sector.  The focus on independent thought and self-directed learning helps to prepare students for undergraduate study in any discipline.  The non-examination coursework element gives students space to pursue their own interests and provides original content for interview and essay writing competitions  Studying English fosters creativity, empathy, analytical and communications skills - all of which are transferable skills that are in high demand by university admissions and potential employers. See https://qualifications.pearson.com/en/qualifications/edexcel-a-levels/english-literature-2015.html for more details.

EPQ (EXTENDED PROJECT QUALIFICATION)

OCR LEVEL 3 EXTENDED PROJECT (H856)

AIMS AND BENEFITS OF THE COURSE

‘EPQ takes the skills that General Studies is designed to develop and uses them to produce something universities and employers value and seek.’

Undertaking an Extended Project can support your application to Higher Education by reducing the level of a university offer. It gives your application preference, on highly selective course over students who have not undertaken EPQ. It also provides a focus for valued content within your personal statement and EPQ provides a major focus for interview discussion.

CONTENT OF EPQ The project can be a design, performance, report, dissertation or artefact but it is the process that will be assessed rather than the outcome itself. Students will be assigned a member of staff to act as a mentor. Students will be taught a variety of skills including project and time management, referencing, plagiarism avoidance, action plans and how to research topics. The Project is the process learners go through to produce an outcome. The Extended Project is the only course where every decision is made by the student; from choosing a topic to evaluating their presentation and everything in between!

ASSESSMENT PROCEDURE

The EPQ is assessed on 4 assessment objectives:

AO1 – 20% - Managing the project AO2 – 20% - Using resources and evaluating evidence AO3 – 40% - Resolving problems and realising your EPQ as well as using new technologies AO4 – 20% - Self-reflection and evaluation. Presentation

It is graded at A Level standard: A*-E.

SKILLS/APTITUDES NEEDED TO SUCCEED

Students will need the ability to work independently for sustained periods and time and to remain focussed. Organisation is a key concept with the EPQ and should be developed over the course of the year. Students will need to reflective at all stages of their projects and evaluate all aspects of the work. An interest and enthusiasm for their subject is vital for this qualification.

FRENCH

EDEXCEL ADVANCED GCE (9FR0)

AIMS OF THE COURSE  Enhance linguistic skills and promote and develop capacity for critical thinking on the basis of knowledge and understanding of the language culture and society of the country or countries where the language is spoken.  Develop control of the language system to convey meaning, using spoken and written skills, including an extended range of vocabulary, for both practical and intellectual purposes as increasingly confident, accurate and independent users of the language.  Develop their ability to interact effectively with users of the language in speech and in writing, including through online media.  Develop language learning skills and strategies, including communication strategies to sustain communication and build fluency and confidence.  Engage critically with intellectually stimulating texts, films and other materials in the original language, developing an appreciation of sophisticated and creative uses of the language and understanding them within their cultural and social context.  Develop knowledge about matters central to the society and culture, past and present, of the country or countries where the language is spoken.  Mediate between cultures and between speakers of the language and speakers of English.  Equip students with transferable skills such as autonomy, resourcefulness, creativity, critical thinking, and linguistic, cultural and cognitive flexibility that will enable them to proceed to further study or to employment.  Develop capacity for independent research, critical and analytical thinking through the study of language.  Develop students as independent researchers through the language of study

ASSESSMENT PROCEDURE Paper 1- Listening, reading and translation – 40% of the qualification Written examination; total marks 80; 2 hours Paper 2- Written response to work and translation – 30% of the qualification Written examination; total marks 120; 2 hours and 40 minutes 3 tasks: translation, response to work on a film and on a literary text Paper 3- Speaking – 30% of the qualification Internally conducted and externally assessed; total marks 72 Total assessment time between 21 and 23 minutes (including a 5 minutes preparation time) 3 tasks: discussion on a theme, presentation on independent research project, discussion on independent research project.

COURSE CONTENT Theme 1: Les changements dans la société française This is set in the context of France only and covers social issues and trends Theme 2: La culture politique et artistique dans les pays francophones This is set in the context of francophone countries and communities. It covers artistic culture (through music, festivals and traditions) and political and artistic culture (through media) Theme 3: L’immigration et la société multiculturelle française This is set in the context of France only and covers social issues and trends Theme 4: L’occupation et la résistance This is set in the context of France only and covers political culture. The subject matter for the Film and Literature essays is a literary text or a film from a prescribed list. The research project in the speaking test is based on a subject of personal interest, relating to the countries and communities where the language is spoken.

