SIXTH FORM CHOICES 2026–28
CONTENTS
Sixth form at Eastbourne College Why is the sixth form different?
3 3 3 4 4 5 5 5 5 6 6 7 7 7
What will my study programme look like?
Changing Option Choices
The Fourth Block
Eastbourne College Medics Programme
The STEM Programme
What do I need to achieve at GCSE?
Should I be thinking about university and careers?
USA Study Programme
Oxbridge
Eastbourne College Oxbridge Programme
What can I choose?
Who can help me choose? Subjects (in alphabetical order)
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Art
8 9 9
Arts Gold Award
Biology Business
11 11 13 13 13 15 15 17 17 18 19 19 20 21 21 23 23 25 25 25 26 27 27 29 29 30 30 31 31 32 32 35 36 37
Chemistry
Classical Civilisation
Classical Greek
Computer Science
Dance
Design and Technology: Product Design
Drama and Theatre Studies
Economics
English Literature
European Computer Driving Licence (ECDL) Extended Project Qualification (EPQ)
Geography
History
IELTS: International English Language Testing System
Latin
Leadership, Awards and Personal Development (LAPD)
Mathematics and Further Mathematics
Modern Foreign Languages
French
German Spanish
Music
Music Technology
Philosophy Photography
Physical Education
Physics Politics
Psychology
Textile Design
Details of subject specifications
Heads of departments Sixth form option choices
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SIXTH FORM AT EASTBOURNE COLLEGE
Moving to the sixth form is a very significant step in your personal approach to academic work. For the first time, you have an almost completely free choice of subjects and you will have the opportunity to study those that interest you in real depth. This booklet has been designed to help you choose those subjects. It contains descriptions of all the subjects on offer in the sixth form and some other useful information about working as a sixth form pupil. You will not be able to make choices from this booklet alone – indeed one of the sections in it is about other people you should discuss your choices with. Nonetheless, it should provide answers to many of the questions which you are likely to be asking at this stage, and we hope that you will find it helpful as you consider your options for the sixth form at Eastbourne College.
Why is the sixth form different? In timetabled lessons your teachers will increasingly be looking to you to take charge of your own studies. They will help to guide you through the key parts of the course and they will set you assignments which will develop your understanding, but they will also expect you to take over the principal responsibility for your own learning. Our aim is to help you to prepare for independent work and study at university or in a career. Before you accept the challenge of sixth form education, we expect a commitment from you to invest time and effort in sustained and thought- provoking academic endeavour. What will my study programme look like? The majority of sixth formers will study for three full A-levels over two years. You will have eleven timetabled lessons over two weeks for each subject and you will normally work with two teachers in one subject. In addition, each subject will set between four and six hours of prep per week, together with an expectation of wider reading and individual research. A very small minority of pupils may wish to study four full A-levels, for example someone studying further maths. Anyone considering studying four subjects must first consult carefully with their hsm, tutor and Mr P J Canning.
Sixth form pupils are then expected to enrich their learning with an individually focused programme of further study and scholarship activity, called the Fourth Block. For many this will mean working towards an Extended Project Qualification (EPQ). The EPQ allows you to immerse yourself in an area of personal interest, drawing together strands of enquiry, research and academic writing. Further information regarding the EPQ can be found later in this guide. For others, working towards an Arts Gold Award (or a similar nationally recognised qualification) will make up part of their timetabled programme. The PSHE programme continues in the sixth form and aims to underpin the teaching and learning of A-level subjects, broaden horizons and general culture, and explore some of the skills required by society in general, by universities and by the world of work. You will be encouraged to debate and challenge issues, think critically and keep developing independent understanding. Other sixth form experiences include careers insight evenings, a futures day and a leadership and management conference.
We expect an average of grade 6 across GCSE subjects for entry into the sixth form and also expect pupils to achieve a grade 7 in the subjects which they wish to take for A-level. For those subjects which aren’t offered at GCSE, we would expect a grade 7 in equivalent subjects. For example, a pupil wishing to study economics may be expected to have achieved grade 7 in GCSE mathematics.
