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ACADEMIC YEAR 2019 - 2020

THE SIXTH FORM ∙ PAGE 3

In order to fulfil their potential, Sixth Formers are expected to

engage in independent learning during non-contact time. This

strategy fosters self-improvement through planned independent

study by students under the guidance of their class teachers. It

can include wider reading, making notes, reviewing work, and

assigned questions. It can also entail learning in partnership

with another individual or as part of a small group. The Sixth

Form Centre features a learning environment of the highest

quality. Our students have a first class facility in which they can

work and relax during the school day, evenings and weekends.

To help them develop good study habits, all Year 12 students

are expected to spend their study periods working in the Sixth

Form Centre initially. This has different learning zones from the

traditional to the less formal. There is even a seminar room in

which students can work together on joint projects. They are also

expected to make regular use of the Learning Resources Centre

which is stocked with reading materials recommended by the

examination boards. Through the Wi-Fi system, students are

encouraged to use the Virtual Learning Environment for access

to additional resources and support.

Independent study will vary according to each subject, and

much of the time will involve the completion of preps. It is

important that students keep in mind that deadlines vary. Essay

tasks may take a week whereas mathematical tasks may need to

be completed for the next day and over the week an appropriate

balance of time needs to be maintained. Many tasks will be self-

directed; for example, Business Studies and Economics students

are expected to ‘read around’ the topics covered from their text

books and read newspapers so they know what is going on in

the ‘world of business’. Design students and those taking Art will

(by mutual agreement) need to spend study periods and co-

curricular time working on projects within the Design School.

The College offers a ‘whole school’ approach to support for

learning, creating an active partnership that includes the student

and parents, with teachers and other professionals, working in

concert to provide educational support for the individual at

stages throughout their school career. There is a range of student

support available to students. In the first instance, most students

will talk to their class teacher to go over topics they are unsure

about. In addition, many departments run drop in sessions and

in the run up to examination periods revision sessions are offered.

If they have a learning difficulty then the Head of Academic

Support will determine appropriate support. In addition to

the work of independent departments, gifted students will be

fostered through the Scholars Programme. There is also the

opportunity to complete the highly regarded Extended Project

Qualification (EPQ).

The College encourages and supports the effective use of ICT

in academic study. Sixth Form students have laptops they are

expected to bring to lessons for the purposes of research and

extended project work. In light of this use of technology, we

strongly advise all Sixth Form students to have a suitable device

for the classroom. This emphasis on technology in no way

replaces our focus on the need to develop handwriting skills, but

complements it in today’s world. Further information is available

within the joining section on the College website.

In addition to formal teaching, a regular lecture programme

involving outside speakers is provided. These are designed to

raise awareness of opportunities and issues in the world today

and so the content is wide-ranging. They often cover health

education and citizenship topics which have been requested

by the students themselves. There is an expectation that Sixth

Formers will attend these events and some will form part of the

Extended Learning Programme (8). Sixth Formers are seen

as role models for the younger years and as such are encouraged

to take a lead in all aspects of College life.

Every pupil is assigned a tutor who will maintain a holistic

overview of their progress and, crucially, monitor their progress

both academically and socially, encouraging involvement,

commitment, and high standards of work and behaviour. They

are easily contactable and are the first ‘port of call’ for most

parents. By working together, we aim to ensure that every

student flourishes in The Sixth Form.

T H E S I X T H F O R M

is an exciting time for students; it is a period of transition discernible by subject

specialism, increased responsibility and leadership opportunities, with a view to life

beyond Framlingham College.

MR D J BOATMAN, BA (HONS) PGCE

DIRECTOR OF SIXTH FORM

As part of the ELP Sixth Formers will study a bespoke wider curriculum that enriches their experience and develops the skills necessary for independent

learning, whilst providing opportunities for character development.

The programme will consist of several complementary strands:

• Study Skills: Research skills including the ability to search for and identify suitable sources of information within a subject area. Students will be encouraged to make links between their academic subjects and compare the methods of research employed in those subjects.

• Employability Skills: Masterclasses related to employment, higher education, public speaking, mindfulness and other life skills.

• Leadership Skills: There are many opportunities to develop leadership skills in the Sixth Form. The leadership strand will develop essential leadership skills such as communication, motivating others and building teams

• Links: The ELP will introduce students to a wide range of areas of academic inquiry beyond their chosen courses. The existing lecture programme will be extended with speakers from universities, commerce and industry.

In today’s tough job market, student employability is top of the agenda.We want our students to stand out from the crowd at interviews

and so will be looking for our course to be endorsed bythe Institute of Leadership and Management.