GEOGRAPHY

EDEXCEL ADVANCED GCE (9GEO)

AIMS OF THE COURSE Geography encourages ways of seeing and thinking that make geographers eminently employable and recent reports described it as “the must-have A level”. Never before has your planet needed your geographical skills more to help understand and tackle issues of such global concern, from global warming to migration and the refugee crisis, from urban management to plastics in the oceans, dynamic volcanic eruptions and earthquakes. It does far more than simply analyse places, it places them in a broad social, environmental and economic context. “Geography takes you places”: fieldwork, both Human and Physical, is a compulsory component of this course. We aim to offer residential fieldwork in the UK, North Wales in the autumn of Year 12, Essex coast in the summer of Year 12 and human fieldwork in the summer of Year 12, and the popular Iceland field trip during Easter 2022.

CONTENT OF THE A LEVEL Paper 1: Physical Geography. Section A Tectonic processes and hazards Section B Landscape processes and change including Coastal landscapes and change Section C The water cycle and water insecurity and the Carbon and Cycle and Energy Security

Paper 2: Human Geography Section A Globalisation and Superpowers Section B Regenerating Places Section C Global development and connections including migration, identity and sovereignty.

Paper 4: Independent Investigation can be any topic that interests a student

ASSESSMENT PROCEDURE Paper 1: Physical Geography written exam covering the 3 sections above Paper 2: Human Geography written covering 3 sections above Both papers 1 and 2 last for 2 hours and 15 minutes and are worth 30% of the final grade but marked out of 105 marks. The papers both contain a mixture of short structured response, resources linked questions and 12 and 20 mark evaluative extended writing tasks. Paper 3: Synoptic paper which lasts 2 hours 15mins looking at themes across all the physical and human content. This is worth 20% (70 marks) of the total qualification Paper 4: Non-examination assessment an individual investigation which links the student’s interests to fieldwork and report writing. This is worth 20% (70 marks) of the final grade. SKILLS/APTITUDES NEEDED TO SUCCEED  Enthusiasm & a keen interest in the world in which we live,  An enquiring mind, ability to communicate your ideas, a willingness to challenge your preconceptions  A willingness to develop a wide range of transferable and life skills including numeracy and literacy

BENEFITS AND USES Students with A level Geography have access to a wide range of possible career and higher education possibilities and recruitment surveys show that only 5.8% of geography graduates were still job-hunting six months after they graduated, against an average of 7.3% across all subjects. The course develops a vast number of sought- after skills including collecting, analysing and interpreting primary data, communicating your findings through reports, presentations and video, identifying and developing links between the human and the physical landscapes. Geography combines well with all other A level subjects. Taken with sciences, it supports applications to traditional science-based courses like engineering, environmental sciences and oceanography. Taken with humanities, Geography will support an equally wide range of university courses such as economics, business studies, law, media, politics and philosophy. Perhaps uniquely among the A level subjects Geography includes and integrates the arts, natural sciences and social sciences, providing a correspondingly broad base of knowledge, understanding and skills. As such, the study of Geography provides an open door to a variety of high earning career options, including politics, local authority, business, law, meteorology to mention a few.

GEOLOGY

EDUQAS ADVANCED GCE (603/0860/6)

AIMS OF THE COURSE Geology catches the imagination by provoking awe and wonder with regards to the natural world. It is the science that gives you the opportunity of combining all the other sciences. There is a global demand for geologists across a wide spectrum of career paths and that demand is growing due to Geology's vital role in the world economy. Rewards and salaries are generally high for those graduating with a Geology degree. Future economic growth will generate jobs in minerals, geophysics and oil, as well as environmental geology. Global warming provides further opportunities for the geologist. Fieldwork and lab work are a compulsory part of this course, with day trips in y12 and a 4 day trip in y13. In recent years the department has been to the Lake District, Pembrokeshire and the Peak District. The department also looks to provide a trip to Iceland every two years. Studying Sciences, Geography and/or Maths will support the Geology course, although those studying Geology often include those with subjects from across all of the Arts, Humanities and Sciences.

SUBJECT CONTENT Rocks, minerals and fossils, practical work, experimental work, map work and fieldwork are important components of the course. Geology gives you the opportunity to observe, organise and analyse data in a variety of new and novel ways. Students are instructed in the use of up-to-date learning resources and have access to a significant geological specimen collection (comparable to those used in university departments) and will complement classwork with lab and fieldwork.