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Changing Option Choices Sometimes the subjects which pupils choose or embark upon are not quite right. This is understandable, given the new subjects on offer and the narrowing of the curriculum from GCSE. The system allows for some flexibility, so long as space remains in the subject to which the pupil wishes to change. Any changes should be discussed with tutors, hsms and heads of department and it is expected that no changes should be made after half term in the Michaelmas term. ‘The Fourth Block’ In addition to your core A-level subjects, an individually- focused programme allows you to develop skills to help you when you leave the College. The Extended Project Qualification (EPQ) or Arts Gold Award form two major strands of this programme which also gives time for scholars in all areas to focus on their scholarship programme, for those interested in medical careers to boost their applications and for Oxbridge candidates to invest time in further reading and preparation. The majority of sixth form pupils will choose to complete an Extended Project Qualification (EPQ) or Arts Gold Award , but there are a range of other options on offer such as the European Computer Driving Licence (ECDL) and Leadership, Awards and Personal Development (LAPD). For those pupils
who find their academic programme more demanding, there is the opportunity to dedicate some timetabled time to supervised study to manage the workload. For those pupils who find their academic programme more demanding, there are independent study and support opportunities in the LRC and departments. Pupils can also use this time to add academic and other enrichment activities that are specific to their individual skills and interests. These may include (but are not limited to): • Academic enrichment and Oxbridge tutorials • Preparation for an application to read medicine (including UCAT preparation) • Preparation for applications for other specialist subjects, eg engineering or law • Preparation for other aptitude tests (eg LNAT, TSA) • A bespoke enrichment programme for scholars in art, music, drama and design & technology • Sports coaching / strength and conditioning training for sports scholars • The Model United Nations Programme (MUN) • Conversation classes for modern linguists • The Duke of Edinburgh’s award programme (DofE) • Careers guidance and help in preparing for application to university
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What do I need to achieve at GCSE? Eastbourne College has a general expectation that all its sixth form pupils will have achieved an average GCSE score of 6 or above (the equivalent of a good B grade average under the former grading scheme). This is colloquially known as ‘the hurdle’ and is a prompt for evaluation of the overall progress of pupils. We review individual circumstances to ensure that pupils are carefully guided on a course that will enable them to achieve success in the next stage. Thus, if a pupil falls short of this standard, their suitability for A-level study will be assessed under three headings: effort, ability and academic progress to date; interest in and access to appropriate A-levels and a positive attitude; good disciplinary record and appropriate engagement with the co-curricular and social aspects of College life. Some subjects do not require previous study at GCSE. Business, classical civilisation, economics, politics, philosophy & religious studies and photography are good examples of this. For many subjects, however, you will find that a grade 7 or above is a reasonable basis from which to start an A-level course, though some subjects may require a higher GCSE grade in order to begin. It will be sensible for you to discuss this individually with the relevant head of department.
Further information about the Extended Project Qualification, Arts Gold Award, ECDL and LAPD are available in the subject pages of this booklet. Fourth Block options will be confirmed in September at the start of the Lower Sixth, but if you are particularly interested in any of the options mentioned, then it is useful to flag this alongside your subject choices. If there are subjects or qualifications for the Fourth Block not catered for in this list then please feel free to contact Mr P J Canning, Assistant Head (Curriculum). Eastbourne College Medics Programme Candidates hoping to apply to medicine (or veterinary science, dentistry and allied health courses) will be invited to join the medics programme at the start of the Michaelmas term of Lower Sixth. Alongside mentoring from Dr E B Miller, a former doctor, pupils will receive coaching on undertaking appropriate work experience, preparation for the UCAT and BMAT tests and hear from a range of speakers from across the spectrum of medical and associated professions. Pupils will work together with Dr Miller to prepare for the rigorous mini multiple interviews which university applicants to medicine, veterinary science, allied health courses and dentistry undertake. Preparation session may be one-on-one, in small groups, with pupils from other schools or with support of colleagues from universities like the Brighton Sussex Medical School. Pupils will be expected to allocate around an hour each week to undertake personal research, reading and writing to produce written work for review on a range of topics, developing their own knowledge and experience in preparation for interview and assessment. Medicine and associated courses are highly competitive, and this programme is designed to ensure our pupils are as well prepared and confident as possible. For further advice on medicine or associated applications, please contact Miss S J Gordon (Head of Futures) or Dr E B Miller (i/c Medics Programme). The STEM Programme The programme consists of activities designed to extend scientific knowledge and develop the skills needed for science courses at the most competitive universities, and will also include talks and trips to further inspire and educate. In addition, pupils will be expected to spend time on their own research, extending their personal areas of interest and presenting this work to the group. Pupils commit 1 hour per week to this programme, although additional opportunities are offered throughout the year. They may additionally opt to participate in the Oxbridge and Medics programmes. A STEM extended project, or a design EPQ, might also be of interest.
Should I be thinking about university and careers?