Extended Learning Programme

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a n d o u r c o u r s e i s e n d o r s e d b y t h e I n s t i t u t e o f L e a d e r s h i p a n d

M a n a g e m e n t .

Extended Learning Programme

As part of the ELP Sixth Formers will study a bespoke wider curriculum that

enriches their experience and develops the skills necessary for independent learning,

whilst providing opportunities for character development.

The programme will consist of several complementary strands.

• Study Skills: Research skills including the ability to search for and identify suitable sources of

information within a subject area. Students will be encouraged to make links between their academic

subjects and compare the methods of research employed in those subjects,

• Employability Skills: Masterclasses related to employment, higher education, public speaking,

mindfulness and other life skills.

• Leadership Skills: There are many opportunities to develop leadership skills in the Sixth Form. The

leadership strand will develop essential leadership skills such as communication, motivating others and

building teams.

• Links: The ELP will introduce students to a wide range of areas of academic inquiry beyond their

chosen courses. The existing lecture programme will be extended with speakers from universities,

commerce and industry.

THE SIXTH FORM ∙ PAGE 5PAGE 4 ∙ THE SIXTH FORM

KEY SIXTH FORM STAFFUniversity Admissions at Framlingham College

UK Universities

Throughout Year 12, various events are arranged to help pupils discover the best

course and university for them. All Year 12 students take the University Coursefinder

Questionnaire Centigrade in the November of Year 12 and will be in possession of

a personalised report which will be discussed and monitored by each student’s

individual tutor. The report also has relevant information about university open

days with dates and attendance information as well as specialised taster courses.

In the Summer Term, a UCAS Day is held during which pupils register on the UCAS website and work on the first draft of the personal statement (UCAS is the centralised organisation responsible for all university

applications in the UK). For those considering Oxbridge, preparation starts on entry to the College and those students will be invited

to join the Scholars' Group. This is an informal gathering which helps those students with Oxbridge aspirations with guidance for the

specialised applications that are required for success.

In Year 13, there is a burst of activity during the Autumn Term as pupils finalise their UCAS forms. Where the course demands interviews,

Framlingham provides practice interviews with specialist members of staff. In recent years, many of our applicants have won places at

Russell Group universities and most are accepted at their first choice universities every year.

Overseas

Some of our leavers will go on to a university in the US, Canada, mainland Europe or elsewhere outside the UK. Pupils who wish to apply

to any other non-UK university benefit from advice offered by the school’s guidance team. There is an annual trip for Sixth Formers to

the USA College Open Day in London.

Gap Years

A good number of pupils take a gap year between school and university and the process of organising such programmes can be a little

daunting for pupils. Specialist advice is available and information in the Sixth Form Centre can be accessed.

MR R W SKITCH, BSC ACIB ACCEG PGCE ∙ HEAD OF HIGHER EDUCATION

Medicine, Dentistry, Veterinary Science and Professions

Allied to Medicine (PAMS)

It is well known that places to read any of these health-related degrees are very

competitive and, therefore, in order to be successful in the quest for a place a candidate

must show commitment, academic strength and determination. The process ought to

be seen as a two or three year process and needs to start in earnest, ideally, in Year 11.

Successful candidates are those that show commitment, get very good academic results

and listen to advice provided. The key considerations for applying to medical school and

veterinary college are available on the relevant websites but the situation changes quite

markedly from year to year. Therefore, the responsibility for checking the situation with

EPQ (Extended Project Qualification)

The EPQ provides an opportunity for students to extend their abilities beyond the A

Level syllabus, stand out and prepare for university or their future career. It can also

be used to earn extra UCAS points. Working closely with a supervisor throughout the

process, each student will produce either an extended formal report or artefact (video,

artwork, production, model, audio recording) to satisfy the demands of the assessment

criteria. Crucially, this entire course is based around individual curiosities, interests and

passions which fall outside the formal programme of study. Anything from Architecture

to Zoology (and everything in between!), including further research into academic or

non-academic subjects, is suitable for an Extended Project. This is a course based around

each individual; no two EPQs are ever the same.

Running for approximately one year parallel to the A Level curriculum, the EPQ also empowers all candidates with a pre-university

skills-set including independent research methodology, formal report writing and presentation skills; thereby helping each individual

to stand out in the ever increasing competitive market for university places. Highly valued by universities all over the country including

all Russell Group institutions - the University of Cambridge “would encourage you to undertake one” (aqa.org.uk) - it is the successful

completion of the EPQ which could determine your place at your first choice university.

