a level options 2016
TRANSCRIPT
A Level Options 2016
Sutton Road, Walsall, WS1 2PG t: +44 (0)1922 720696 w: www.qmgs.org e: [email protected] @qmgs1554
A WELCOME FROM THE HEADMASTER
Introduction We invite you to consider studying A Levels in our highly successful grammar school Sixth Form. This booklet is designed to inform you and your parents about the decisions you have to make, and the requirements you have to meet, before taking up the challenge of courses at Queen Mary's. The Sixth Form is not only an excellent preparation for higher education at university or college, but also for a worthwhile job at 18. This is a crucial decision for you and one that should be taken in an informed and intelligent way. The School Queen Mary's Grammar School was founded in 1554 by Queen Mary Tudor with, originally, a handful of pupils next to Walsall Parish Church. Now on a modern and well-equipped site in the south of the town, there are 858 pupils, of which 317 are in the Sixth Form. Queen Mary’s is an Academy independently administered by a Board of Governors under the Chairmanship of Philip Sturrock. It is a traditional grammar school with an excellent academic record, but it is also a friendly community where you will have many opportunities to develop as a person. The Sixth Form ... We have high expectations of our Sixth Formers in terms of commitment both to academic study and to the school community. Increasingly, you will take responsibility for your programme of work; you will also hold positions of trust and responsibility and develop leadership skills. The Sixth Form course is a partnership: we are working together for you to achieve the best possible results in a very competitive world. In 2012, we opened a new Sixth Form Block, the Collier Centre, to give our students the best possible environment in which to learn. This multi-purpose building incorporates a university style lecture theatre, with breakout seminar rooms and a community common room complete with furniture designed and made by recent pupils who have founded their own business. It is an inspirational place. ... at Queen Mary's We believe that enjoyment and achievement go hand-in-hand. We can offer you: An excellent academic record: 75% of grades in 2015 were at A*, A or B and
the vast majority of our pupils go on to study at top universities. We have a long tradition of success in preparing students for medical-related courses and also for Oxbridge applications. We are able to offer a wide range of courses taught by experienced and highly qualified teachers. Our students enjoy learning and it shows in their commitment and enthusiasm.
An exciting range of extra-curricular activities: the spirit of our Latin motto
(approximately: "you get out what you put in") gives life to a wide range of activities. We have music and drama, sports teams taking part in Rugby, Hockey, Cricket and Cross Country fixtures, and a nationally successful Combined Cadet Force with a wide programme of Army and RAF activities. We are particularly proud to own a Field Centre, Farchynys, in the Barmouth
A WELCOME FROM THE HEADMASTER
Estuary. There will be opportunities to travel, pursue minority interests, learn to cook: it’s all part of learning to live life to the full.
Entry Requirements For internal candidates, individual offers (specifying numbers and quality of GCSE passes) will be made in the Spring term. We want as many as possible of our pupils to stay on in the Sixth Form, but the academic courses we offer may not be the most helpful option for some. For external candidates, individual offers will also be made. You will have the opportunity to visit the school at our Sixth Form Open Evening in November 2015 (check the website for details) where you can meet with existing students and members of staff to learn more about the courses and the community. Students to whom we make conditional offers to study here will also have an individual meeting with a senior member of staff before they commit to their place. We have had many highly successful students (both boys and girls) join us for their A level courses. The bottom line: you will need at least 7 B grades at GCSE* (including English and
Maths). We normally expect at least a grade A (A* for Further Maths) in subjects which you wish to pursue at A level. * correct at time of going to press
Options Procedures You will choose three subjects which you will study through to full A-level status in the summer of 2018. You will also be expected to follow another academic option. This may be Further Maths, the EPQ or a range of other courses (some yet to be finalised) including Massive Open Online Courses (MOOCs). The options blocks will then be devised once all internal students have made their options. Therefore it is possible that in some unusual cases that a certain subject combination may not be possible. We will advise you if this is the case. We will also expect that you take on an element of mentoring or volunteering during your time in the sixth form. This may be within the School (such as a STEM ambassador working with younger students) or with a range of our partners (such as Walsall Studio School or the Mali Jenkins home). The final expectation is that you become involved with an extra-curricular activity in order to develop key employability skills, such as leadership, teamwork and organisation. This may be in the established activities (such as sport, CCF or on an international trip) or you could run an activity that, as yet, doesn’t exist. The crucial aspect here is that we expect you to become part of our School community.
Making Decisions There are many reasons for choosing a particular range of subjects to study, but it is important that you should not be influenced by the following:
What are your friends going to do? Your friends' future is not yours.
A WELCOME FROM THE HEADMASTER
Is one subject easier than another? There are no easy options at this level. Which teachers do you like best? There is no guarantee that you will be taught
by a particular teacher. Instead, we advise you to consider the following: Which subjects do you enjoy? Enjoyment goes a long way to promoting
success. You should not take subjects that you dislike or find difficult because you think they might be "good" for you. For example, you are likely to have a better future with a grade A in English or French, than a grade E in Maths or Physics.
In which subjects have you been most successful? The quality of your GCSE grades can be a determining factor when your UCAS application is considered by universities. (However, GCSE performance is not the only, or an infallible, guide. It is essential to take advice from Heads of Departments, your Form Tutor or your Year Tutor.)
Do you have a particular career in mind? You should find out if the university courses (or career) which you are considering make specific subject requirements; this, in fact, happens less than people think.
FAQs Inevitably, there will be lots of questions about both the School and the courses you wish to follow. This booklet, along with the Open Evening, will hopefully provide the answers to these. A few common questions are likely to be: Will I sit AS Level exams in the summer of 2017? At this point, there is no intention for students to sit external AS exams in 2017, apart from in those subjects where the new A-level courses have not come in (Maths, Mandarin and DT). There is likely to be some form of internal assessment.
Is progression from Y12 into Y13 automatic? The loss of AS exams in Year 12 changes the landscape from previous years. We have a responsibility to make sure that students are supported in making progress and the correct decisions, so we will work with parents in advising over the best outcomes. Are A Levels different in 2016 to what has gone before? September 2016 sees the start of the second wave of new A-levels. These are linear in style, with all exams at the end of the course (in 2018). Most subjects will be teaching these courses, with the exception of Maths, Mandarin and DT.
We have made a whole-school decision to offer the A-level Philosophy course in the place of Religious Studies. We are also considering introducing an A-level in Politics for the first time and offer details in this booklet.
A WELCOME FROM THE HEADMASTER
A levels and Careers For a wide range of careers there is no special subject requirement. The qualification needed is reckoned in terms of your level of attainment. This is why it is usually best to go for those subjects you like or are good at, because it is in these subjects that you will attain the highest levels. Among the more obvious careers for which this holds true are: the civil service, journalism and the media, insurance, banking, marketing, accountancy, management, personnel, the armed forces, the police, the fire service, the social services; and there are many others. It is equally true that, for a wide range of university courses, there is no specific subject requirement: you only need to have good A level grades. Among these are the following: law, accountancy, education, drama, politics, philosophy, psychology, sociology, business studies and very many combined courses. Of course, for many degree courses, the relevant A levels are required. You
obviously need A level Maths to do a degree in Maths, just as you would normally expect to have A levels in languages if you wished to do linguistics. There are some misconceptions which cause hardship. The commonest are that you need A level Maths to do accountancy, and that you need A level Economics to do business studies, management courses, banking or insurance. There is, of course, a wealth of material on-line. Finally ... We expect our students to work hard, to think for themselves and to pursue academic excellence with determination and discipline. Examination success is important for your future. But Sixth Form life is not only a matter of working for examinations. The extra-curricular activities, opportunities for travel, the responsibilities of leadership in the School will all give you the chance to contribute fully and so get the greatest fulfilment from your two Sixth Form years. At Queen Mary’s, we aim to be academic in purpose, international in outlook, enterprising in spirit and generous in approach. We want our pupils to be equipped to live life to the full. High ideals, perhaps. If we manage to attain them,
it is thanks to remarkable individuals like you. We wish you every success.