You may already have clear ideas about what you want to do after you leave the College. If you do, then you should take those ideas into account when you make your choices. Many university courses do not require particular A-level choices, but some do. If in doubt, you should take advice. In general, language, maths and science courses require you to have studied particular subjects; some courses may require you to have achieved specific GCSE grades. Some courses may also require specific English language qualifications if English is not your mother tongue. Alternatively, you may have no clear views about what you wish to do after A-levels; at this stage there is no reason why you should and it is perfectly understandable. As a member of the sixth form, you will receive both advice and support that will enable you to make the right choice about your university application. Your A-level choices should be based on which subjects you have the potential to secure top marks in. Regardless of whether you know what you wish to do after you leave school or not, the better your A-level grades, the better the opportunities available to you. Some universities, including Oxford and Cambridge, are becoming more prescriptive in the subject combinations they prefer applicants to hold. If you are thinking of applying for a popular course at a leading UK university, you should be careful to ensure that your subject choices will be appropriate for entry. Your hsm, Miss S J Gordon (Head of Futures) or Mr Canning can give you more advice about this. The Russell Group of universities, representing the UK’s leading 24 universities publishes a website called Informed Choices which can help with decision making. It can be accessed online at https://www.informedchoices.ac.uk/
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Global University Programme Pupils wishing to apply to university outside of the UK instead of or as well as applying to UK universities will be invited to join the Global University Programme early in the Michaelmas Term of lower sixth. Applying to a suite of global university options is increasingly popular but can be complex to manage so additional support is required. This programme gives those exploring an application outside of the UK time to understand their options, get to grips with key deadlines, hear from experienced advisors, explore required admissions testing and be as prepared as possible to make excellent applications. As well as group sessions and guest speakers, pupils will benefit from one-to-one guidance.
Oxbridge Potential Oxbridge candidates should take note of the specific subject advice for each course as found on the university websites: Oxford: www.ox.ac.uk/admissions/undergraduate/courses-listing
Cambridge: www.undergraduate.study.cam.ac.uk/courses
Our experience suggests that candidates suitable for an application to Oxford or Cambridge typically have the following profile: • a GCSE profile of mainly 8–9 grades • a combination of subjects that prepares pupils for the rigorous academic nature of the university courses (ie academic, rather than practical subjects) • A-level predictions of A* in most or all subjects • four science and maths A-levels if applying for any science or maths course (including further maths) • three A-levels plus an EPQ for arts and humanities courses • long-term evidence of real ability, genuine initiative, intellectual curiosity and a passion for independent reading and research in their chosen subject such as essay and science competitions
Contact Miss S J Gordon for more information.
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Eastbourne College Oxbridge Programme In the Lower Sixth, potential applicants attend a meeting at the start of the Michaelmas term to outline the programme and its expectations. Grades and personal progress will be monitored throughout the year and pupils are encouraged to participate in a variety of activities to extend the standard curriculum, including personal research leading to an extended project (EPQ), reading and even external courses. Pupils are expected to spend at least one hour per week reading, researching and maintaining a personal preparation log, as well as participating in debating or the Model United Nations activity, and the Medics or STEM programmes as appropriate. In the Lent term of the Lower Sixth, potential applicants will be assigned an Oxbridge mentor to oversee personal preparation, with some tutorials in addition to their personal research sessions. They are also expected to join the Casson Society (the senior academic society at the College), and are invited to attend a meeting with Old Eastbournians currently studying at Oxford or Cambridge to benefit from their advice and experiences. In the summer term, regular mentoring continues, and outstanding results in internal examinations will be expected. An individual visit to the Cambridge or Oxford Open Day is encouraged. In the Michaelmas term of the Upper Sixth, academic programmes continue to be monitored and pupils are also offered support for the admissions tests and practice interviews. These opportunities are designed to complement an individual’s personal preparation, taking them well beyond the constraints of the A-level specifications. It has been our experience, year after year, that those pupils who actively engage in their own independent preparation for Oxbridge have the highest chance of success. For further advice on Oxbridge applications contact Mr A P Wood (Head of Academic Scholars) or Mrs S L Lambert.
WHAT CAN I CHOOSE?
Please choose your options by reading through the following pages and then completing and returning the form on page 37.
Choices should be submitted to your hsm by Wednesday 25 February 2026.
You should choose one subject from each of the blocks in the table below. If your desired combination does not fit, make a selection from those available and discuss with your hsm (or admissions for new pupils).
The additional enrichment programmes in the Fourth Block will be confirmed at the beginning of the Michaelmas term.
Who can help me choose? The choice of what to study in the sixth form is principally yours. You will achieve most highly in subjects you are interested in and this should guide your selection, but you would be wise to choose a complementary combination of subjects. As with any important decision, there are many people who can help with advice. It will be important to talk with your parents and your teachers, but you should probably also talk to the relevant heads of department and to your housemaster or housemistress.
Miss S J Gordon (Head of Futures) may also be a valuable source of information.
If you have any general questions about the sixth form curriculum, these can be directed to Mr P J Canning, Assistant Head (Curriculum).