MR S FRENCH, BA (HONS) PGCE ∙ EPQ COORDINATOR

Scholars’ Programme

The Programme is both for those officially holding Academic Scholarships and those who

have demonstrated a willingness to effectively engage with academic thinking above

and beyond their lessons and continues through to the end of Year 13. For those invited

therefore, the Scholars’ Programme meets weekly with Years 9 - 13 working together

(and there are leadership opportunities for Sixth Formers) and the varied schedule of

events includes diverse teacher-led sessions ranging from Classical Rhetoric and Logic

to ‘How to play Bridge’. There are also occasional guest speakers, discussion forums,

student-led presentations and trips out to leading universities and the Model United

Nations. The Head of Scholars also provides support in the form of one-to-one meetings

for Sixth Form Scholars and helping to run and co-ordinate mock Oxbridge interviews

Careers Advice

In the Sixth Form, students are encouraged to continue their exploration of potential

careers. As well as hearing about options at university, they are also introduced to the

wide range of excellent alternatives to university which many companies offer through

school leaver schemes and apprenticeships. Since the College is interested only in what

is best for each individual student, we place equal value on university and apprenticeship

routes. To assist students in making their decisions, tutors are able to offer individual

guidance and the Head of Careers is available for conversations about options. Important

skills are developed - sessions on CV-writing are offered to help students prepare this

important document, and all Year 12 students are given a mock interview. A crucial part

of the Careers Programme is the involvement of parents, OFs and friends of the College

who can speak about their own careers and offer valuable insights and advice. Talks at

the College are regular, but we also recognise the need to take students out into the world to see work in action for themselves. To this

end, there is a Year 12 Careers Experience Day in London. The principal element of this day is an afternoon of work experience for small

groups of students at various workplaces in central London. The focus of the College’s careers advice is on giving each individual the

confidence and knowledge to develop ideas about the future so that they can prepare themselves for their important first step after

school.

MISS C CRANMER, BA (HONS) MA PGCE ∙ HEAD OF CAREERS

each university lies with the individual candidate so it is essential that this research is done in detail as early as possible; another a sign

of commitment to this choice of career pathway. I qualified as a dental surgeon in 1984 from The Royal Dental Hospital and worked,

as a dental surgeon, in the Army, general dental practice and in hospital, focussing on dental education latterly prior to coming into

teaching. I continue to be a registered dentist and I am the member of staff responsible for guiding pupils who are interested in a career

in health. My role in the College is to provide one-to-one support for any student interested in a health-related degree and we have a

strong record of success in assisting pupils to obtain places on their chosen course.

DR R NOBLE, BDS PGCE PGCEDL

and guidance when it comes to applying to elite Universities around the world.

MR L GOLDSMITH, MA MBA PGCE ∙ HEAD OF SCHOLARS


LIFE IN THE SIXTH FORMI started my time at Framlingham in Year 9 and have just finished my first half term in the Lower Sixth. The transition from Year 11 to Year

12 was, for me, very exciting; the addition of new students provides refreshing variety in friendship groups and confirms the sentiment

that this is a new phase in your school life. Being able to wear suits may seem like a trivial aspect of Sixth Form to focus on but I think

that this seemingly small privilege exemplifies the additional trust that we are given after the GCSE years. We are now trusted to

present ourselves well and to take pride in our appearances whilst also being given the freedom to express our individuality. New-found

trust is also expressed in other aspects of school life, such as during study periods, theme nights and this trust is embedded in the co-

dependent nature of the teaching in the Sixth Form.

I was lucky enough to enjoy most of my subjects at GCSE level but I know for a lot of my friends this wasn’t the case and with regards to

this, the transition to three or four subjects at A Level allows you to focus on the subjects that you take a true interest in, making it much

easier to strive for those top grades and to start working for you own betterment. Equally if, like me, you are unsure what direction to go

in with your A Levels don’t panic as there is still plenty of time; remember that your options are not set in stone. Once in the Sixth Form

you quickly learn that taking subjects you enjoy is paramount if you want to succeed.

Finally, good luck in your GCSEs, they’re not pointless and I have noticed within my year group the effect that working for your GCSEs

has on lessening the ‘jump’ up in academic expectations that we are all told to expect. Be consistent with your work from now and you

will succeed, but also be consistent with your hobbies, don’t forsake the things you enjoy for revision; try and find time for a bit of both.

In my opinion, it’s better to be busy than bored.