ASSESSMENT PROCEDURE Component 1 - Geological Investigations - Section A: Two stimulus response questions. Section B: An investigation of the geology of an area shown on an accompanying simplified geological map, involving the interpretation of hand specimens, photographs of rocks, minerals and fossils, map interpretation and cross-section construction and completion of short questions. 2hrs 15minutes - 35%. Component 2 - Geological Principles and Processes - Six stimulus questions requiring short, structured and extended answers. 1 hr 45minutes - 30%. Component 3 - Geological Applications - Section A: Geohazards. Short and structured answers. Section B: Geological map applications. An investigation of geology of an area shown on a geological map requiring short, structured and extended answers. Section C: One option from: Quaternary Geology or Geological Evolution of Britain or Geology of the Lithosphere. 2hrs - 35%. Practical Endorsement: Assessment of practical competency. This is reported separately and does not contribute to the final grade.

SKILLS/APTITUDES NEEDED TO SUCCEED Geology is a valuable science and is a subject that you can start without previous knowledge, although it is useful to have a sound science background and a desire to tackle new and diverse concepts. It is certainly not the same as Geography, but it does build on similar ideas, particularly in relation to hazards such as earthquakes and volcanoes. Geology contains components of Maths, Physics, Chemistry and Biology, yet it can still be an attractive option to those with a broader academic interest. Enthusiasm for field and lab work is essential!

BENEFITS AND USES Many KEGS geologists have gone on to read Geology at University with great success, one achieved a First at Imperial College and is now completing a PhD, another won a Geology Prize at Leicester University, others are working in the oil industry. Higher education establishments value Geology as a Science, opening up a wide variety of careers. Volcanologist, Geophysicist, Geochemist, Mining Engineering, Hydrogeologist, Palaeontologist, Volcano Prediction, Environmental Geologist, Astronaut, Investment Banker have been some of the careers for a qualified Geologist! Many of the job opportunities involve global travel as well as high salaries.

GERMAN

EDEXCEL ADVANCED GCE (9GN0)

COURSE CONTENT Theme 1: Gesellschaftliche Entwicklung in Deutschland This is set in the context of Germany only and covers social issues and trends Theme 2: Politische und Künstlerische Kultur im deutschen Sprachraum This is set in the context of German-speaking countries and communities. It covers artistic culture (through music, festivals and traditions) and political and artistic culture (through media) Theme 3: Immigration und die deutsche multikulturelle Gesellschaft This is set in the context of Germany only and covers social issues and trends Theme 4: Die Wiedervereinigung Deuschlands This is set in the context of Germany only and covers political culture from 1945-1995 The subject matter for the film and Literature essays is a literary text or a film from a prescribed list. The research project in the speaking test is based on a subject of personal interest, relating to the countries and communities where the language is spoken.

GOVERNMENT AND POLITICS AQA Advanced Level GCE Politics 7152 AIM OF THE COURSE Always lively, relevant and controversial…there are many ways to describe A-level Politics. Covering news and current affairs from the UK, US and the world beyond, it helps you understand how the country is run and develops your critical thinking and analytical skills, as well as research, written communication and debating. There will be opportunities to broaden your experience of politics with a visit to Westminster, as well as meeting with the MP for Chelmsford. There will also be talks by civil servants with a fascinating range of experiences in Government including with; No. 10 Downing Street; the Counter Terrorism Department of the Foreign & Commonwealth Office; the Northern Ireland Office.

CONTENT Paper 1: Government and politics of the UK This is divided into: Politics - Democracy and participation; Elections and referendums; Political parties; Pressure groups. Government - The nature and sources of the British Constitution; The Prime Minister and Cabinet; The structure and role of Parliament; The judiciary; Devolution; The European Union. Paper 2: Government and politics of the USA This is divided into: Politics - The electoral process and direct democracy; Political parties; Pressure groups; Civil Rights Government - The legislative branch of government: Congress; The executive branch of government: President; The judicial branch of government. Students will then analyse key similarities and differences between the USA and UK. Paper 3: Political ideas Students will study three core ideologies; Liberalism, Conservatism, Socialism, plus Anarchism.

ASSESSMENT PROCEDURE This qualification is linear, meaning students will sit all three exams at the end of the course. All three exams are two hours long and are equally weighted, with a mixture of medium length ‘explain’ and essay style questions. Paper 1: Government and politics of the UK Paper 2: The government and politics of the USA; Comparative politics Paper 3: Political ideas

SKILLS /APTITUDES NEEDED TO SUCCEED  A knowledge of, and interest in, current affairs is essential. Students who wish to achieve a high grade will need to follow the news online, through TV, newspapers and radio.  Students are required to demonstrate knowledge of key political debates and concepts, analyse issues with precision and show a keen awareness of differing viewpoints.  They are expected to construct answers to specific questions with relevance, clarity and coherence.  Students are assessed with regular exam practise, structured questions and presentations, as well as contributions to the various class activities.