Block A
Block B
Block C
Block D
Business
Biology
Biology
Art
Chemistry
Business
Drama
Business
Economics
Classical Civilisation
Economics
Chemistry
History
Computer Science
Further Maths*
DT Product Design
Latin
Dance
German
English Literature
Maths
Economics
History
Further Maths*
Music Technology
English Literature
PE
Geography
Physics
French
Philosophy
Greek
Politics
Maths
Photography
Maths
Psychology
Music
Psychology
PE
Textiles
Physics
Photography Politics Spanish
23/3/26
* further maths should be selected in both Block C and Block D
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SUBJECTS
The time available for this component enables pupils to develop a foundation of core practical skills as well as providing opportunities to focus on experimentation, risk- taking, drawing, the ability to analyse and synthesise ideas as well as developing and refining techniques.
Art
What is the subject about? The A-level in art and design has been designed to provide engaging and innovative creative learning experiences, where art, craft and design practice is meaningfully integrated with theoretical knowledge and understanding. This specification provides learners with opportunities to develop a broad foundation of critical, practical and theoretical skills that offers learners a holistic understanding of a range of practices and contexts in the visual arts, crafts and design fields, culminating in greater specialism and achievement.
Component 2: Externally Set Assignment 40% of qualification: 80 marks
This component consists of a series of visual (including moving image) and written stimuli set by Eduqas. Pupils are required to select one of the stimuli and develop it in a personal response. Responses must take the form of critical, practical and theoretical preparatory work and/or supporting studies, which will inform the resolution of these ideas in a 15 hour sustained focus study, completed in exam conditions. Pupils must therefore bring together the best of their understanding, knowledge and skills built up over their course of study and demonstrate their highest achievement through this externally set assignment. Why might I choose to study art at A-level? Whether you have studied GCSE Art & Design or independently developed your creativity and passion for art, you will enjoy this course. Creative thinking is becoming increasingly recognised as an essential skill for the most highly employable graduates. This A-level provides a strong foundation for the study of art and design through a range of higher education courses as well as building skills for
What are my opportunities for project work or coursework? The A-level course consists of two components:
Component 1: Personal Investigation 60% of qualification: 120 marks
This component consists of a major, in-depth, practical, critical and theoretical investigative project/theme-based portfolio and outcome/s with integrated extended written critical and contextual analysis (1000 words minimum). Personal project ideas are determined by the pupil with guidance from their teachers.
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employment in the creative industries. In addition, the specification provides a coherent, satisfying and worthwhile course of study for pupils who do not progress to further study in this subject. How will I be examined? The same four assessment objectives apply across both components which are internally marked and externally moderated. Each assessment objective is equally weighted.
There are no entry requirements or set time limit for completing Gold Arts Award. It will take young people around 90 hours to complete, working with their adviser and independently. Employers, universities and colleges know that Arts Award is a qualification that shows young people’s level of commitment and progress in the arts and in developing new skills. Gold Arts Award is the highest recognition of young people’s abilities as a creative arts leader. At gold level, they work as an arts practitioner while broadening their horizons within the arts world. Working at this level will extend creativity, communication, planning, teamwork and leadership skills, and will support progression through any education, training or career pathway. Ms L A Salway Head of Arts Award Biology What is the subject about? Biology is the study of life and living processes. It is therefore relevant to all and has a particular part to play in making young people aware of their environment, of personal health issues and of their own physiologies. It is a wide ranging subject with a strong numerate and analytical basis. There is no doubt that advances in biotechnology, medical research and the use of environmental resources will affect all our lives. The specification is divided into topics, each covering different key concepts of biology. Teaching of practical skills is integrated with the theoretical topics and they are assessed through the written papers. The practical endorsement will also support the development of practical skills. What are my opportunities for project work or coursework? There is no formally assessed project work or coursework. Teaching of practical skills is integrated with the theoretical topics and are assessed through the written papers. Practical activities are embedded within the learning outcomes of the course to encourage practical activities in the classroom, enhancing the understanding of biological theory and practical skills. Pupils will produce a portfolio of practical work which will demonstrate their aptitude in this important aspect of the biological sciences. The quality of this portfolio will determine whether a pupil passes or fails the practical endorsement. Why might I choose to study biology at A-level? Biology A-level could be the opening to an exciting range of biology careers or work and study in other sciences. The origins of living things and how they work is fundamental to the world we live in and, whether your interest is in the animal world, marine life, humans or plant life, the study of biology is the core of further knowledge and discovery. You will develop analytical, evaluative and observational skills that will be of great value in a wide range of university courses. How will I be examined? We will follow the AQA Specification (7402). The content is split into three, two-hour papers: • Paper 1 (35 per cent of A-level) This covers biological molecules, cells, how organisms exchange substances with their environment, genetic information, variation and relationships between organisms and relevant practical skills
Pupils must demonstrate their ability to:
AO1
Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding. Explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining ideas as work develops. Record ideas, observations and insights relevant to intentions, reflecting critically on work and progress. Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements.