MILLIE CREWE ∙ YEAR 13 STUDENT

I have been at the College since Year 9, but coming into the Sixth Form has given me

more freedom than ever before. The freedom to explore the endless opportunities on

offer at the College, has been key for me personally. Being in the Sixth Form really allows

you to take the lead on a number of fronts and influence a certain area of school life in

a way that you may have never done before. Whether that’s though directing a junior

production, teaching younger cadets in the CCF or being a Senior presence on the sports

filed, the last two years of your schooling will be as much about “giving back” as they will

be about the transition on to the next stage in your life.

However, it critical to remember the great responsibility that coming with being a Sixth

Former, as you truly have so many in the younger years look up to you. It is also important

to set yourself clear goals, about your future, as early in Year 12 as possible. This may be

securing a place at the university of your choice, on a course that you will enjoy studying. Alternatively, it may be getting it to the Drama/

Art/Music school that you wish to attend or even securing a professional contract in your chosen sport. Finally, it may even be simply

achieving good grades in you’re A level’s to be then have the choice of numerous career paths. Whatever your end goal, it is crucial that

you make yourself a personalised plan of how you are going to go about achieving this goal and act upon set plan.

JOE LIPMAN ∙ YEAR 13 STUDENT

Going into the Sixth Form at Framlingham College, I had a rough idea of what went on, however, I never would have guessed that I

would enjoy it so much. Like many, I began my time at the College in Year 9, but actually started my whole Framlingham experience

when I began at the Prep School as a full time boarder in Year 4. I don’t regret a thing. When it came to the end of Year 11 and the

dreaded GCSEs I was looking for a way out, I wanted things to change, I was tired of my GCSE exams and the time it took for revision.

However, once I realised that every other student in the country was doing the same as me, I took a step back and realised how great

Fram was for me, and that the best thing for me to succeed was right under my feet.

When I came up to the Sixth Form I found that change I wanted, the difference that was needed to relight the spark that had been

dimmed by my GCSEs. Because now I was into A-Level, where I could choose four subjects that I enjoyed, was interested in and

looked forward to, and then commit myself to them. However I am not an all-academic student, I really enjoy my sport, my drama, my

music and being around my friends. And by going into the sixth form I found that I had time to keep all of these things on my plate.

Furthermore, the social life of the Sixth Form was a huge improvement from Year 11. It is like one big combined year group and I have

had so much fun getting involved in the socials and events like the football and theme nights.

There is a certain responsibility given to you in the Sixth Form, but this is not a burden, rather an experience, and a learning curve.

Another opportunity for greatness. If I can give any advice whatsoever from my time at Fram. It is that you must take every opportunity

that you can, whether it be the South African exchange, a United Nations trip to Geneva, a doughnut eating competition or raising

money for charity, you should get involved, because you never know what great things it can lead to.

ROBERT MONAGHAN ∙ YEAR 12 STUDENT


THE SIXTH FORM CENTREThe Sixth Form Centre was built to celebrate the College’s 150th

anniversary and sits proudly right at the centre of the school. This

splendid new facility, which was opened alongside the adjoining

whole-school café in September 2014, really has transformed the

heart of the College. Framlingham College has long been a very

popular destination for those seeking to move to new pastures

for the Sixth Form, regularly recruiting 30-40 new students each

year to supplement those already coming through the College,

and this new Sixth Form Centre provides them with unparalleled

facilities and resources.

The 16-year-old of today is a very different student from even ten

years ago. They have a great sense of self and many feel ready for

a more independent, ‘adult’ working environment. However, we

believe firmly that they still require the pastoral and academic

structures and support mechanisms that are offered by a school

such as ours, and this building is about meeting them half way!

The £2.7m project, which included the expansion of the College’s

boarding facilities in the space freed up by the new building,

occupies the first floor of the stunning two floor, glass-fronted

extension to the main building, enjoying outstanding views

of the surrounding school grounds and countryside. There are

expansive and varied working areas and enhanced careers and

Further Education resources. These include a Seminar Room

that is fully equipped with state of the art conference facilities so

that the College’s impressive Careers programme can access the

national and global network of careers specialists that the school

uses regularly to infuse our students with an awareness of the

world they will enter beyond school.

We were very keen that our Sixth Form remained in the heart

of the school: we did not want a separate Sixth Form House

or Centre that is at a tangent to the school; we want our Sixth

Formers right in the middle as we want them to be the ones

who are providing the leadership and inspiration for the younger

members of the school. It is they who set the tone for what is –

and what is not – acceptable behaviour, values and standards for

the younger ones to follow.