Timothy Swain Headmaster
A LEVEL OPTIONS
A level Options
Subjects (in alphabetical order)
A LEVEL OPTIONS
A Level Art
Examination board:
OCR
A2:H600
Examinations:
A2: H600
Coursework portfolio
Personal investigation:
A2: H600
A Level Art Course content Advanced level art GCE is a two unit qualification and will only be available for examination in June at the end of their second year. Advanced subsidiary will be a one unit qualification and will have an exam at the end of their first year. We will be following the Art, Craft and Design option at both levels combining fine-art with graphics in all units. At AS you will be required to produce a portfolio of work from starting points, topics or themes determined by the school. All of these starting points will revolve around direct observation. The focus for this portfolio is to include work that shows exploration, research, and acquisition of techniques, materials and skills. The emphasis for this unit is preparation for the externally set task. A2 Personal Investigation. For this unit students will be required to produce a major project that shows them working with a local artist through a range of art and design experiences. A Level Externally set task. They will be assessed at the end of the two year course. This paper will be given to candidates on February 1st. From this paper, candidates are expected to select one starting point from which they will generate appropriate work for submission. The work for this unit has three sections; planning, preparation and realisation of outcome and evaluation. The examination will be over three school days equalling, 15hrs, towards Easter. Candidates will be expected to;
1. Independently develop ideas through sustained and focused investigations in response to a given starting point
2. Work from direct observation 3. Document and record from secondary source material 4. Experiment with a range of media and materials
A LEVEL OPTIONS
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A LEVEL OPTIONS
A Level Biology
Examination board: AQA
Examinations: Topics Assessed:1. Biological molecules 2. Cells 3. Organisms exchange substances with their environment 4. Genetic information, variation and relationships between
organisms 5. Energy transfers in and between organisms 6. Organisms respond to changes in their internal and external
environments 7. Genetics, populations, evolution and ecosystems 8. The control of gene expression.
A- levelPaper 1, topics 1 - 4, 35% of A- level76 marks: mixture of short and long answer questions 15 marks: extended response questions Paper 2, Topics 5 8, 35% of A- level.76 marks: mixture of short and long answer questions 15 marks: extended response questions Paper 3, Topics 1 8 including practical skills, 30% of A- level. 38 marks: structured questions, including practical techniques 15 marks: critical analysis of given experimental data 25 marks: one essay from a choice of two titles
Coursework: 40 practical tasks are completed over the two years of the course with 20 in each year. 12 of these are the required exam board practical tasks which are examined within paper 3. The additional tasks are to build up the required practical skills in the subject.
Course content:
Biology is a natural science concerned with the study of life and living organisms, including their
structure, function, growth, evolution, distribution, and taxonomy. Modern biology is a vast and
eclectic field, however, despite the broad scope of biology, there are certain general and unifying
concepts within it that govern all study and research, consolidating it into single, coherent fields.
Year 1 of the course gives students an understanding of Biological basics from cells to whole
organisms. It then moves on to look at interactions between organisms and genetic information.
It is split into the following four topics; Biological Molecules, Cell Biology, Exchange, Genetics. For
AS-students this is the only content assessed.
Biological Molecules are the building blocks of all life. In this topic students will learn how
biological polymers such as protein and DNA are formed.
A LEVEL OPTIONS
Cell Biology is the study of life in its most basic subunit. Students will study differences between
different types of cell and then study the structures and organelles found within cells of higher
organisms. The course will then investigate movements into and out of cells before looking at the
immune system as an example of cells communication.
Exchanging substances with the environment is a vital process for all living organisms. In this
broad topic students will learn how oxygen and other materials are delivered to respiring cells in
a range of creatures such as insects, fish and mammals.
Generic Information is found in all living things. This gives an indication of its importance. In
this topic students study the structure of DNA and how its sequence is the basis of inheritance.
Year 2 of the course gives students the opportunity to learn at a deeper level and allows for more
opportunity to apply their knowledge to a range of biological phenomena. It is designed to give
students a complete understanding of the principles of biology to allow them to study a
particular field further. It is split into the following four topics; Energy Transfers, Homeostasis,
Genetics and finally Gene Control. For A-level student all of the above topics are assessed as well
as the topics below.
Energy Transfers between organisms concerns the study of supply of energy into the ecosystem
via photosynthesis and its release via respiration. It then goes on to look at the flow of this
energy through different ecosystems.
Homeostasis is the study of how organisms manage their own internal environments. Students
will study how nerve transmissions provide quick short acting responses in contrast to longer
lasting hormonal responses.
Genetics concerns the study of a single molecule, DNA. Its importance to life is studied in this
topic where students will learn how it is inherited and how it codes for all living things.
Finally, students will study Gene Control. This topic is concerned with how genes on the DNA
molecule can be regulated. We then look at epigenetics as an emerging subject and the uses of
genetic engineering.
Practical work forms an integral part of the course with students being required to show
proficiency in a number of techniques such as handling hazardous microorganisms, microscopy
and dissection. Students will be assessed on these skills throughout the course and an
understanding of these skills is required for the external examinations.
The study of Biology goes well beyond the human. It is vital that students of biology have an intellectual curiosity about the huge range of living organisms and should be interested to learn about a wide variety of animals, plants and microorganisms. The course will teach students how to apply complex phenomena to make sense of the world around them. As such it is important for students to read widely of the different organisms and their myriad interactions with each other and the world.
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A LEVEL OPTIONS
A Level Business
Examination board: Pearson Edexcel
Examinations: A level 3 x 2 hour examinations (See below for more detail) The paper comprises three sections. Sections A and B: each comprise one data response question broken down into a number of parts. Section C: one extended, open-response question.
Coursework: None
Course content: The Pearson Edexcel A Level in Business is structured into four themes and consists of three
externally examined papers.
In Year 12 students are introduced to business in Themes 1 and 2 through building knowledge of core business concepts and applying them to business contexts to develop a broad understanding of how businesses work. In Year 13 breadth and depth of knowledge and understanding, with applications to a wider range of contexts and more complex business information, are developed in Themes 3 and 4, requiring students to take a more strategic view of business opportunities and issues.
*Indicates content will be a feature of the first year of study (Year 12)
Theme 1: Marketing and people* Theme 2: Managing business activities*Students will develop an understanding of:
meeting customer needs
the market
marketing mix and strategy
managing people
entrepreneurs and leaders.
Students will develop an understanding of:
raising finance
financial planning
managing finance
resource management
external influences.
Theme 3: Business decisions and strategy Theme 4: Global businessStudents will develop an understanding of:
business objectives and strategy
business growth
decision-making techniques
influences on business decisions
assessing competitiveness
managing change.
Students will develop an understanding of:
globalisation
global markets and business expansion
global marketing
global industries and companies (multinational corporations).
A LEVEL OPTIONS
Examinations:
Paper 1: Marketing, people and global businesses (35% of A-level)
Overview of content
Paper 1 will assess marketing, people and global businesses. Questions will be drawn from Themes 1 and 4, and from local, national and global contexts.
Assessed
written exam: 2 hours (100 marks)
Questions
The paper comprises two sections. Sections A and B each comprise one data response question broken down into a number of parts, including one extended open-response question.
Paper 2: Business activities, decisions and strategy (35% of A-level)
Overview of content
Paper 2 will assess business finance and operations, business decisions and strategy. Questions will be drawn from Themes 2 and 3, and from local, national and global contexts.
Assessed
written exam: 2 hours (100 marks)
Questions
The paper comprises two sections. Sections A and B each comprise one data response question broken down into a number of parts, including one extended open-response question.
Paper 3: Investigating business in a competitive environment (30% of A-level)
Overview of content
Paper 3 will assess content across all four themes. Questions will be drawn from local, national and global contexts. For Paper 3, there will be a pre-released context document which will focus on a broad context, such as an industry or market in which businesses operate.
Assessed
written exam: 2 hours (100 marks)
Questions
The paper comprises two sections. Sections A and B each comprise one data response question broken down into a number of parts, including one extended open-response question.
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A LEVEL OPTIONS
A Level Chemistry
Examination board:
AQA A-level (7405)
Examinations:
This is a linear qualification; this means that students will sit all three of the A-level exams at the end of their two year A-level course. A-level Paper 1
2 hour exam 35 % of the A-level 105 marks of long and short answer questions covering a mixture of
inorganic chemistry and physical topics as well as practical skills learned throughout the course
Paper 2
2 hour exam 35 % of the A-level 105 marks of long and short answer questions covering a mixture of
organic chemistry and physical topics as well as practical skills learned throughout the course
Paper 3 2 hour exam 30 % of the A-level 40 marks of questions on practical techniques and data analysis 20 marks of questions testing across the specification 30 marks of multiple choice questions
Practical Assessment:
A-level grades will be based only on marks from written exams. A separate endorsement of practical skills will be taken alongside the A-level. This will be assessed by teachers and will be based on direct observation of students’ competency in a range of skills that are not assessable in written exams.
Course content:
Summary
This specification is designed to encourage candidates to: gain hands-on practical skills and data analysis skills appreciate how science works and its relevance beyond the laboratory develop an enthusiasm for Chemistry demonstrate a synoptic understanding study Chemistry in a contemporary context.