AO2
AO3
AO4
Ms E Z Greenwood Head of Art
Arts Gold Award The Gold Arts Award is well established at the College and gives pupils the opportunity to take an exciting, innovative and creative qualification. Arts Award supports young people in all areas of creative arts and offers an inspiring arts journey. Each path can take a different direction – from fashion to film-making, from dance to design, from photography to poetry. Whichever route they choose to follow, pupils are supported to develop their own ideas and to see them through with the help of an adviser and creative mentors and organisations. Gold Arts Award is the highest level at Level 3 on the Qualifications and Credit Framework (QCF), and develops young people’s creativity, communication, planning, teamwork and leadership skills. The award is also recognised on the UCAS Tariff (16 points). Pupils applying to university who are working towards or have achieved a Gold Arts Award will be able to include it as they would do other subjects when completing their UCAS application form. Young people need to plan their work with an adviser and keep a record by creating their own Arts Award portfolio. Pupils can pick their own style of portfolio – this could be a diary, video, website blog – or something different altogether.
Gold has two units:
• Unit 1: personal arts development • Unit 2: arts projects leadership
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• Paper 2 (35 per cent of A-level) This covers energy transfers in and between organisms, how organisms respond to changes in their internal and external environments, genetics, populations, evolution and ecosystems, the control of gene expression and relevant practical skills • Paper 3 (30 per cent of A-level) Any topic from paper 1 or paper 2, and relevant practical skills. This paper also contains a 25 mark essay The programme involves a residential field course which allows pupils to undertake investigative sampling techniques across a range of ecosystems. The course will provide hands on experience for a number of the AQA required practicals and the opportunity to demonstrate progression in their practical competency
people, so knowledge of motivational theory will help you to work well with others and help them achieve their potential. You might have ambitious plans to start your own business. If that is the case, you will find the marketing and finance topics particularly useful. How will I be examined? Business A-level assessment consists of three two-hour written exams taken at the end of the two year course. Each exam is worth a third of the A-level. All three papers draw on material from the whole course and feature a range of question styles including multiple choice questions, short answer questions, essay questions, data response questions and case studies.
Mr R H Phillips Head of Business & Economics
Mrs R N Cooke Head of Biology
Business
Chemistry
What is the subject about? Business is practical, applied and exciting. It studies
What is the subject about? Chemistry is the study of substances, what they are made of, how they interact and what role they play in living things. From the moment you are born until you die, you are surrounded by chemistry: in the air you breathe, the food you eat and the clothes you wear. Without the advancement of chemical science, we would have no plastics, no synthetic fibres and no fuels for cars or planes. Many lives would be lost without the chemical technology that has brought us medicines or allowed us to treat contaminated water in developing countries. The primary aim of studying chemistry is to stimulate us to think about the world around us and understand the properties of the materials within it. By studying the subject to an advanced level, you will improve your problem solving skills, apply your mathematical ability and develop precision in working with your hands. In dealing with potentially harmful substances, chemists learn to take responsibility for themselves and the welfare of others. Why might I choose to study chemistry at A-level? Careers in chemistry are everywhere: a knowledge of chemistry will give you a greater understanding of the world you live in and could lead to a career which is exciting and enjoyable with lots of variety and opportunities. Chemistry is a mathematical science and works well as a complementary choice to maths and any of the other sciences. You should consider A-level Chemistry if you are interested in a career as a chemist, doctor, veterinary scientist, pharmacist, dentist, biochemist, food scientist, chemical engineer or in accountancy, banking, law, pharmacology, chemical research, analytical work, process control, quality control, the environment etc. How will I be examined? We will follow the AQA Specification (7405). The content is split into three teaching modules, examined in three two-hour papers:
organisations and how they operate within their environment. The course involves looking in detail at how businesses carry out their various functions such as finance, human resources management, marketing and operations management. The course also looks at how outside agencies, such as the government and pressure groups, affect the behaviour of businesses. It makes you think about business critically, examining both favourable and unfavourable aspects. The A-level business course introduces you to all you need to know about working in business, providing a solid foundation for further study. With a focus on helping you to become a good decision maker, you’ll learn essential managerial skills, alongside techniques to help you become an analytical problem solver. These skills are all highly sought after and valued in a wide range of careers. Why might I choose to study business at A-level? The particular attraction of business is that, although it is an academic course, it is also a practical and relevant subject. It is helpful both in a career sense by developing skills