BENEFITS AND USES Government and Politics goes well with A Levels such as History, English and Philosophy that involve critical thinking as well as the key skills of analysis and evaluation. By the same token, other students take it as their only Humanities subject. It is good preparation for degree courses in Politics, History, International Relations, American Studies, Law, journalism and the like. It will form a useful basis for careers involving research, the construction of argument and communicating in both written and verbal formats, such as law, journalism, media/broadcasting, the civil service, teaching and lecturing.

HISTORY

AQA A LEVEL HISTORY (7042)

AIMS OF THE COURSE An A Level in history combines an excellent training in vital skills with a high degree of interest and enjoyment. History is a truly diverse subject in which you will study aspects of politics, economics, society and culture to gain an understanding of the past and how it has shaped the modern world. It will give you the tools to evaluate and debate, as you learn to write coherent essays and present arguments. You will learn to analyse historical sources and to weigh up competing interpretations. There will be opportunities to take part in a wide range of enrichment activities to stimulate your interest in history. In recent years, this has included a bespoke study day at Oxford University, visiting lectures from top historians and a field trip to the USA in connection with our study of US history.

CONTENT OF A LEVEL HISTORY

1. The American Revolution, 1760–1801 Between 1760 and 1801, the American people cast off British rule to create a new nation and a radically new form of government based on the idea that people have the right to govern themselves. You will learn about the tumultuous events that led to revolution such as the Boston Massacre and the Boston Tea Party, the struggle for victory on both sides during the War of Independence and the birth of the USA during the presidencies of George Washington and John Adams.

2. The British Empire, c1857–1967 After the Indian Mutiny (1857), the British Empire expanded to cover nearly a quarter of the Earth’s land area – the largest empire in history – but by 1967 most of Britain’s colonies and territories had gained their independence under leaders such as Mahatma Gandhi (India). A controversial topic, you will debate the reasons for the expansion and decline of the British Empire, the relationship between the British and indigenous peoples and the impact of the Empire on British attitudes and culture.

3. Hitler’s Foreign Policy, 1933–1945 Hitler aimed to destroy the “hated” Treaty of Versailles and to conquer a vast new empire of “living space” in eastern Europe. His actions resulted in the most destructive conflict in world history. Historians have long argued over whether Hitler was an abnormality in German history or if he was following in the footsteps of authoritarian leaders such as Otto von Bismarck and Kaiser Wilhelm II who had aimed to make Germany “the greatest power in Europe”. You will investigate this debate.

ASSESSMENT PROCEDURE  Paper 1 (The British Empire) 2hrs 30mins (40% of A Level)  Paper 2 (American Revolution) 2hrs 30mins (40% of A Level)  Historical Investigation (Hitler’s foreign policy) 3,000–3,500 words (20% of A Level)

SKILLS/APTITUDES NEEDED TO SUCCEED You will need the ability to acquire historical knowledge and understanding through reading, note- taking and discussion. You should be able to present this information in an analytical and relevant manner in response to specific questions. You will be required to evaluate and interpret a range of historical sources.

BENEFITS AND USES The transferable skills from A Level History will be highly sought after by universities and employers alike. Your attention to detail, ability to gather and assess information, and the knowledge of how to interpret and present facts will make you popular in a variety of occupations, including the legal profession, accountancy, management, the civil service, diplomatic services, business, teaching, PR and journalism.

LATIN

OCR ADVANCED GCE (H443)

AIMS OF THE COURSE  Develop articulacy and linguistic acumen, not least in competence and fluency in translation.  Read, appreciate and respond personally to classics of Latin (and world!) literature, prose & verse.  Develop a more analytical approach to the language, enabling translation into Latin!  Enhance enjoyment by acquiring deeper understanding of cultural, political and social contexts.

CONTENT OF A LEVEL Like GCSE – only more so! There is a higher proportion of literature, with greater emphasis on style, context and author’s aims, leading to essays/detailed commentary questions. Grammar and vocabulary are reinforced in depth, esp. in Y12. With the literature, we aim to maximise students’ understanding and appreciation of several of (in US terminology) the ‘Great Books’: e.g. Vergil’s Aeneid, Tacitus’ Annals of Imperial Rome, Cicero’s political & courtroom rhetoric, Ovid’s Metamorphoses & Amores, Catullus’ love poetry, Livy’s History of Rome, Horace’s verse, Pliny’s letters ... The texts are read in more scholarly detail, at a sophisticated level of literary analysis, and there is greater opportunity for individual response and contribution (and memorisation). Several extra- curricular study days, theatre visits and other trips are also on offer over the two years.