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A LEVEL OPTIONS
Course structure The specification is arranged into the traditional three branches of physical, inorganic and organic chemistry. Physical chemistry Including atomic structure, amount of substance, bonding, energetics, kinetics, chemical equilibria and Le Chatelier’s principle, oxidation, reduction and redox equations, thermodynamics, rate equations, equilibrium constant (Kc) for homogeneous systems, electrode potentials and electrochemical cells, acids and bases. Inorganic chemistry Including periodicity, Group 2 the alkaline earth metals, Group 7(17) the halogens, properties of period 3 elements and their oxides, transition metals, reactions of ions in aqueous solution. Organic chemistry Including introduction to organic chemistry, alkanes, halogenoalkanes, alkenes, alcohols, organic analysis, optical isomerism, aldehydes and ketones, carboxylic acids and derivatives, aromatic chemistry, amines, polymers, amino acids, proteins and DNA, organic synthesis, NMR spectroscopy, chromatography. Extra Curricular As well as the core teaching, the Chemistry department organises regular trips to attend chemistry lectures at Birmingham University, these are targeted specifically at A level students. During the two years, students may participate in the Cambridge Chemistry Challenge and the Chemistry Olympiad, run by the Royal Society of Chemistry. Recently we have run a trip to Ecton Copper Mine in the Peak District for Year 12 students in the summer term and we hope to make this a regular event. Beyond the Sixth Form... Chemistry A level can lead to many different degree courses such as chemistry, pharmacy, biochemistry and chemical engineering; it is a prerequisite for medicine, veterinary science and dentistry degrees. However, it also appreciated by admissions tutors in many other subjects, including law, due to its logical discipline.
A LEVEL OPTIONS
A Level Computing
Examination board: OCR (A - H446)
Examinations: 2 x 2½ hrs written paper (140 marks & 40% weighting each)
Coursework: A practical/coursework project
Course content:
At its heart lies the notion of computational thinking: a mode of thought that goes well beyond software and hardware, and that provides a framework within which to reason about systems and problem. Computer Science is a practical subject where learners can apply the academic principles learned in the classroom to real world systems. It is an intensely creative subject that combines invention and excitement, and can look at the natural world through a digital prism. Computer Science will develop the skills to solve problems, design systems and understand the power and limits of human and machine intelligence. Learners will develop an ability to analyse, critically evaluate and make decisions. The project approach is a vital component of ‘post-school’ life and is of particular relevance to Further Education, Higher Education and the workplace. Each learner is able to tailor their project to fit their individual needs, choices and aspirations. Computer Science will encourage learners to be inspired, motivated and challenged by following a broad, coherent, practical, satisfying and worthwhile course of study. It will provide insight into, and experience of, how computer science works, stimulating learners’ curiosity and encouraging them to engage with computer science in their everyday lives and to make informed choices about further study or career choices. The key features of this specification encourage:
emphasis on problem solving using computers
emphasis on computer programming and algorithms emphasis on the mathematical skills used to express computational laws and
processes, e.g. Boolean algebra/logic and comparison of the complexity of algorithms.
The specification is divided into three units of work. Unit 1 Computer systems Assessment: 40%
This component will introduce learners to the internal workings of the Central Processing Unit (CPU), the exchanging of data and also looks at software development, data types and legal and ethical issues. It is expected
A LEVEL OPTIONS
that learners will draw on this underpinning content when studying computational thinking, developing programming techniques and devising their own programming approach in the Programming project component (03 or 04). Candidates gain an appreciation of: the characteristics of contemporary processors, input, output and storage devices; Software and software development; Exchanging data; Data types, data structures and algorithms; Legal, moral, cultural and ethical issues. This unit contains the majority of the content of the qualification and is assessed in a written paper recalling knowledge and understanding.
Unit 2 Algorithms and programming Assessment: 40% Candidates gain an appreciation of: Elements of computational thinking; Problem solving and programming Algorithms. This unit relates principally to problem solving skills needed by learners to apply the knowledge and understanding gained in unit 1.
Unit 3 Practical project Assessment: 20% The candidate will choose a computing problem to work through according to the guidance in the specification: Analysis of the problem; Design of the solution; developing the solution; Evaluation. This unit is a practical portfolio based assessment with a task that is chosen by the teacher or learner and is produced in an appropriate programming language of the learner’s or teacher’s choice. Appendix 5e of this specification gives a list of programming languages which OCR will accept. If the task demands another choice of language that does not appear in the list, the task outline, the details of the programming language and the reasons for the choice of this language should be submitted to OCR for consideration.
Mathematical skills are embedded throughout the content of the three components. They will be assessed in the written papers and through the practical assessment unit where appropriate. The specification has been designed to be co-teachable with the stand alone AS Level in Computer Science.
See the full specification: http://www.ocr.org.uk/qualifications/as-a-level-gce-computer-science-h046-h446-from-2015/
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A LEVEL OPTIONS
A Level Design & Technology: Product Design (3- D Design) (legacy specification) Examination board: AQA
AS 1551
A2 2551
Examinations: ASPROD 1: One 2-hour examination sat during the summer examination period (100 UMS points and 50% of the AS grade).
A2PROD 3: One 2-hour examination sat during the summer examination period (100 UMS points and 25% of the full A level).
Controlled assessment: AS Unit 2 PROD 2: Learning Through Designing and Making (100 UMS points and 50% of the AS grade).
A2 Unit 4 PROD 4: Designing and Making practice (100 UMS points and 25% of the full A level)
Course content:
Examination Board: AQA
The course has been designed to:
encourage students to take a broad view of design and technology develop the student’s capacity to design and make products and to appreciate the
complex relationship between design, materials, manufacture and marketing. provide opportunities for students to be creative (top marks are reserved for those
students who demonstrate innovative thinking and creativity)
There are 4 units of assessment:
Unit 1: PROD 1: A 2-hour examination based primarily on materials and
components and includes a compulsory product analysis question (25% of
the full A level).
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A LEVEL OPTIONS
Unit 2: PROD 2: Coursework. Learning through designing and making. A
portfolio of work selected from a number of small projects will be submitted
as an ePortfolio (25% of the full A level).
Unit 3: PROD 3: A 2-hour examination. This is a synoptic element and is based
on all aspects of the work covered in the two years (25% of the full A level).
Unit 4: PROD 4: Coursework. A single extended design and make project that
should take approximately 60 hours of working time (25% of the full A level).
Study methods are varied, ranging from taught sessions on skills, visits to manufacturing
sites, students presentations, product handling sessions and research carried out on an
individual basis when working on coursework project.
Students should be highly motivated and have a passion for designing and making real
products. Good drawing skills, creative energy, ICT, CADCAM and fine making skills are
important. A genuine interest in design and technology in society and the work of
professional designers is also needed.
Some relevant career paths include engineering (with Maths and Physics as other A
levels) product design, architecture and furniture design.
Sixth form D&T students are encouraged to become STEM ambassadors and work with
younger year groups through the mentoring scheme.
Students in Design and Technology have access to a wide range of wider experiences,
including trips to a number of engineering organisations (e.g. JCB) &JLR) and entrance
into nationally recognised competitions (SMEG design competition below left and the £1
coin design (bottom right).
A LEVEL OPTIONS
A Level Economics
Examination board: AQA
Examinations: A level 3 x 2 hour examinations (See below for more detail)
Coursework: None
Course content: Studying A level Economics will allow students to apply economic theory to support
analysis of current economic problems and issues, and encourage students to appreciate
the interrelationships between microeconomics and macroeconomics.
The A level covers the following 14 topic areas:
Individuals, firms, markets and market failure
1 Economic methodology and the economic problem*
2 Individual economic decision making
3 Price determination in a competitive market*
4 Production, costs and revenue*
5 Perfect competition, imperfectly competitive markets and monopoly*
6 The labour market
7 The distribution of income and wealth: poverty and inequality
8 The market mechanism, market failure and government intervention in markets*
The national and international economy 9 The measurement of macroeconomic performance*
10 How the macroeconomy works : the circular flow of income, AD/AS analysis,
and related concepts*
11 Economic performance*
12 Financial markets and monetary policy*
13 Fiscal policy and supply-side policies*
14 The international economy
*Indicates content will be a feature of the first year of study (Year 12)
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A LEVEL OPTIONS
Examinations:
Paper 1: Markets and market failure (33.3% of A- level)
What's assessed
Content 1–8 above
Written exam: 2 hours
80 marks
Questions
Section A: data response questions requiring written answers, choice of one from two contexts worth 40 marks
Section B: essay questions requiring written answers, choice of one from three worth 40 marks
Paper 2: National and international economy (33.3% of A- level)
What's assessed
Content 9–14 above
Written exam 2 hours
80 marks
Questions
Section A: data response questions requiring written answers, choice of one from two contexts worth 40 marks
Section B: essay questions requiring written answers, choice of one from three worth 40 marks
Paper 3: Economic principles and issues (33.3% of A- level)
What's assessed
All content 1–14 above
Written exam: 2 hours
80 marks
Questions
Section A: multiple choice questions worth 30 marks
Section B: case study questions requiring written answers, worth 50 marks
Are there any extra- curricular activities?