and specific interests and can also provide a useful basis for degrees in business management. It combines well with any combination of A-level subjects. By laying the foundations of business in a way which focuses on the uses and application of ideas and theories, you will be better equipped to relate the content of your studies to your eventual working life. The material covered and the relationships which are built up through the course will help you to understand how industry and commerce function within the economy. The new A-level has an increased amount of numerical content and therefore a reasonable grade (at least a 6) at GCSE mathematics will help. If you are unsure about the mathematical element please do speak to the members of staff in the department. Further study and career opportunities If you would like to study business, finance or management at university, A-level business provides an excellent foundation. The skills you learn are also transferable across a broad range of subjects and careers. Whatever you choose to do in the future, you will find that the things you learn in this course will help. For example, you’ll probably work with lots of different
• Module 1 – Physical and Inorganic Chemistry (35 per cent of A-level)
This looks at atomic structure, chemical calculations including the mole, bonding, energetics including calorimetry, Hess’s Law and Born Haber cycles, kinetics, chemical equilibria including Kc and Kp calculations, acid-base equilibria, electrode potentials and electrochemical cells
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Classical Greek
• Module 2 – Organic and Inorganic Chemistry (35 per cent of A-level)
What is the subject about? You will immerse yourself in the language, literature and culture of the ancient world from Homer and the Trojan War to the second century AD. You will develop your language skills from GCSE so that you are more confident about reading texts in the original language by foundational authors such as Homer, Herodotus, Plato, Sophocles, Euripides, Thucydides and more. There is also an option at A-level to translate from English into Greek. Why might I choose to study Greek at A-level? Greek is generally acknowledged to be a challenging yet rewarding subject and is very highly regarded by universities as an indicator of academic ability and aspiration. You may wish to study classics at university, which may lead to a wide variety of careers in fields such as law, accountancy, finance, banking, the civil service, journalism or marketing. You may also value studying Greek alongside any combination of A-levels (with or without Latin). There are clear benefits in developing a wide range of skill, such as the skills of analysis and problem solving through translation, creativity through prose composition, or critical thinking and development of emotional intelligence through responses to literature. How will I be examined? There are four exam papers which are taken at the end of the Upper Sixth. • Unseen Translation (33 per cent of A-level) Translation into English of a passage of Greek prose and a passage of Greek verse • Language Paper 2 (17 per cent of A-level) Prose Comprehension or Prose Composition • Prose Literature (25 per cent of A-level) Study of one or two prose texts (eg Herodotus Histories ) • Verse Literature (25 per cent of A-level) Study of one or two different genres of Greek poetry (eg Homer Iliad and/or Euripides Hippolytus) The department follows the OCR course (OCR Advanced GCE in Greek H444).
This covers periodicity, Group 2, Group 7 and transition metals, nomenclature and isomerism, alkanes, alkenes, halogenoalkanes, alcohols, aldehydes, ketones, carboxylic acid derivatives, aromatic chemistry, amines, polymers, amino acids and proteins and organic analysis • Module 3 – Synoptic Paper (30 per cent of A-level) This covers any content and any practical skills What are my opportunities for project work or coursework? There is a list of stipulated practicals that must be covered during the A-level and an endorsement issued at the end of the course; the ideas and skills of which will be examined in the written papers. Mr D C Miller Head of Chemistry
Classical Civilisation
What is the subject about? No prior study of classical civilisation is necessary to study this subject at A-level, though the course does follow on from GCSE Classical Civilisation. Pupils develop an appreciation for what the Greeks and Romans thought and believed by studying classical literature, thought, art and history. This includes the great epics of Homer’s Iliad and Virgil’s Aeneid, bastions of western thought and literature. Pupils will gain an awareness of how similar to and different from us the Greeks and Romans are, as well as developing skills of analysis as they interpret what primary sources tell us about the past and their limitations. Why might I choose to study classical civilisation at A-level? This course will suit anyone with an interest in people, as the ideas and narratives of people are the main focus of the different topics. Pupils do not need to have studied classical civilisation at GCSE to succeed in the course. The course complements a huge range of other subjects, including art, English, geography, history and philosophy. Pupils may also choose classical civilisation as a humanity to balance out some more scientific options. The course encourages critical thinking and analytical skills and as such is valuable in applying to any humanities course at university. Aside from the more obvious routes such as ancient history, archaeology and classics, pupils can go on to study subjects such as English literature, history, history of art or war studies, as well as broader disciplines such as anthropology. It is as much the transferable skills which are valuable for further study as the factual content of the courses. Classical civilisation is well regarded by universities for these sorts of courses.