The new building is not just about the Sixth Form. There are four

new classrooms, and the ground floor sees an impressive café that

has become a social hub for the whole school and, increasingly,

the wider Framlingham community. The new building sits as an

extension to the original school, and while it is strikingly modern

there is also much exposed original brickwork in the interior

of the building. This blend of the old with the new represents

so much of what this school is about: change and continuity.

The glass fronted façade reflects that this school is a forward-

thinking, outward-looking and dynamic environment; while the

exposed brickwork of the original building inside reminds us of

our heritage and of the traditional values that have underpinned

the school since its foundation. Our anniversary year reminded us

that it is important to remain true to our founding principles, but

also that we must continue to reinterpret those principles and

apply them to the students of today and the world into which

they will be graduating. In many ways, therefore, it is a case of

Back to the Future’.

This Suffolk boarding and day school, which was founded

in memory of Prince Albert, one of the most visionary and

progressive educational thinkers of his time, is in robust good

shape and is clearly confident in its future. Numbers are strong,

the reputation is growing and there is a real sense of momentum

about Framlingham College that will only be fuelled further by

this latest addition to what is already an impressive site. All looks

in good shape for the next 150 years!

MR P B TAYLOR, BA (HONS) ∙ HEADMASTER

SUBJECT CHOICES: OVERVIEW

Choosing A Level subjects can be a complex process, especially

if a student is not certain about the career that he or she would

like to pursue. The best advice I can offer is for students to choose

subjects that they enjoy and allow flexibility within possible

further study and career paths. It is also worth remembering that

the skills gained in one subject will often be valued in another

subject or occupation, even if they at first seem unrelated.

Thought should also be given to choosing ‘facilitating subjects’:

according to the Russell Group of universities, most successful

applications to their institutions contain two of these subjects

and further information can be found at: www.russellgroup.ac.uk.

Following on from recent reforms carried out by the government,

all subjects will be offered in a linear format with examinations

only taken at the end of Year 13.

At this stage of the process, students should be seeking advice

from people such as: Tutor, Housemaster/mistress, teachers, Head

of Careers and Head of Higher Education. Most importantly, they

should be speaking to current Sixth Form students as they can

offer an important perspective on subjects and the approaches

involved within them.

Students are encouraged to study a broad range of subjects in

the Sixth Form; however, it is acceptable to commence Year 12

with only three subjects for those students who are set on their

selection and want to throw all of their energies into them,

although there will be the option of choosing four subjects

for those students who would like true breadth of study or to

experience a subject they are feeling uncertain about. Our

experience shows us that students tend to cope best with the

demands of A Level studies if they have completed a minimum

of seven Grade 9 to 4 passes at GCSE and a Grade 6 or higher in

those subjects to be continued at A Level is desirable. In fact, some

subjects may deem that a Grade 7 at GCSE is needed for success

in the A Level course. The following pages provide details about

the content and structure of each subject, as well as specifying

any entry requirements. Please do contact the relevant Head of

Department if further details are required.

We also offer BTEC (Level 3 Diploma) qualifications in Business,

Computer Science, Music and Sport and they provide an

alternative pathway involving continuous assessment and

stronger vocational focus. BTEC Diploma is offered in Business,

Computer Science and Sport which equates to two A Levels

and should, therefore, be taken in conjunction with one or two

A Level subjects. The Extended Certificate (equating to one A

Level) is also offered in Computer Science. Extended Certificate

courses are offered in Music and Music Technology with students

able to choose one or both of these courses; taken together they

will form a diverse BTEC Music programme. It is important to

note that all modules must be passed if a BTEC qualification is

to be gained. BTECs generally allow access to university study,

although they may not be accepted for certain courses. Further

details of course content and structure can be found within the

subject entries within this booklet.

As part of their Sixth Form studies, students are invited to consider

the possibility of undertaking an Extended Project Qualification

(EPQ). This qualification is valued highly by universities because

it shows that students have cultivated, and can demonstrate,

many of the skills required at undergraduate study, including:

the ability to work independently, to undertake research and to

manage and complete a sustained piece of work.

In addition to their A Level subjects, Sixth Form students at the

College have timetabled lessons that form part of the Extended

Learning Programme (ELP) and this will involve a range of guest

speakers and workshops aimed at helping to prepare them for

university studies, the workplace and extend their horizons.

In short, the Sixth Form should represent an exciting opportunity

for specialism whilst encouraging students to develop greater

autonomy as they work towards the next stage of their journey.

Please do contact me with any questions you may have.

MR D G ASHTON, BA (HONS) DIP ED ∙ ACADEMIC DEPUTY


ART & DESIGN»You may choose to study Art and Design; the endorsed titles we offer are ‘Fine Art’, ‘Photography’ and ‘ Textiles’. These all combine areas

of study which incorporate responses in a wide range of media.