PUBLIC EXAM – ASSESSED UNITS Com- Name Duration Mode of Assessment Weighting ponent Unprepared Translation 01 1 hr 45min Written Examination 33% (1 prose passage, & 1 Ovid verse passage) Prose Composition or 02 1 hr 15min Written Examination 17% Comprehension (Pliny’s letters) Prose Literature (two prose set texts in depth, 03 & also additional literature in translation to give 2 hrs Written Examination 25% context for the set texts) Verse Literature (two verse set texts in depth, 04 & also additional literature in translation to give 2 hrs Written Examination 25% context for the set texts)

SKILLS/APTITUDES NEEDED TO SUCCEED  A good grade at GCSE, from which the A Level makes a smooth & logical transition.  Clarity of thought and retention, and a committed, scholarly approach are indispensable. Latin offers a uniquely stimulating, rewarding challenge: an academic discipline which demands accuracy and imagination in translation, and independence of thought and analysis in literature, as well as provoking reflection upon perennial human behaviours and values. All human life is here – homo sum: nil humanum a me alienum puto!

BENEFITS AND USES  Whether your interest is stimulated by the rewards of linguistic work or a passion for literature and human thought & expressivity, the course provides many opportunities to develop both.  Students of History, Art, Drama, Philosophy, English and Mod.Lang. will find invaluable ancestral origins, intertexts, parallels and cross-references in their study of Latin. As a storehouse of technical/specialist etymology, and with its rigorous, objective system, Latin beautifully complements the sciences too. Scientists often remark that they enjoy Latin for its relative subjectivity; arts students, for its relative objectivity. Something for everyone, not just future specialists. With its variety of interest, its diachronic depth, and its assorted demands, Latin retains a matchless place in the curriculum, highly valued & respected by universities and employers alike.  Classicists learn versatility, & go on to both the obvious (teaching & academia, museums & archives, archaeology, linguistics, Biblical Studies & theology) & a huge variety of other high-level careers & public roles: think of J.K.Rowling, Boris Johnson, Natalie Haynes, Friedrich Nietzsche, Karl Marx, Charlotte Higgins, C.S. Lewis, Sir Jonathan Evans, Tom Hiddleston, Dame Emma Kirkby, Colin Dexter (& Sir Jeremy Morse, Chairman of Lloyd’s Bank & IMF, after whom Inspector Morse was named), Rachel Johnson, Robert Swan (polar explorer), Jenny Willott MP, J.R.R.Tolkien, Bishop Tom Wright ... the possibilities are legion. << SAPERE AUDE ! >>

MATHEMATICS

EDEXCEL ADVANCED GCE (9MA0)

AIMS OF THE COURSE We continue to explore the notion of ‘Building Resilient Problem Solvers’, while specifically focusing on the course requirements for A-Level Mathematics. These fundamentally lean on a skillset of algebraic fluency, IT competency, graphical construction and a literacy that includes comprehension and vocabulary specific to mathematics. While these will be grown throughout the course, above all, an ability to show tenacity in solving problems and a rigor in persevering with exact solutions will see someone succeed to their full potential.

 Understand mathematics and mathematical processes in a way that promotes confidence, fosters enjoyment and provides a strong foundation for progress to further study;  Develop the mathematical knowledge and skill to solve challenging problems, while bringing an understanding of the coherence and progression in mathematics, exploring how areas are interconnected; To develop their own strategies and make logical decisions in solving problems, and communicate the mathematical rationale for these decisions clearly;  Apply mathematics in other fields of study and be aware of the relevance of mathematics to the world of work and to situations in society in general; Analysing and solving real life situations mathematically; developing effective mathematical modelling skills  Developing a responsibility for your own learning and the evaluation of your own mathematical development.

ASSESSMENT PROCEDURE Pure Mathematics (Paper 1 & Paper 2 – each 2hrs) & Statistics and Mechanics (Paper 3 – 2hrs): Papers 1, 2 and 3 are sat at the end of the course. Each of them lasts two hours and is worth a third of the overall A-Level. We will conduct half-termly assessments to give feedback and measure progression. Topics include:- Proof, Coordinate geometry, Sequences, Trigonometry, Exponentials, Logarithms, Calculus, Vectors, Numerical methods, Statistical sampling, modelling, Probability distributions, Hypothesis testing, Modelling in Mechanics, Kinematics, Forces, Moments.

SKILLS/APTITUDES NEEDED TO SUCCEED The more successful A-Level candidates will feel comfortable manipulating complicated algebraic expressions, have a reasonable spatial awareness, are able to relate graphs and diagrams to abstract ideas, and know how to present their thoughts in a clear and structured way. Such candidates should have achieved grade 8 or 9 at GCSE. There is a substantial jump in the difficulty between GCSE and A Level, and a bridging course should be considered during the Summer Holiday.