Mr H B Jourdain Head of Classics
Computer Science
What is the subject about? The aim of the computer science A-level is to encourage learners to develop an understanding of the fundamental principles of computer science and how computer programs work in a range of contexts. Pupils who wish to study computer science A-level are expected to have studied Computer Science at GCSE and have obtained at least a grade 6 in GCSE mathematics as the A-level computing course contains a good deal of mathematical content. Learners will study topics including information representation, communication and Internet technologies, hardware, software development, and relational database modelling. As they progress, learners will develop their computational thinking and use problem solving to develop computer-based solutions using algorithms and programming languages. Learners will develop a range of skills such as thinking creatively, analytically,
How will I be examined? There are three papers, all taken at the end of the U6th.
• Paper 1 (40 per cent of A-level) The World of the Hero: Homer’s Iliad and Virgil’s Aeneid • Paper 2 (30 per cent of A-level) Culture and the Arts: Greek Theatre or Imperial Image • Paper 3 (30 per cent of A-level) Belief and Ideas: Greek Religion or Love and Relationships
Mr H B Jourdain Head of Classics
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How will I be examined? This four-unit (two-component) specification requires pupils to:
logically and critically. They will also be able to appreciate the ethical issues that arise with current and emerging computing technologies. Why might I choose to study computer science at A-level? Careers in computing are everywhere in modern society. Examples of careers include games developer, manager of IT and communications services, app developer, cyber intelligence officer, project manager, network manager and social media manager. Being at the forefront of technological developments means that you will have access to jobs which don’t currently exist or haven’t yet been thought of! Whilst in many cases computer science A level is not necessarily a requirement for the study of a computing degree, it does give a firm grounding in many of the skills required for further study. How will I be examined? We will follow the AQA Specification (7517). The content is examined at A level in three components: • Paper 1 (40 per cent of A-level) This is a 2½ hour exam done at a computer using previously released material. This exam will assess programming skills mainly but also some other mathematical topics which are heavily used in the world of computer science. Learners answer a series of short questions and write/adapt/extend programs in an electronic answer document provided by AQA. AQA will issue preliminary material, a skeleton srogram (available in each of the programming languages) and, where appropriate, test data, for use in the exam • Paper 2 (40 per cent of A-level) This is a 2½ hour written exam consisting of compulsory short-answer and extended-answer questions on a wide variety of theoretical topics • Paper 3 (20 per cent of A-level) The non-exam assessment assesses a pupil’s ability to use the knowledge and skills gained through the course to solve or investigate a practical problem. Learners will be expected to follow a systematic approach to problem solving What are my opportunities for project work or coursework? 20 per cent of the A level is assessed through practical work. Pupils have a free choice of topics and can be based on an area of interest of the pupil. The project will naturally involve a significant amount of programming.
• develop understanding and knowledge as well as critical skills for the analysis of choreography and performance within their own work and in professional repertoire • gain experience of choreography and performance through practice • gain in-depth knowledge of specific study areas and professional works What are my opportunities for project work or coursework? The practical elements of the course amount to 50 per cent of the full qualification.
Miss K A H Reid Head of Dance
Design and Technology: Product Design
What is the subject about? Design is all around us; everywhere, and without it, good or bad, we would not be able to function. What we get on, in, wear, sit on, eat off, read and write with has all been designed by someone, somewhere. The list is endless. This course seeks to explore all avenues of product design by studying it from both an historical and contemporary perspective. Why might I choose to study DT: product design at A-level? Society is being carried forward at an ever increasing rate by the development of existing technologies or by the introduction of new ones. In only 10 years it has been predicted that we will be able to 3D bio-print complex internal organs, such as hearts and livers. Computing will be impacted upon by the use of nano-technology to exponentially increase processing power so that computers will have the same intellectual capacity as a human being. Design and technology can not only teach us something about technological application and development, but other skills that will be important to us in the future, such as teamwork and collaboration, complex problem solving, physical dexterity, creativity and experimentation. An A-level in DT will also support university choices in Product, Furniture, Interior, Theatre and Sustainable Design, Architecture and also Engineering. How will I be examined? There are two written papers of two hours that are sat at the end of the course, worth 25 per cent each of the overall A-level grade. • Paper 1 will assess core technical principles and core designing and making principles • Paper 2 will assess specialist knowledge, technical and designing and making principles
Mr I R Shakespeare Head of Computing
Dance
What is the subject about? A-level dance provides pupils with the opportunity to gain experience of performance and choreography and to develop critical thinking about dance. Why might I choose to study dance at A-level? This course is particularly suitable for pupils who have studied GCSE dance and wish to study dance at a higher level. It is possible to take A-level dance without having taken the GCSE but some dance training will be necessary. The content allows pupils to study a subject which can be extended through higher education and promotes a healthy lifestyle through an awareness of the importance of exercise and training.
The non-exam assessment of approximately 45 hours, is 50 per cent of the overall A-level grade.
What are my opportunities for project work or coursework? By its very nature this subject requires exploration, experimentation and creativity. It also requires an understanding of materials and how to use them appropriately and efficiently. This cannot happen only by studying the work of others, although this is important.