A Level Art offers you the opportunity to creatively develop skills in painting, drawing, sculpture, photography, ceramics, printmaking,

textiles, fashion, design, film-making, animation or any media which can allow for an artistic response. Whether you choose ‘Fine Art’,

‘Photography’ or ‘Textiles’; all titles allow for freedom of expression and aim to help you creatively and imaginatively develop ideas and

create original art work which is unique to you.

WHO TAKES A LEVEL ART?

You have probably studied GCSE Art, but this is not always essential. You should, however, have an interest in the basic elements of art:

colour, tone, form and content. You should have an idea about the place of art in culture, both historically and in contemporary society.

The course can be what you make of it but a passion for art is essential from the outset. No matter what your skills set; if you love art,

if you want to learn more about art, if you want to learn new technical skills, if you want to use your imagination and creativity then A

Level Art is for you.

WHAT CAREERS ARE OPEN TO YOU AT THE END OF THE COURSE?

With careers in the creative industries being responsible for an ever increasing amount of GDP, there are many careers for which Art is

an invaluable subject. These might include: marketing, architecture, interiors, publishing, advertising, web design, furniture design, film

and television, theatre, fashion design, art therapy, game design, illustration, graphic design, typography, packaging design, interaction

design, photography or even teaching. Students wishing to take further courses in creative subjects will sometimes go on to study a

foundation year before applying to degree courses in more specialist areas.

WHAT IS TAUGHT ON THE COURSE?

Component 1 – Personal Investigation

This component enables you to generate and develop ideas, research primary and contextual sources, record practical and written

observations, experiment with media and processes, and refine ideas towards producing personal outcome(s).

From the beginning of Year 12 you are making work which counts; Component 1 is worth 60% of your final grade.

In Year 12 you will start with an introductory course to help students develop technical skills appropriate to the level of the national

standard. There will be a mock examination in the Summer Term which will bring together a major project.

Component 1 incorporates three major elements: supporting studies, practical work and a personal study. Your supporting studies and

practical work will comprise a portfolio of development work and outcomes based on themes and ideas developed from personal

starting points. The personal study will be evidenced through critical written communication showing contextual research and

understanding in a minimum of 1000 words of continuous prose, which may contain integrated images.

The work is internally set, assessed by the teachers and externally moderated by the examination board. You will continue with your

personal projects in Year 13.

Component 2 – Externally Set Assignment

You will be given an examination paper which contains themes and suggested starting points. This component is worth 40% of your

final grade and allows for opportunities to generate personal outcomes in response to the externally set themes. It incorporates two

major elements: preparatory studies and the 15 hour examination. The preparatory studies will comprise a portfolio of practical and

written development work. During the 15 hour examination you will produce final outcomes extending from the preparatory studies.

The examination usually takes place directly after the Easter holidays in Year 13.

This work is externally set, assessed by the teacher and externally moderated. To enable moderation an exhibition of all your work will

be mounted, by you, immediately after your examination which will be open to your parents as well.

DO WE GO ANYWHERE?

We will go on art study visits, usually to galleries, throughout the course. These visits are intended as inspiration for your art work.

Please note: Charges are made for certain materials; they are an essential part of the course but each student uses different quantities. It is important to note that some specialist equipment will be necessary at some point during your course: camera, laptop and software for doing prep will be essential. Charges are also made for art study visits.

MRS S TANSLEY, BA (HONS) PGCE ∙ HEAD OF ART

S i x t h Fo r mThe


BIOLOGY»WHAT DO I NEED TO KNOW OR BE ABLE TO DO BEFORE TAKING THIS COURSE?

The course builds on scientific knowledge and skills developed at GCSE. It integrates theory and practical work, and you will be

required to communicate ideas effectively. The course has been written to follow on from GCSE Combined Science: Trilogy, GCSE

Combined Science: Synergy, GCSE Biology or from IGCSE Biology; a Grade 7 or above at GCSE Biology or a Grade 7 - 7 combined

Science is recommended. It is important that you are interested in Biology and that you are keen to explore this subject in greater detail,

welcoming the challenge of practical investigative work.

Within A Level Biology, 10% of the marks available within written examinations will be for assessment of Mathematics (in the context

of Biology) at a Level 2 standard, or higher, so it would be helpful for students to have achieved at least Grade 5 in GCSE Mathematics.

WHAT KIND OF STUDENT IS THIS COURSE SUITABLE FOR?