BENEFITS AND USES Mathematics is a discipline that is highly valued in commerce and industry. It requires structured, logical thinking and accuracy with detail, which is generally more important than the specific topics taught to develop these skills. Most degree courses will accept A-level Mathematics as an entry qualification in combination with a wide range of other subjects. Traditionally, Mathematics has been taken with Science A Levels & Economics, but there is an increasing trend to mix it with Geography, Music, Languages and other subjects.

FURTHER MATHEMATICS

EDEXCEL ADVANCED GCE (9FM0)

AIMS OF THE COURSE To build on the aims of the A-Level Mathematics course and develop additional skills and a deeper understanding of the subject, such that students are supported in their use of mathematics at university, especially students wishing to study Mathematics, Physics, Economics, Computing or Engineering to degree level.

We are able to offer dedicated classes for Further Mathematicians, giving them a specifically tailored experience of Mathematics, from specialist teachers, and amongst talented peers, throughout the whole of the sixth form.

SUBJECT CONTENT Core Pure Mathematics 1 (Paper 1): Proof, Complex Numbers, Matrices, Further algebra and functions, Further calculus, Further vectors. Core Pure Mathematics 2 (Paper 2) Complex nos., algebra & functions, calculus, Hyperbolic functions, Differential equations. Further Mathematics option 1 (Paper 3) – 3C Further Mechanics (FM1) Momentum and impulse, Collisions, Centres of mass, Work and energy, Elastic strings and springs. Further Mathematics option 2 (Paper 4) – 4B Further Statistics (FS1) Probability distributions, Combinations of random variables, Estimation, Confidence intervals and tests using a normal distribution, other hypothesis tests and confidence intervals, Probability generating functions, Quality of tests and estimators.

ASSESSMENT PROCEDURE All 4 papers are sat at the end of the course. Each lasts 90 minutes and is worth 25%.

SKILLS/APTITUDES NEEDED TO SUCCEED The Mathematics page gives some of the skills and aptitudes needed to do well in mathematics and they apply even more strongly to those who aim to complete a further mathematics course. Grade 9 at GCSE Maths is now our minimum requirement, and those students who will have completed the Additional Maths FSMQ or equivalent as a bridging course to A Level will be at a significant advantage.

COURSE DELIVERY Further Mathematicians at KEGS are taught in their own separate classes for all their lessons and not amongst those studying Mathematics A-Level only, as is often the case in other schools. Subsequently, we can deliver the course at the most appropriate level and with the preferred ordering and speed for Further Mathematicians. This can mean that the first term of Year 12 is particularly challenging and fast-paced for anyone who has not studied a bridging course/FSMQ/Further Maths GCSE.

BENEFITS AND USES Further Mathematics adds to the benefits shown on the Mathematics page. It is one of the fastest growing A-Level subjects nationally, and KEGS is uniquely positioned to offer the course comprehensively. It is accepted for entrance to most degree courses and is of particular value to those intending to study Mathematics, Physics, Computing, Economics or Engineering at University.

MUSIC

AQA A LEVEL (7272)

CONTENT OF THE COURSE Component 1: Appraising Music – 40% of the qualification (120 marks) A single exam paper with listening and written questions using excerpts of music:  Section A: Listening (56 marks)  Section B: Analysis (34 marks)  Section C: Essay (30 marks)

The questions focus on three areas of study:  Western Classical Tradition, 1650-1910 (the Baroque solo concerto, the Classical operas by Mozart and Romantic piano music of Chopin, Brahms & Grieg);  Music for Theatre from 1930 onwards (stage musicals by Kurt Weill, Richard Rodgers, Stephen Sondheim, Claude-Michel Schönberg, Jason Robert Brown);  Art Music since 1910 (modern, contemporary classical, electronic art, experimental and minimalist music as well as other forms – composers such as Messiaen, Shostakovich, Reich and MacMillen).

Component 2: Performing Music – 35% of the qualification (50 marks) Solo and/or ensemble performing as an instrumentalist, or vocalist and/or music production (via technology). A recital of at least ten minutes of performance in total is recorded and sent to the examiner.

Component 3: Composing Music – 25% of the qualification (50 marks) At least 4½ minutes of music. Composition 1: Composition to a brief (a choice of seven briefs including Bach choral harmonisation); Composition 2: Free composition

SKILLS/APTITUDES NEEDED TO SUCCEED Essential:  At least Grade 5 standard (Associated Board, Trinity Guildhall or Rockschool) on an instrument.  Grade 5 theory. Music A level is only 30% practical and has significant theoretical and analytical demands.  A total commitment to extra-curricular musical activities. A Level candidates are expected to be members of the choir and any other ensemble relevant to their instrument. Desirable:  A good pass at GCSE Music; Membership of ensembles outside school.