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How will I be assessed? The course is split into three components, two of which are coursework (NEA). Two thirds of the A-level is completed by February of Year 13 and the course culminates in pupils sitting a paper in the summer of their second year. Component one is the paper, and pupils explore two set texts and critique one live production for this, which represents 40% of the overall grade. The remaining 60% is split between rehearsal and performance of original theatre devised by pupils themselves (component two) and the practical realisation of an extract from a play (component three). The former is assessed internally and externally moderated, the latter is assessed by a visiting examiner.
Your course will include mini-projects, where you will be exploring the aesthetics, nature and use of everyday materials such as woods, metals and polymers, including the application of 3D printing. Towards the end of the course you will also undertake a small scale design and make task of approximately 45 hours in duration that enables you to explore and respond to a given design brief.
Mr N Clark Head of Design and Technology
Drama and Theatre Studies
Miss R M F Stevens Head of Curriculum Drama
What is the subject about? …the purpose of playing, whose end, both at the first and now, was and is, to hold, as ‘twere, the mirror up to nature, to show virtue her own feature, scorn her own image, and the very age and body of the time his form and pressure.’ – Hamlet, 3.2 Hamlet’s advice to the players captures the subject perfectly theatre and drama exist to reflect society back to itself and interrogate what it means to be human. We watch plays, musicals, TV shows and films to be transported and challenged; to find solace, wisdom and belonging. The power of live storytelling is thrown into relief when tyrannical regimes take their grip because theatres are among the first institutions to be shut down. Former director of the National Theatre, Richard Eyre described drama as ‘the highest aspiration of the human spirit’ and, at A-level, we certainly aspire to excavate and explore the complexity of the human condition through storytelling in all its wondrous forms, genres and styles. The AQA course encourages pupils to find their voice through originally made drama and the published drama of others. Pupils will produce two significant pieces of theatre in our high specification spaces and will be guided in their creative process by the practice of great performance artists of the past and present. As they will also learn to critique high-quality theatre, two A-level trips to experience what the West End has to offer are requirements of the course. Lastly, pupils will practically explore two dramatic masterpieces and share their vision as performer, director and designer in an essay-based end-of-course paper. Why might I choose to study drama at A-level? Success in all professions demands an ability to communicate fluently, confidently and engagingly but more specifically you might be considering a career in law, advertising, communications, marketing, sales, journalism or a public-facing industry. You may also, of course, be pursuing a career in the arts as a director, actor, designer, writer. As one of a portfolio of subjects A-level drama most commonly complements the study of English, history, languages and politics this is because we regularly wrestle with socio-political issues, explore contrasting cultures and examine societal ills through the prism of history. Above all, drama is most useful to those who wish to develop their ability to express themselves both on the page and in a public forum. Drama pupils learn to problem solve, collaborate, think independently, develop their visual imagination, cope with time-sensitive projects, and to critique and analyse great works of art. They also blossom into young artists of conviction and purpose who can talk to people!
Economics
What is the subject about? We face some tremendously difficult choices as a society. There are only so many resources available and we need to work out how best to use them. What should we make or provide? How should we make it? And who should benefit from it? There is enough evidence of our ability to get these decisions wrong (think of obesity and famine, of billionaires and absolute poverty) to justify studying how we might try and make better decisions. Does the market know best or should government get more involved? Economics aims to develop in pupils an understanding of concepts and theories through critical consideration of issues, problems and institutions that affect everyday life. In microeconomics, we study such topics as the determination of prices, the way firms compete and the reasons for individuals, organisations and societies having to make choices. In macroeconomics, inflation, unemployment, economic growth and international trade are examples of issues dealt with. The economics A-level now also includes sections on behavioural economics and the role of financial institutions. By the end of the course you will be able to understand current economic issues, problems and institutions that affect your life. You will develop an understanding of economic concepts and theories and the ability to apply these concepts to an appropriate range of issues. You will analyse, explain and evaluate the strengths and weaknesses of the market economy and the role of government within it. You will apply your understanding of economics to aspects of the recent performance of the UK and international economy. Ultimately, you will begin to think as economists, seeing the relationship between different aspects of the subject and applying the economists’ ‘tool kit’ in a meaningful way. Why might I choose to study economics at A-level? You should consider choosing economics if you have a real interest in current affairs and social and political issues. It is a disciplined, theoretical subject that makes use of both quantitative information, such as graphs and tables, and evaluative extended writing. Economics combines well with a range of science and arts subjects and strongly supports university applications for courses such as law, politics, history, management and, of course, economics. The economics course requires reasonable proficiency in mathematics. It is recommended that pupils wanting to study economics have at least a grade 7 at GCSE mathematics (or equivalent).
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