This course is suitable for students who:

• Have an interest in and enthusiasm for Biology

• Enjoy carrying out investigations in the laboratory or as fieldwork

• Are interested in the developments of new Biology topics such as stem cells and advances in gene technology and the impact

these topics have on society

WHAT WILL I LEARN ON THIS COURSE?

• Develop a greater knowledge and understanding of different areas of Biology and how they relate to each other

• Develop greater expertise in the area of practical work and the link between theory and experimental work

• Continue to enjoy and further develop a personal interest in the study of living organisms

• To appreciate how society makes decisions about scientific issues and how sciences contribute to the success of the economy and

society.

WHAT COULD I GO ON TO DO AT THE END OF MY COURSE?

The A Level Biology course will prepare learners for progression to undergraduate study, enabling them to enter a range of academic and

vocational careers in biological sciences, medicine and biomedical sciences, veterinary science, agriculture and related sectors. It is also

a useful qualification when considering entry into non-science subjects at post-18 level. For learners wishing to follow an apprenticeship

route or those seeking direct entry into biological science careers, this A Level provides a strong background and progression pathway.

COURSE CONTENT

The course content is split into six teaching modules:

Module 1 – Development of Practical Skills in Biology1.1 ∙ Practical skills assessed in a written examination

1.2 ∙ Practical skills assessed in the practical endorsement

Module 2 – Foundations in Biology2.1.1 ∙ Cell structure

2.1.2 ∙ Biological molecules

2.1.3 ∙ Nucleotides and nucleic acids

2.1.4 ∙ Enzymes

2.1.5 ∙ Biological membranes

2.1.6 ∙ Cell division, cell diversity and cellular organisation

Module 3 – Exchange & Transport 3.1.1 ∙ Exchange surfaces

3.1.2 ∙ Transport in animals

3.1.3 ∙ Transport in plants

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Module 4 – Biodiversity, Evolution & Disease4.1.1 ∙ Communicable diseases, disease prevention and the

immune system

4.2.1 ∙ Biodiversity

4.2.2 ∙ Classification and evolution

Module 5 – Communication, Homeostasis & Energy 5.1.1 ∙ Communication and homeostasis

5.1.2 ∙ Excretion as an example of homeostatic control

5.1.3 ∙ Neuronal communication

5.1.4 ∙ Hormonal communication

5.1.5 ∙ Plant and animal responses

5.2.1 ∙ Photosynthesis

5.2.2 ∙ Respiration

Module 6 – Genetics, Evolution & Ecosystems 6.1.1 ∙ Cellular control

6.1.2 ∙ Patterns of inheritance

6.1.3 ∙ Manipulating genomes

6.2.1 ∙ Cloning and biotechnology

6.3.1 ∙ Ecosystems

6.3.2 ∙ Populations and sustainability

COURSE ASSESSMENT

The content of this course is assessed by three written papers:

Paper 1 ‘Biological Processes’ ∙ 2h 15mins ∙ 37%

Paper 2 ‘Biological Diversity’ ∙ 2h 15mins ∙ 37%

Paper 3 ‘Unified Biology’ ∙ 1hr 30mins ∙ 26%

The A Level practical skills are assessed throughout the two year

course and lead to a separate pass/fail component of the A Level,

unrelated to the grade achieved in the written exams.

MRS C COLLINS, BSc (HONS) PGCE ∙ HEAD OF BIOLOGY


BUSINESS»PRE-REQUISITE KNOWLEDGE AND ATTAINMENT

We assume no prior knowledge and as such it is not necessary to have studied the subject at GCSE. However, we strongly advise all

students to have achieved at least a Grade 5 in both English Language and Mathematics.

WHO IS THE COURSE SUITED TO?

An understanding of Business is becoming increasingly important in a rapidly changing world where advances in technology and

communication have taken centre stage.

Successful students of Business will:

• Be interested in the world of business and have an interest in current affairs, and actively read daily newspapers

• Want to understand the choices that firms face

• Enjoy taking on the role of consultant, analysing data and offering solutions

WHAT WILL BE LEARNT/WHICH SKILLS WILL BE DEVELOPED?

You will study business in a variety of contexts, from small, UK based firms to large multinationals. You will be encouraged to follow

business developments and to think critically about contemporary business issues. The “right” answer will depend on the problem in front

of you and you need to be able to think issues through logically, put together well-reasoned arguments and make recommendations.

It involves analysing situations and making choices.

WHAT DOES THE COURSE INVOLVE?

You will study Sections 1 through to 6 in the first year and 7 through to 10 in the second year which leads to an A Level in Business.