Shares4schools an exciting national school’s competition where as part of a team you get to
invest £1,500 of real money into the stock exchange! You will meet your investors and aim to
make a profit through buying and selling shares.
Target 2.0 - what better way to test your economic
knowledge than by making the next interest rate
decision on behalf of the Bank of England’s monetary
policy committee. This prestigious school’s
competition is a richly rewarding activity which
requires dedication and a passion for the subject.
The school came third in the country overall in 2012.
A LEVEL OPTIONS
A level English Language & Literature
Examination board:
OCR
Examinations:
A Level: Component 1 – Non-Fiction Written and Spoken Texts (Closed Text) Written paper 32 marks 1 hour Component 2 – The Language of Poetry and Plays (Closed Text) Written paper 64 marks 2 hours Component 3 – Reading as a Writer, Writing as a Reader (Open Text) Written paper 64 marks 2 hours
Coursework: A Level: Component 4 – Independent Study: Analysing and Producing Texts 40 marks
Overall Course content: The accurate, sophisticated use of language marks one out from the crowd; the study of great literature, including the development of familiar texts in new directions, gives one a better understanding of human behaviour. It is for these reasons that the study of English Language and Literature is appreciated by universities and employers as most worthwhile and an appropriate preparation for a wide range of degree courses and careers. Studying this subject at Queen Mary’s also offers students many opportunities to experience an enriching programme of extra-curricular activities. These include: theatre visits, university lecture days, school drama productions, a ‘Gothic Immersion’ weekend at the school’s Welsh centre, Farchynys, and our own reading group, ‘The Literary Society’. English Language and Literature offers a challenging and enjoyable programme of study for those with an interest and enthusiasm for the use of language and the development of literature. Universities recognise the subject as most academic, accepting students who have studied this type of course for English Language or Literature. Indeed, the study of elements of Language and Literature is the pattern for many university English courses. AS Level Course Content: AS Level English Language and Literature (EMC) develops learners’ ability to apply and integrate linguistic and literary approaches. Learners develop techniques of analysis, evaluation and production of texts. Learners study a wide range of spoken and written texts from different times including three substantial texts, which include prose, poetry and non-literary texts.
A LEVEL OPTIONS
The OCR AS Level in Language and Literature (EMC) requires learners to show knowledge and understanding of:
how language choices shape meanings in texts
ways in which texts are interpreted by different readers or listeners
ways in which texts relate to each other and to the contexts in which they are produced and received
how linguistic and literary approaches can inform interpretations of texts the significance of contextual factors in the production and reception of texts
how to apply linguistic and literary methodologies and concepts to inform learners responses to and interpretations of texts.
Learners are required to show awareness of the different language levels, drawn from:
phonetics, phonology and prosodics
lexis and semantics grammar including morphology
pragmatics
discourse Set texts include:
A non-fiction written and spoken texts anthology that focuses on 20 spoken and written texts across different time periods, types of text and contexts
‘The Great Gatsby’ by F. Scott Fitzgerald
Selected poems William Blake A Level Course Content A level learners will further develop their skills as producers and interpreters of language through independent study and wider reading in an area of particular personal interest, offering excellent preparation for study at undergraduate level. Set texts are still to be decided but they may include:
A non-fiction written and spoken texts anthology that focuses on 20 spoken and written texts across different time periods, types of text and contexts (as per AS Level)
Selected poems by William Blake (as per AS Level) One of ‘Othello’, ‘The Importance of Being Earnest’, or ‘A Streetcar Named Desire’
‘The Great Gatsby’ by F. Scott Fitzgerald Two post- 2000 texts of the students’ own choice that are to make up the
coursework folder e.g. ‘Down and Out in Paris or London’, ‘The Lost Continent’, ‘I am the Secret Footballer’, or ‘Twelve Years a Slave’.
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A LEVEL OPTIONS
A level English Literature
Examination board:
OCR
Examinations:
A Level: Component 1 – Drama and Poetry pre-1900 (Closed text) 60 marks, written paper of 2 hours 30 minutes Component 2 – Comparative and Contextual Study (Closed text) 60 marks, written paper of 2 hours 30 minutes
Coursework: A Level: Component 3 – Literature Post 1900 (One critical analysis and one comparative essay)
Course content:
The ability to understand the character and motivation of those around you is a useful tool in any circumstance: being “well read” also engenders a better understanding of human nature throughout the ages, whilst providing access to social, historical and political commentary, written by men and women within prominent Literary circles. The subject offers a challenging and enjoyable programme of study for all those with an interest in and enthusiasm for Literature across all genres. Universities regard this subject as an academic and rigorously assessed certificate, and without doubt see it as an indicator of a well-rounded student. AS Level Course Content: There are two components of assessment for the OCR AS Level in English Literature qualification. The OCR AS Level in English Literature qualification will build on the knowledge, understanding and skills established at GCSE, introducing learners to the discipline of advanced literary studies, and requires reading of all the major literary genres of poetry, prose and drama. Students are required to study a minimum of four texts at AS level including at least one example of each of the genres of prose, poetry and drama across the course as a whole. This must include at least one text published before 1900. The AS Level in English Literature qualification will require learners to show knowledge and understanding of: • the ways in which writers shape meanings in texts • the ways in which individual texts are interpreted by different readers • the ways in which texts relate to one another and to the contexts in which they are written and read. The AS Level in English Literature qualification also requires learners to demonstrate the following skills: • read texts in a variety of ways and respond critically and creatively • vary strategies for reading, including for detail, overview and gist depending on the texts being studied and purposes for reading them • explore connections across texts
A LEVEL OPTIONS
• identify and consider how attitudes and values are expressed in texts • draw on their understanding of different interpretations in responding to and evaluating texts • communicate fluently, accurately and effectively their knowledge, understanding and judgement of texts • use literary critical concepts and terminology with understanding and discrimination. Set texts include:
'Twelfth Night' by William Shakespeare Selected poems by Chaucer
'A Streetcar Named Desire' by Tennessee Williams
„The Great Gatsby‟ by F. Scott Fitzgerald A Level: The OCR A Level in English Literature will extend students‟ studies beyond AS Level in breadth and depth, further developing learners‟ ability to analyse, evaluate and make connections. Students are required to study a minimum of eight texts at A level, including at least two examples of each of the genres of prose, poetry and drama across the course as a whole. Some of these texts intentionally overlap with the AS Level course to allow for greater flexibility and „co-teaching‟. Set texts must include: • at least three texts published before 1900, including at least one text by Shakespeare • at least one work first published or performed after 2000 • at least one unseen text. The department has chosen the following to satisfy that criteria:
'Twelfth Night' by William Shakespeare (as per AS Level) One of either „Duchess of Malfi‟ or „A Doll‟s House‟
Selected poems by Chaucer (as per AS Level) At least two texts from the genre: “American Literature 1880-1940” Three post- 1900 texts of the students‟ own choice that make up the coursework folder The English Department will encourage an appetite for wider reading and other literary experiences through theatre visits, study days, a “Gothic Immersion” weekend at the school’s Welsh Centre, Farchynys, and the school’s reading group, “The Literary Society”. On the other hand, a capacity for independent work, self-motivation, sensitivity and perception is to be developed by the student, together with the ability to formulate spoken and written arguments. By the end of the course, students will have learned to love reading. They will find excitement and enjoyment in the study and discussion of Literature and will have developed their own written and spoken analytical voice.
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A LEVEL OPTIONS
A Level French
Examination board: AQA
Examinations: A Level Paper 1 –2h30 Listening/Reading/Trans. to/from Spanish Paper 2 – 2 hours – 2 essays on 2 books or book + .film Paper 3 – Speaking – 21-23 minutes – Discussion of card (5 mins’ prep) + presentation/discussion of chosen topic
Controlled assessment:
NONE
Course content
If you love to talk, have some ideas, have an interest in some aspect of the world and the people around you, then French in the Sixth Form at QM is for you.
With a reasonable grounding from GCSE, the course is accessible to the gifted linguist as
well as to those who wish to keep breadth and variety in their studies. For years,
employers have complained that the young do not listen. You can go out ready to prove
otherwise with advanced aural, oral, written and comprehension skills not only in your
own tongue but another as well. Who does not have to learn to present in their job to
survive and progress in the modern world?
Unlike at GCSE, we explore aspects of the culture of the countries where the language is
studied, and delve into history, geography, literature and current affairs. Many of our
students go on to further language studies beyond, often picking up an extra language as
part of their degree, whether this be purely linguistic or studied jointly alongside other
subjects, such as Business or Economics, English or Law.
In Year 12 the course naturally builds on the vocabulary and structures of GCSE, through
the areas of Social issues and trends/Artistic culture /Study of a Literary text or film,
guiding the student to a more advanced content and degree of interest, appropriate to
their age.