BENEFITS AND USES The course should be taken by students who wish to study music in higher education and those who wish to pursue a career of whatever sort in music. Virtually all universities offer the subject, often in conjunction with another arts subject especially a language, and increasingly music technology can be studied at a variety of institutions. Students wishing to pursue a performing career in music should consider the courses available at the various conservatoire-type institutions, such as the Royal College of Music, although it might be desirable to follow an academic music course first. The course should be taken by those interested in an arts administration career, a possible career in the recording industry and those intending to teach music. It may also be taken by those students who seek to pursue a course that will offer insight into one area of the performing arts and who wish to retain a life-long interest in the subject.

PHILOSOPHY

AQA A LEVEL (7172) AIMS OF THE COURSE Students will develop and refine a range of transferable skills, such as the ability to ask penetrating questions, analyse and critically evaluate the arguments of others, and present their own arguments clearly and logically. They will hone these skills through rigorously studying four important themes in Philosophy, and engaging with a range of primary philosophical sources from some of history’s greatest and most influential thinkers.

CONTENT UNIT 1: Epistemology – The Study of Knowledge  Knowledge – What is ‘knowledge’? Would a ‘lucky true belief’ count, and if not, why not? What is the nature of justification? Is there anything that I know beyond doubt?  Perception – Do I perceive the world as it truly is? Or only as it seems to me? How can I distinguish dreams and hallucinations from reality?  Concepts – From whence are all my concepts derived? Are any of them innate, or was I a ‘blank slate’ at birth? What are the roles of reason and experience in using concepts to express knowledge? UNIT 2: Ethics  Moral Truth – What does ‘that’s wrong’ or ‘you ought not do that’ mean? Are moral beliefs reflective of a moral reality, or simply the agent’s own mind?  Teleological Approaches – Does the outcome determine the moral value of an act? Should I seek to maximise the happiness of others? What if it conflicts with my own interests or moral sense?  Deontological Approaches – Is ethical activity duty orientated? Do rules determine the moral value of an act, and if so where do they come from? Should I do my duty irrespective of the consequences? UNIT 3: Metaphysics of Mind.  The Mind – What is the nature of my qualitative, introspective experience? Could machines be ‘minded’ or are minds unique to animals, or humans?  Dualism – Is my mind distinct from my body? Does it exist as a non-physical ‘soul’? If so, how does it interact with my body? How can I know that others have minds if I cannot experience them?  Materialism – Is my mind reducible to a physical feature of mine, like my brain? If so, why do my thoughts seem to be so qualitatively special, unique and distinct? UNIT 4: Metaphysics of God  God’s Nature – If there is a God, what is God like? Are the divine attributes compatible with each other? For example, could an all-powerful God make a stone that he couldn’t lift?  God’s Existence – Can the existence of God be demonstrated? Can God’s existence be made compatible with the existence of evil?  Religious Language – If people have no direct experience of God, what do they mean when they speak of God? How can religious language be considered ‘valid’? ASSESSMENT PROCEDURE There are two exams for the A-level, each lasting 3 hours. There are no January exams, or coursework units. Both exams comprise of many questions of varying lengths. SKILLS/APTITUDES NEEDED TO SUCCEED The capacities to think clearly, to evaluate arguments, and to formulate your own justified opinion are vital. Being able to communicate your thoughts and develop an argument in precise and clear writing (under timed conditions) is a critical skill. It is recommended that students only take Philosophy if they have been successful in subjects like English, History and Religious Studies. BENEFITS AND USES Philosophy combines well with most subjects: it requires the logical precision of Mathematics, the articulation and analysis needed for other humanities subjects, and the issues covered overlap with History, Politics, Science, Economics and English. It trains students to argue clearly, to justify their points of views and to learn how to weigh up between different competing options – these are all essential skills for wider life and employment. Past pupils have reported that studying Philosophy A Level was useful preparation for a range of future degrees other than Philosophy, including Medicine, Law, PPE – and, of course, the ‘cut-and-thrust’ of an academic interview, including those for Oxbridge.

PHYSICAL EDUCATION

OCR ADVANCED GCE (H555)

AIMS OF THE COURSE  Develop theoretical knowledge and understanding of the factors that underpin physical activity and sport and use the knowledge to improve performance  Understand how physiological and psychological states affect performance  Understand the key socio-cultural factors that influence people’s involvement in physical activity and sport  Understand the role of technology in physical activity and sport  Refine their ability to perform effectively in physical activity and sport by developing skills and techniques and selecting and using tactics, strategies and/or compositional ideas  Develop their ability to analyse and evaluate to improve performance  Understand the contribution which physical activity makes to health and fitness  Improve as effective and independent learners and as critical and reflective thinkers with curious and enquiring minds. It is important for potential students to realise that A- Level Physical Education holds the same academic rigour as any other subject area. Whilst the ability to demonstrate high levels of practical performance is an advantage, this only covers a small percentage of the overall examined grade. The ability to understand and articulate both facts and theories, verbally and on paper, in relation to their application regarding sporting performance is the key requirement of the course.