In Year 13, the content moves to further study of Social issues and trends / Political and artistic culture / and Literary texts or films. In addition to the usual lessons with online materials and the internet in frequent use,
we have a native speaker for an additional conversation class each week, we expect to
arrange a visit to France to put speaking skills into practice, we give the opportunity to
run a French Club for Years 7 and 8, involvement in mentoring from Y7-11, subscriptions
to a French magazine, trips to French films when opportunities arise and involvement in
Study Days when available at local Universities.
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A LEVEL OPTIONS
A LEVEL OPTIONS
A Level Geography (new specification)
Examination board:
TBC
Examinations:
The new A-Level course is linear, meaning that 3 examinations will be taken at the end of Year 13.
Controlled assessment: An Independent Investigation is required (20%)
Course content:
The content is divided into 3 sections, which will lead to the 3 examination papers. New
syllabi by examination boards are yet to be finalised, but the outline of the course is
detailed below:
Component 1: Changing Landscapes & Changing Places (30%)
Section A: Glaciation
Section B: Changing Places
Component 2: Global Systems & Global Governance (30%)
Section A: Global Systems – Water & Carbon cycles
Section B: Global Governance – Change & Challenge: processes and patterns of migration
and global governance of the Earth’s oceans
Component 3: Contemporary Themes in Geography (20%)
Section A: Tectonic Hazards
Section B: Contemporary Themes in Geography – Energy Challenges & Dilemmas; and
Weather & Climate
Component 4: Individual Investigation (20%)
An independently selected study must be chosen, which relates to the syllabus. An
extended written report of 3,000 – 4,000 words, based upon the collection of primary
and secondary data.
Four days of fieldwork are a requirement of the course, which will allow us to
incorporate fieldwork in both years 12 and 13. The department is also committed to
running foreign fieldtrips every two years. Recent trips have been to Iceland, Morocco
and Sicily. A possible trip to USA is being investigated currently for 2017.
The Geography Department have been very active in giving A-Level pupils opportunities
to experience many different aspects of the subject. We have attended a number of GA
A LEVEL OPTIONS
talks locally; invited a number of universities into school (Sheffield, Newcastle,
Birmingham & Imperial College); had speakers in from professional bodies (RTPI);
working with BCU on a research project; sixth formers run a weekly GeogSoc; and many
more!
Growing numbers of applications for university courses in Geography and related
subjects in recent years are proof of the engaging and challenging nature of the teaching
and also of the enjoyment pupils have and the relevance that they see in the subject.
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A LEVEL OPTIONS
A Level German (new specification)
Examination board: AQA
Assessments:
Paper 1: Listening, reading and writingWhat is assessed:
Aspects of German-speaking society* (family, the digital world, fashion and trends, music, television)
Artistic culture in the German-speaking world* (festivals and traditions, art and architecture, cultural life in Berlin past and present)
Multiculturalism in German-speaking society* (immigration, integration, racism)
Aspects of political life in German-speaking society* (Germany and the EU, politics and youth, German re-unification and its consequences)
Grammar How it is assessed:
Written examination: 2 hours 30 minutes 160 marks in total
40% of A-Level Paper 2: WritingWhat is assessed:
One text and one film or two texts from a list set in the specification
Grammar How it is assessed:
Written examination: 2 hours 90 marks in total
30% of A-Level Paper 3: SpeakingWhat is assessed:
Individual research project
One of the four sub-themes (*) How it is assessed:
Oral examination: 21-23 minutes (including 5 minutes’ preparation time) 60 marks in total
30% of A-Level
Studying German provides variety for those pupils whose other subjects stem from one
discipline (such as Sciences and Mathematics). It develops confidence and the ability to
construct a cohesive argument, skills which are important in any job. Follow
@QMGSLanguages on Twitter and search #jobswithgerman to see the wide range of job
opportunities with a German qualification, in areas such as law, economics, business,
sales and engineering.
Follow us @QMGSLanguages
A LEVEL OPTIONS
Extra- Curricular Opportunities:
German Exchange
German Work-Experience Exchange
Acting as mentor to younger pupils
Prefects may also accompany the Year 7 trip to the Frankfurt Christmas
Market in Birmingham.
Why study German?
Having a qualification in a foreign language can act as a good supplementary subject to a
range of disciplines: Business and Economics, Science and Mathematics (for Engineering)
and Humanities (for Law). A quick search on the recruitment website reed.co.uk shows
that there are vacancies for not only translators and teachers, but also quality engineers,
IT specialists, recruitment consultants, accountants and bankers, to name but a few.An
A-Level in German will set you apart from other job candidates whose highest
qualification is GCSE.
Studying German may also provide variety for those pupils whose other subjects stem
from one discipline (such as Sciences and Mathematics). It requires confidence,
particularly when speaking, and clarity of communication, when speaking and writing,
both of which, in addition to subject knowledge, are important in the workplace. Follow
our Twitter feed @QMGSLanguages and search using the hashtag #jobswithgerman to see
the range of job opportunities with a German qualification.
Please feel free to contact Mrs McPhee (Head of German) if you require additional
information.
"British employers regularly express dissatisfaction with school and college leavers’ foreign language skills. A CBI survey in 2013 revealed that only 36% of employers were happy, although 70% of businesses said that they would value such skills. Our school leavers have the worst language skills in the whole of Europe and are increasingly losing out to their peers from other countries—not just from the EU but from the US, India, China and elsewhere—in a global labour market."
Baroness Coussins, Chairman of the All- Party Parliamentary Group, speaking on Languages and Social Mobility, 13th March 2014.
"German is the language of the nation that supports the British economy and keeps the eurozone alive."
Samira Ahmed writing in The Guardian, 17th August 2012
A LEVEL OPTIONS
A Level History
Examination board:
AQA
Examinations: Component 1: Breadth Study
1K The Making of a Super Power: USA 1865- 1975
Course ContentPart One: From Civil War to World War, 1865- 1920 Part Two: Crises to World Power, 1920 - 1975
What's assessed The study of significant historical developments over a period of around 100 years and associated interpretations
Assessed 2 hours 30 minutes written exam
Three questions (one compulsory)
80 marks
40% of A-level
Component 2: Depth Study:
2T The Making of Modern Britain, 1951 2007
Course Content Part One: Building a new Britain, 1951–1979 Part Two: Modern Britain, 1979–2007
What's assessed The study in depth of a period of major historical change or development and associated primary evidence Assessed 2 hours 30 minutes written exam
Three questions (one compulsory)
80 marks
40% of A-level
Coursework: Component 3: Historical Investigation
The Wars of the Roses, 1377 to 1487
Course Content The authority of the Crown in 14th and 15th century England The role and influence of the aristocracy in politics and government The origins of the baronial wars between the Houses of Lancaster and York The role and significance of key personalities
What's assessed A personal study based on a topic of student's choice
Assessed 3000-3500 words
40 marks
20% of A-level
A LEVEL OPTIONS
History A-Level 2014-15 Results;
97% A*- B 100% A*- c
History has been a very popular A Level choice at Queen Mary’s for many years. Many of our pupils have gone on to read the subject at University. Many other students opt to combine History with a variety of other A levels options, realising its intrinsic value and high academic regard, as well as its role as a subject, which fits in well with a wide variety of alternative Degree courses, and future career options – whether this be the Law, Philosophy and Politics, teaching, management and administration, or even Medicine, Dentistry and banking.
Teaching
History at Queen Mary’s is taught using a variety of differing teaching methods – traditional and innovative. The Department has a good library and utilises a wide range of resources, including DVDs, the Internet and the use of ICT, by which to teach the subject. Discussion and debate form integral and important parts of the lessons.
The teaching staff within the Department are all highly experienced, competent and enthusiastic tutors, and experts in their subject. All have at some time served as markers and examiners for a wide variety of Examination Boards. This has guaranteed a long tradition of academic success at A Level and university entrance, including Oxbridge entry.
Extra- Curricular
The History Society meets weekly for a programme of lectures, discussions and quizzes. The Society has been established for longer than any other in the School and attracts support from all years, History specialists and non-specialists alike.
Trips include a planned USA trip in 2017 with the Geography Department, visiting key sites in Washington. Similarly, Historians will be watching Shakespeare’s Henry V and considering how Shakespeare’s version of History compares with our own knowledge.
We like to make History different and fun! To the left is a photograph taken from the preparation of our Medieval Banquet. Sixth Formers prepared a three course meal using recipes adapted from Forme of Cury, the first cookbook which was published during the reign of Richard II.
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A LEVEL OPTIONS
A Level Mandarin Chinese (legacy specification)
Examination board:
code Edexcel
AS
8CN01 AS Unit 1 Spoken Expression and Response in Chinese 30% of AS
Unit 2: Understanding and Written Response in Chinese 70% of AS
A2
9CN01 Unit3: Understanding, Written Response and Research in Chinese
Why Chinese?