CONTENT OF A LEVEL IN PHYSICAL EDUCATION Component 1: Physiological factors affecting performance, applied anatomy and physiology, Exercise physiology, Biomechanics Component 2: Psychological factors affecting performance, Skill acquisition, Sports psychology Component 3: Socio-cultural issues in physical activity and sport, Sport and Society, Contemporary issues in physical education and sport Component 4: Performance in physical education, Performance or coaching of an activity taken from the approved lists, the evaluation and Analysis of performance for improvement (EAP)

ASSESSMENT PROCEDURE  Physiological factors affecting performance – 90 marks, 2 hour written paper (30%)  Psychological factors affecting performance – 60 marks, 1 hour written paper (20%)  Sport and society and Contemporary issues in physical activity and sport – 60 marks 1 hour written paper (20%)  Performance or coaching and Evaluation and Analysis of performance for improvement (EAPI) – 60 marks (30%)

SKILLS/APTITUDES NEEDED TO SUCCEED  Candidates would be expected to have successfully completed a GCSE in Physical Education.  Candidates should be Club level OR regular school team performers in one recognized activity.  Candidates will experience a variety of roles associated with physical activity; performer, leader/coach. Experience in these roles will be advantageous in the practical assessment.

BENEFITS AND USES A-Level Physical Education should be seen as a fundamental building block for any student interested in courses/careers in sports medicine, medicine, journalism or any other sports/leisure related area. The course provides the interesting and challenging task of developing the skills needed to integrate sport science theories into the study and improvement of practical performance.

PHYSICS

OCR B – ADVANCING PHYSICS ADVANCED GCE (H557)

AIMS OF THE COURSE Advancing Physics is a modern course that was developed by the Institute of Physics from the original Nuffield Physics course. Candidates learn both about fundamental physical concepts and about physics in everyday and technological settings.

SUBJECT CONTENT OF Y12  Module 1 is about how you will develop your practical skills, both this year and next  Module 2 is about how you can process your data, and especially about how confident you can be in the result of a measurement – there is always some uncertainty in it  Module 3 is about using lenses and detectors to make an imaging system, about how to use waves to send information such as images from place to place. It also covers the use of electrical sensing devices (e.g. light-sensitive sensors). Finally, it introduces the completely new topic of Materials Science – how they behave, and why. How can we modify materials to get the properties we want?  Module 4 opens with waves and quantum behaviour. It explores the simple ‘classical’ world of waves, and thus allows the all-important contrast with the bizarre world of quantum mechanics. Finally, this module develops traditional mechanics, including vectors. The kinematics of uniformly accelerated motion and the dynamics of motion in two dimensions under a constant force are covered.

At the end of Y12 there will be an internal exam of similar standard to the old AS exam, which we will use to make grade predictions for university entrance.

SUBJECT CONTENT OF Y13  Module 5 opens up the topic of using mathematics to create models of physical phenomena. For example, the physics of random decay, the charging and discharging of capacitors and oscillations are covered. You will also work on gravitational fields and Special Relativity in this module. Finally, Matter in Extremes shows how theories of matter and atoms explain the behaviour of materials. The kinetic theory of gases is central to this study of thermodynamics.  Module 6 covers fields and particles: you will study electric fields and magnetic fields. You will also study the fundamental particles that (are known to) exist in the Universe, and also do further work on atomic, nuclear and sub-nuclear structure, with attention to ionising radiation and risk.

ASSESSMENT PROCEDURE Three written papers at the end of Y13. There is also a Practical Endorsement (pass only), which will be reported separately from your main grade.

SKILLS/APTITUDES NEEDED TO SUCCEED As well as a strong grounding in GCSE Physics and Maths a physics student should have curiosity about why things are the way they are and what makes things happen; they should be interested in gaining greater understanding of the world around us. Primarily the prospective candidates should enjoy physics, have an interest in the subject and must be prepared to learn independently.

BENEFITS AND USES The A level course enables candidates to go on to degree level studies at University, particularly physics, mathematics or engineering. At the same time, it provides opportunities to develop their numeracy and ICT skills as well as encouraging them to work together with team tasks and to improve their communication skills through practical work. In short, it can lead to an enormous range of further courses and careers, whether scientific, medical, technological, financial or managerial.