Mandarin Chinese is the most spoken world language globally and in recent years it has become a
popular choice in MFL in the UK. It is vital that we all have a wider understanding, knowledge and
appreciation of this fascinating country and rich language. If you have already spent four years
studying it to GCSE level, why not studying GCE Chinese to widen your understanding of the
Chinese culture and to improve your language skill to an advanced level in this challenging and
fascinating language.
Course content:
Content summary:
Unit 1 Spoken Expression and Response in Chinese (unit code 6CN01)
This unit requires students to demonstrate an ability to speak Chinese for 5–6 minutes in
response to a short English-language stimulus. Students will be expected to refer to a series of
questions printed on the stimulus so that they can communicate effectively in Chinese about the
stimulus topic.
Unit 2 Understanding and Written Response in Chinese (unit code 6CN02)
This unit rewards students for their understanding of spoken and written Chinese, their ability to
transfer meaning from Chinese into English and to produce continuous writing in Chinese. The
latter would be an essay linked to a short Chinese-language stimulus. The unit draws on the
same general topic areas as outlined in unit 1.
Unit 3 Understanding, Written Response and Research In Chinese ( unit code 6CN03)
This unit rewards students for their ability to understand and respond in writing to written
Chinese. It also enables them to demonstrate their ability to write in Chinese and promotes
knowledge and understanding of Chinese culture/society through focused research.
A LEVEL OPTIONS
The assessment is linked to the following general topic areas:
Food, diet and health
Transport, travel and tourism
Education and employment
Leisure, youth interests and Chinese festivals*.
Environment (energy, pollution and environmental campaign)
Assessment:
2 hours 45 minutes
The assessment for this A2 unit is divided into four sections.
Section A: Reading (10 marks)
Section B: Translation (10 marks)
Section C: Essay writing (30 marks)
Section D: Researched based essay (30 marks)
Students are not permitted to take any books, notes, dictionaries or texts into examination room.
However, they may refer to a plan which they must complete in advance of the examination using
Edexcel GCE in Chinese Research-based Essay Form.
Extra Curriculum activities
Six formers who are taking AS and A2 Chinese are encouraged to participate in the annual
Chinese speaking competition, Chinese play rehearsal and in school mentoring project. The
planned every two year China Trip is open to all six formers. If interested, work experience in
China can be arranged as well.
A LEVEL OPTIONS
A Level Mathematics (legacy specification)
Examination board:
EDEXCEL 8371 9371
Examinations:
AS C1, C2 and one of M1 or S1
A2 C3, C4 and one of M2, S2, S1 or D1
Course content:
The essence of Mathematics is the study of pattern and structure, particularly in relation
to numerical and spatial systems. At A Level, there is a shift towards greater
abstractions, and the methods developed are powerful and rich in application.
A vast number of career opportunities are opened with the study of Mathematics.
Mathematics finds its uses in Business & Finance (e.g. Actuary, Accountancy, Banking,
Credit Analysis, Insurance, Investment Management), Management, Computing (Analyst
Programmer, Computer Programmer, Games Software Developer), statistical analysis
(Opinion Polls, Medical Statistician, Traffic Analyst) research and development (Aircraft
Design, F1 Design, Pharmaceutical Research), education and all types of engineering.
The Pure Mathematics modules hold the course together, but pupils will also study
applications, depending upon their needs.
Pure Mathematics. These modules have a strong algebraic content. The study of
Differential and Integral Calculus is introduced which enable us to quantify rates of
change and, therefore model countless real world problems. Trigonometry is developed
which helps us analyse periodic phenomena. Other work developed is series, with many
applications in finance.
Mechanics. Newtonian Mechanics dominates this study. The topics covered involve
analysing motion in 1 and 2 dimensions, vector methods, forces, moments, collisions and
centre of mass are some of the applications. Pupils who study Physics are strongly
advised to study Mechanics.
Statistics. The modules on offer cover collection of data, analysis of the data and the
presentation of the data. Concepts such as Regression and Linear Correlation are
introduced along with the idea of Expectation Algebra. Probability theory is developed
and distributions such as the Normal, Binomial & Poisson Distributions are introduced
and applied. Hypothesis testing is applied in different circumstances. Pupils who do not
study Physics may find this application more useful.
Decision Maths. This module concentrates on algorithms to solve specific problems,
mainly inspired by Business issues and IT. Critical Path Analysis, Linear Programming
and Matching Algorithms are explored in this work.
An A Level qualification in Mathematics is a valuable qualification with problem solving
skills developed as techniques are applied in differing contexts.
A LEVEL OPTIONS
A Level Further Mathematics (legacy specification)
Examination board: EDEXCEL 8372 9372
Examinations: AS A Level Maths + FP1 + 2 modules A2 A level Maths + FP1 + FP2 and 4 modules
Pupils taking A level Further Mathematics, MUST take A level Mathematics as well. This
page should be read after a reading of the page relating to A level Mathematics.
A pupil taking A level Further Mathematics will take the following modules: C1, C2, C3,
C4, FP1, FP2, M1, M2, S1, S2, D1 and one of M3 or D2.
Further Mathematics can be taken as one of your four choices at A Level or as your fifth
choice.
The standard Mathematics A-level is an excellent general maths qualification. However, it
is not designed for the most talented, and never has been in the 50 years that we have
had A-levels. It does not stretch the most able students, nor does it include some very
important topics such as complex numbers and differential equations (beyond the most
simple). It also fails to give students the algebraic fluency that many university courses
require.
Further Maths addresses these problems directly. Students who are lucky enough to take
it in the sixth-form have a major advantage over their peers at university.
The pupils that take Further Mathematics will study more Pure Mathematics and a wider
range of applications.
Any pupil who is considering any degree with a high mathematical content, not just
Mathematics itself, should consider the study of Further Mathematics.
An A Level qualification in Mathematics is a valuable qualification with problem solving
skills developed as techniques are applied. In this country, Maths and Further Maths at
A-level include Pure Maths, Statistics, Decision Maths and Mechanics. In other countries,
these would be classed as four separate subjects. Students are encouraged to broaden
their choice of subjects in the sixth-form. Many students do not appreciate the increased
breadth achieved from choosing Further Maths; instead they, wrongly, perceive it as
narrowing their options.
Follow us @QMGSMaths and @horizonqmgs
A LEVEL OPTIONS
A Level Music (New Specification)
There are many opportunities for all Sixth Form pupils to benefit from music through
one or more of the following:
- instrumental tuition from one of our visiting peripatetic teachers
- participation in extra-curricular musical activities
- the A-level music course (Edexcel)
Exam board:
Edexcel new course for first teaching September 2016 (9MU0)
Units:
Unit 1: Performing 30%
Students prepare for an 8 min recital on an instrument of their choice. It can
contain solo & ensemble pieces and music in any style. Improvised performances
are also allowed. Extra marks can be gained for increased difficulty; the minimum
standard requirement is grade 6. Students are actively encouraged to perform in
assemblies and concerts throughout the year in order to develop self confidence
and overall performance skills.
Unit 2: Composing 30% Involves creation of 2 pieces in response to briefs set by the board. (minimum
length for both pieces 6 minutes) Pupils develop their skill in using Sibelius
software as part of the course.
Unit 3: Appraising 40% 2 hour written exam
An in depth study of 18 set works over 2 years prepares students for a final
written exam. The pieces are drawn from a mixture of different styles and
cultures covering 6 areas of study: Vocal music, Instrumental music, Film Music,
Pop & Jazz, Fusions, New directions.
The 18 set works are as follows: J. S. Bach, Cantata, Ein feste Burg, BWV 80: Movements 1, 2, 8
Mozart, The Magic Flute: Excerpts from Act I no. 4 (Queen of the Night), 5 (Quintet)
Vaughan Williams, On Wenlock Edge: Nos. 1, 3 and 5
Vivaldi, Concerto in D minor, Op. 3 No. 11
Brahms, Clarinet Quintet, Op. 115: Movement 1
Berlioz, Symphonie Fantastique: Movement I
Bernard Herrmann, extracts from Psycho
Klaus Badelt and Hans Zimmer, Pirates of the Caribbean
Danny Elfman, Batman Returns
Beatles – Revolver
Courtney Pine – Back in the Day: Inner state (of mind), Lady Day & Love & affection
David Bowie – Low: Sound and vision, Be my wife, Warszawa, Weeping wall
Debussy, ‘Estampes’: Nos. 1 and 2 (‘Pagodes’ and ‘La soirée dans Grenade’)
Cubanismo: ‘Descargo de Hoy’ and Astrud Gilberto and Stan Getz: The Girl from
Ipanema
A. R. Rahman, ‘Jai ho’ (‘You are my destiny’), Punjabi MC, ‘Mundian to Bach Ke’
Cage – Three Dances for two prepared pianos: No. 1
Britten, War Requiem: Nos. 15‒17 (Sanctus, ‘After the blast’, Agnus Dei)
Schoenberg, Two Piano Pieces: Op. 33a and 33b
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A LEVEL OPTIONS
Instrumental Tuition The offer of instrumental tuition is available for all
pupils at whatever level, from beginner to advanced and
on most instruments. Lessons are on a weekly basis with
one of our visiting peripatetic teachers. (Current charge:
£60/term). Some instruments are also available for hire
from the school. Please speak to Mr Vause if interested.
Extra- curricular Music
It is hoped that many 6th form students will want to get
involved with music making in school as it can provide a
relaxing and enjoyable break from other academic
study! There is a busy schedule of concerts and other
events organised throughout the year. Current music
clubs on offer include:
Monday after school Concert Band 4.15 – 5.15pm
Tuesday morning Choir 9 – 9.30am
Tuesday Lunchtime Orchestra (combines with QMHS for events)
Thursday after school Choir 4.15 – 5.15pm
Thursday lunchtime Skiffle group 1.40 – 2.10pm
A LEVEL OPTIONS
A Level Philosophy (legacy specification)
Examination board:
AQA Philosophy 2175
Examinations:
Two 3 hour written examinations on the following topics:
Epistemology (the Theory of Knowledge) Philosophy of Religion
Ethics
Philosophy of Mind
Controlled assessment:
None
Course content:
Epistemology is the theory of knowledge, and it studies the problems and ideas associated with human understanding of themselves and the world they occupy. The unit is divided into the following areas:
Perception. Here we ask, „what are the immediate objects of perception?‟ and study competing theories that evolve from the problem of perception. When humans perceive something, perhaps in their visual sense, do we perceive objects, like trees and dogs and cars, directly? It seems that we do not, that we only are directly aware of some kind of representation of an object. And now the problem is how do we move beyond perceiving something to knowing that there really is something outside us, beyond the images and tokens we receive?
What is Knowledge? Here we are concerned to discover what it is to know something and how we know that we know it. How, for example, do you move from merely believing that something is the case to knowing it? What conditions must be satisfied to say with certainty that you do know something? We explore the requirements of logic, evidence and doubt in order to overcome the challenges of scepticism that says we cannot truly ever know anything at all.
The Origin of Concepts. Where do you get your ideas from? Take your concept of a tree: where did you acquire it and how did this happen? Some would say your mind is tabula rasa, a clean slate waiting to have ideas impressed upon it by sense perception or the intellect. But not all concepts can come to us in this way: what of our concepts of God, of numerical equality, of causality? Others argue we are born with innate knowledge, knowledge of logic, our selves, or language. Within this study we encounter the perplexing world of conceptual schemes, the theory that there is no mind-independent world, there is only the world as our minds construct it for us.
The Philosophy of Religion is primarily concerned with proofs of the existence of God, and whether or not humans can know for sure that there is, or isn‟t, such a being. We study:
Paradoxes of God‟s nature, including the Paradox of the Stone and the Euthyphro Dilemma. We ask if these logical conundrums are sufficient to show the very idea of God is incoherent or, if not incoherent, then the concept of God implies a being that is unworthy of our attention.
Arguments for the existence of God. We scrutinise the major arguments that have been put forward to show that there is a God and that we should worship Him. These include the necessity of God as the ultimate explanation or cause of reality, the argument from design and arguments that aim to show that God is a logically necessary, and therefore existent, entity. We also look at major objections to the existence of God from the problem of evil and suffering and the problem of free will.
Religious Language: here we ask if it is even possible to talk about God meaningfully and we explore what religious people are up to when they mention God. Is it a real name, referring to a real thing? Or is it a nonsense word, an expression of hope or desire?
A LEVEL OPTIONS
Ethics is Moral Philosophy and is concerned with two distinct questions. Firstly, we ask how humans behave and why they do so. But secondly, we are concerned with questions of what humans should do in order to live what philsophers call “the good life”.
Ethical Theories. We get stuck in straight away with a study of various theories that aim to explain morality, goodness and behaviour. We cover Utilitarianism, that promotes the happiness or pleasure principle and says x is good if x creates happiness or pleasure; we venture into the world of universal absolutes and moral law with Kantian deontological ethics – act only according to that maxim whereby you can at the same time will that it should become a universal law. Finally, we explore the idea that good actions emanate from good people, a theory called Virtue Ethics.
Ethical Language: here we get to flex our intellectual muscles on the puzzles of ethical talk. Does it actually mean anything to say that x is good or y is bad? What does the word “should” mean? How can moral propositions ever be held to be true? Or how can they be true? And how do we know about them or find out about them?
Philosophy of Mind is the underpinning of neuroscience and psychology and it is well worth studying if these areas interest you. Likewise, issues of artificial intelligence, free will and the true nature of the human mind are our bread and butter.
The Mind-Body Problem. If the mind and the body are separate things, then what are their natures? If they are distinct entities, then how are they related? We look at several problems with the concept of the mind, including the nature of thought, the content of thought, the possibility of zombies, artificial intelligence and the Turing Test, causality and location.
Materialism. This aims to suggest that the mind is a material substance, either located in the biological structures of the brain or simply identical with the brain. We look at behaviourism and functionalism, theories that aim to explain the mind in terms of something else, and we confront the problems of perception and qualia, the felt sensations of how a thing is for us and look at the possibilities and problems associated with various conceptions of minds, including animal minds, robotic minds, divine or supernatural minds.
Identity Theory looks at the problems associated with extreme subjectivism of the human mind – there is nothing beyond our own experiences. How do we survive through time and space? Could our minds continue beyond the death of our bodies, perhaps through cryogenic preservation or mind-computer interfacing?
Philosophy is the science of thought. We look at the world around us, with its cosy assumptions and naïve beliefs, and we scrutinise them to discover if they are true or whether we should abandon them completely and look elsewhere for truth. We use logic and evidence to subject thought, theory and belief to rigorous investigation and the aim is to discover clear and distinct ways of knowing about who we are, how we relate to others and what our place is in time and space.
The subject is broad and covers many aspects traditionally found in other subjects. But in Philosophy, we make no assumptions. Consider for example a Psychologist who claims to study the human mind. Well, this seems to us a grave assumption about the existence and nature of an entity (a “mind”) – we prefer to establish if there even is such a thing before we try and study it. Or consider the scientists who may have made a metaphysical commitment to realism; a philosopher, however, is more circumspect – can science bring us to truth if our observations are unreliable?
The subject is extremely useful if you wish to pursue a career in anything that aims for the truth, such as journalism, law and politics. The skills you acquire set you apart for your immense lucidity, persuasiveness and critical clarity. Many philosophy students go on to read PPE (Philosophy, Politics and Economics) or HSPS (Human, Social and Political Science), and Law. The subject, however, is especially useful for any degree course, since it shows the candidate is a broad thinker, who can analyse and theorise with clarity, originality and accuracy.
Above all Philosophers are the secret underworld, quietly and patiently puncturing the follies of the powerful and elite, the certainties of the comfortable and lofty, and the dogmas of authorities in politics, society and religion. It is a rare and curious mind that undertakes Philosophy, and you are never quite the same afterwards. If, that is, you really exist.
A LEVEL OPTIONS
A level Physics
Examination board:
AQA
A-level 7408
Examinations:
A-level Paper 1: 2 hours, 34% of A level. A mix of long answer, short answer and 25 multiple choice questions. Paper 2: 2 hours, 34% of A level. A mix of long answer, short answer and 25 multiple choice questions. Paper 3: 2 hours, 32% of A level. 45 marks on practical experiments and data analysis. 35 marks on optional topic.
Coursework: No coursework as such. Experiments done in fortnightly double lessons will prove the students skills are good enough and will prepare for the Paper 3 practical section.
Course content:
An important part of Physics is the description of phenomena using mathematical
models to help understand the physical ideas. For this reason, a good grasp of the
fundamentals of mathematics is essential. The syllabus studied (AQA), is designed to
suit not only those who wish to go on to study further physics, but also those who go on
to other studies, such as Medicine, Chemistry, Economics and Engineering, where Physics
skills are used.
Practical work forms an integral part of the course and helps you to appreciate how
theoretical ideas can be tested and justified. It also helps to develop an understanding
of, and the ability to use, some of the main instruments and techniques of experimental
Physics.
Students of Physics should have intellectual curiosity; they should want to know, and
how to find out, about the physical world in which they live. Students should derive
interest, enjoyment and a sense of achievement from their study of Physics and should,
at the end of the course, be willing and able to learn more about the subject.
A LEVEL OPTIONS
They will be taught to understand the main ideas and methods of Physics but they will
need to supplement their study by wider reading about new ideas, about the many uses
of Physics in everyday life and about the considerable economic and social implications
of the use of Physics in our society.
In recent years the department has enjoyed great success with Physics Olympiad Awards,
a great number of pupils going on to study Physics at university and many benefitting
from Headstart Engineering taster courses at top universities in June of Year 12.
A level topics
1 Measurements and their errors
2 Particles and radiation
3 Waves
4 Mechanics and materials
5 Electricity
6 Further mechanics and thermal physics
7 Fields and their consequences
8 Nuclear physics
9 Turning Points in Physics
A LEVEL OPTIONS
A Level Government and Politics (legacy specification)
Examination board:
OCR H495
Examinations:
The A Level is examined by two 2 hour papers.
Controlled assessment:
None
Course content:
The A Level in Government & Politics covers the major political and constitutional themes and issues of government in the UK in the 21st Century. We examine the concepts of power and authority and we include substantial study of political philosophy and theory in order to help students understand the meaning and purpose of political institutions, discourse and reaction.
The course is therefore concerned to teach students about processes and systems but also to show how and why these processes exist and whether they are the best systems available to us to achieve what we want the State to achieve.
We look too at the relationship between the Governed and the Government, the Monarchy, the European Union and we explore political theories from nationalism to communism whilst exploring why we have the “State” in the first place, what’s wrong with it (in real terms and theoretical terms) and what we might do legitimately to improve it, alter it or reform it.
There are 4 units, as follows.
Contemporary Politics in the United Kingdom: We explore parties, the party system and pressure groups in the UK to understand how they achieve their aims and how they do this legitimately or otherwise. We also study electoral systems, parliamentary elections, voting behaviour and ideology. The aim is to provide a comprehensive and critical study of how the UK is actually governed and administered and we explore the systems used and the reasons given by governments and authorities that justify our obedience to the State and whether the State enforces our obedience or achieves it in some other way.
Contemporary Government of the United Kingdom. This unit introduces students to a critical and systemic study of the composition, role and power of the legislative and executive branches of UK Government and how these relate to the Judiciary. We also explore the responsibilities and rights of individuals and how we individually relate to the structures of power over us, including how we tackle problems and ideas associated with the European Union and the sovereignty of the United Kingdom.
Political Ideas and Concepts: Students will study a range of political theories and democratic systems and ideas in order to explore further the relationship between
A LEVEL OPTIONS
the individual citizen (or subject) and the State. We will explore political theorists and thinkers. We look at the law, the concepts of rights, liberty and equality; we consider the nature and function of a sovereign state in a globalised world and we consider the advantages of alternative political systems and ideas, including socialism, dictatorships and anarchy.
Political Ideas and Concepts in Practice: Building on the theoretical study in the previous unit, we look to real life examples in the media and the lives of students in order to discover the practical implications and realities of a given theory or idea. Does democracy actually work? How is this squared with voter apathy? Is a democratic state really the best sort of state? We also look at devolution, revolution and nationalism and explore how political issues impact economic and social factors. Finally, we explore diverse issues from taxation to immigration, defence and education.
This course is designed to allow students to learn about politics in a first-hand way and includes a great deal of theory to explain and place in context the many and strange practices and ideas of a modern democracy. Students must be interested in the social and political world around them and how it affects them and their future choices; but they do not need to be politically active or even thinking about a career in politics. This course is about teaching pupils to understand notions of power, obedience, authority and obligation and it asks them to consider the validity of these positions, the rhetoric of powerful people and systems and the ways humans organise and control themselves and others.
It goes extremely well with Economics, Philosophy, Religious Studies or History and also English Language and Geography. Obviously, if you are considering a career in politics, then this is an immensely useful qualification, but anyone who is thinking about a career in law enforcement, the legal profession, social work or journalism will find much here that is useful and compelling.
Pupils who are concerned with social issues, justice and the ethics of power and control will find this course stimulating and interesting. We work hard to make sure that we do not merely learn a number of prescribed systems and dogmas: each idea or system is put under scrutiny to discover its worth and its problems. We address matters of reform and protest in order to uncover the issues and problems that face us in a world where our liberties are under threat not only from terrorism, radicalisation and war but from our own elected politicians, the media and the establishment.
It is expected that Politics students are vociferous and opinionated, that they believe this stuff matters. But the course is interesting to those who merely find that they are at a loss in political debate, who wonder about the left and the right, who are concerned they agree with UKIP or who are simply wondering who to vote for next time. In short, we welcome to our portals activists and reactionaries, revolutionaries and the critical and curious. We want conformists and radicals, we look out for the open minded, the inspiring, the doers, the shakers and the makers. There is no place here for the apathetic – expect your conceptions, and your preconceptions, to face scrutiny, debate, challenge and derision; expect too to find that some of your beliefs are right, and to learn about why they are right, why it matters and what can be done.
A LEVEL OPTIONS
A Level Spanish
Examination board: AQA
Examinations:
AS Paper 1 – 1h 45 - Listening/Reading/Translation Paper 2 - 1 h 15- Essay-book/ film /Trans. to Spanish Paper 3 – Speaking- 12-14 minutes’ discussion of 2 cards A Level Paper 1 –2h30 Listening/Reading/Trans. to/from Spanish Paper 2 – 2 hours – 2 essays on 2 books or book + film Paper 3 – Speaking – 21-23 minutes – Discussion of card (5 mins’ prep) + presentation/discussion of chosen topic
Controlled assessment: NONE
Course content:
If you want access to South America, and increasingly the North, a thorough working
knowledge of the 3rd most spoken language in the World after Mandarin and English,
some insight into countries with civilisations ranging from the Aztecs, Incas and Mayans
to the Moors of North Africa, then Spanish in 6.1 and 6.2 is probably for you.
Spanish offers to the future employer a student who is able to communicate, aware of
intricacy and detail, confident when dealing with others and a person open to new
experiences, challenges, hard work, full of opinions and with the ability to think outside
the box; in short, an asset to their company. Above all, it is a subject that brings much to
the students themselves.
AS and A Level are therefore for students who want to travel and see something of
another land, meet interesting people and experience another culture. Ability to deal with
others is prized by all employers and many act as mentors for Years 7-11, and run the
Spanish Club open to all.
We benefit from the help of our native speaker for supplementary conversation classes
and look out for cinema, theatre and other cultural experiences to add variety and
interest to the studies. Frequent use is made of up to date material from the Spanish and
Latin American to give real insight into the modern and changing world. We aim to have
a study visit to Spain to put the pupils’ skills into practice.
A LEVEL OPTIONS
The topics of Social issues and trends / Artistic culture /Study of a Literary text or film,
guide the student from GCSE through to a more advanced content and degree of interest,
appropriate to their age.
At A2 the content moves to further studies of Social issues and trends, Political and
artistic culture and Literary texts or films such as La Casa de Bernarda Alba, one of the
best-known plays ever to come out of Spain.
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EXTRA OPTIONS
Extended Project Qualification (AQA) (legacy specification) What is the EPQ? The EPQ is a standalone Level 3 qualification that attracts the same UCAS tariff as an AS
Level. Students complete a mini-dissertation amounting to 5000 words on a topic of their
choice. They are supervised throughout the year in doing this.
What will students gain by doing this? Students will:
make a significant contribution to the choice and design of an extended project
and take responsibility for an individual task
develop and improve their own learning and performance as critical, reflective and
independent learners
develop and apply decision-making and, where appropriate, problem-solving skills
extend their planning, research, critical thinking, analysis, synthesis, evaluation
and presentation skills
use their learning experiences to support their aspirations for higher education
and/or career development
transfer skills developed as part of their extended project to other areas of study.
How will it be delivered at QM? Students opting to take the EPQ will have one period of supervision per fortnight with a
nominated tutor in small groups of approximately five students. There are also half-
termly skills seminars. There are 15 staff who act as supervisors from a variety of
subject backgrounds.
Who will have the opportunity to take the EPQ? The EPQ is offered to all pupils who (through a separate application) can demonstrate a
genuine interest in their chosen subject area and a clarity of planning and thought.
Why take the EPQ?
The EPQ is highly valued by universities as it provides evidence of planning, research,
reflection, evaluation, wider interest and independent learning. It provides outstanding
material for university applications and teaches students worthwhile skills for the next
phase of their lives. It provides academically able students to choose a topic of interest
to them and research it in some depth.
What do students have to do? Choose a suitable topic that might be related to one of their subjects at A Level or
something entirely unrelated
Conduct detailed research into their topic
Work with their tutor to provide evidence of their research
Produce a 5000 word dissertation on a topic of their choice
Present their findings to an audience
Follow us @QMGSEPQ
6TH FORM CENTRE
The Collier Centre
USEFUL LINKS
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01922 720696 [email protected]
@qmgs1554
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01922 622995 School sports kit can only be bought from the school (see the School’s website)
School Meals
Free school meals: www.walsall.gov.uk/index/education/
schools/free_school_meals.htm
0845 111 2855 Caterers: www.harrisoncatering.co.uk