COURSE CONTENT

There are ten sections:

1. What is business?

2. Managers, leadership and decision making

3. Decision making to improve marketing performance

4. Decision making to improve operational performance

5. Decision making to improve financial performance

6. Decision making to improve human resource performance

7. Analysing the strategic position of a business

8. Choosing strategic direction

9. Strategic methods: how to pursue strategies

10. Managing strategic change

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COURSE ASSESSMENT - A LEVEL

Paper 1: Business 1 Paper 2: Business 2 Paper 3: Business 3

All sections assessed All sections assessed All sections assessed

ASSESSMENT:• written exam: 2 hours

• 100 marks in total

• 33.3% of A Level







QUESTIONSThree compulsory sections:• Section A has 15 multiple choice

questions (MCQs) worth 15

marks.

• Section B has short answer

questions worth 35 marks.

• Sections C and D have two essay

questions (you complete two

from a choice of four) worth 25

marks each.

QUESTIONSThree data response compulsory

questions worth approximately 33

marks each and made up of three or

four part questions.

QUESTIONSOne compulsory case study followed

by approximately six questions.

Please note that the A Level assesses quantitative skills, making up a minimum of 10% of the overall marks. The skills tested include

ratios, averages, fractions, percentages and calculation of profit and loss.

MR M MILNE, BA (HONS) PGCE ∙ HEAD OF ECONOMICS AND BUSINESS


BTEC BUSINESS»The BTEC Diploma in Business is the equivalent of two A Levels.

PRE-REQUISITE KNOWLEDGE AND ATTAINMENT

Although there are no specific pre-requisite qualifications needed to study the subject, a good level of mathematical skills is an

advantage.


BTEC Business can be studied alongside other A Levels subjects. It is designed for learners wishing to go on to further or higher-level

study at university, or directly to employment. The Diploma carries twice the number of UCAS points as an A Level course and is

widely recognised by universities and employers.

WHAT WILL BE LEARNT AND WHAT SKILLS WILL BE DEVELOPED?

BTEC Business offers work-related learning, giving learners an edge and opening the door to higher education or employment, the

following areas will be studied throughout the duration of the course:

Exploring Business Managing an event

Developing a Marketing Campaign International Business

Personal Business Finance Principles of Management

Optional Unit * Optional Unit *

*Optional Units which are taken in Year 13 may include:

• Recruitment and Selection Process

• Investigating Customer Service

• Market Research

• The English Legal System

• Work Experience in Business

Transferable skills are developed throughout the course, such as: teamwork, creative problem solving and research.

There is a clear focus on developing the following employability skills:

• cognitive and problem-solving skills: using critical thinking, approaching non-routine problems, applying expert and creative

solutions, using systems and technology

• intrapersonal skills: communicating, working collaboratively, negotiating and influencing, self-presentation

• interpersonal skills: self-management, adaptability and resilience, self-monitoring and development.

“BTEC courses give you real, hands-on experience. It’s what I call ‘learning by doing’ and gives you the skills today’s employers are looking for.” — Peter Jones CBE, Entrepreneur, Dragons Den.

MR M MILNE, BA (HONS) PGCE ∙ HEAD OF ECONOMICS AND BUSINESS

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CHEMISTRY»WHAT DO I NEED TO KNOW OR BE ABLE TO DO BEFORE TAKING THIS COURSE?

The course builds on the ideas and skills developed at GCSE. It has been written to follow on from the Double Award Science GCSEs, so

it is not essential to have studied Chemistry as a separate full GCSE. A Grade 7 or above at GCSE Chemistry or Double Award Science is

recommended, as well as Grade 7 in GCSE Mathematics.


• The course looks at what all matter is made of, the chemicals that make up living organisms and how different substances interact

• You will learn about how Chemistry relates to other sciences, as well as its social, environmental, economic and technological

implications

• You will learn new practical skills and how to solve problems using these skills


This course is suitable for students who:

• Have an interest in, and enjoyment of Chemistry

• Want to use Chemistry to support other subjects, or to provide a stepping stone towards the career of their choice


• A degree or other higher education course in chemistry, medicine, veterinary science, genetics, pharmacy or environmental

science are just a few of the many options available. For medicine and veterinary medicine, most universities insist that students

have studied A Level Chemistry

• Employment such as in the research departments of pharmaceutical or biotechnology industries, or laboratory work within a

hospital

Chemistry is regarded as one of the most rigorous academic subjects, demanding that students have a broad range of skills and are

prepared to work hard. Successful students will discover at the end of the course that people possessing such attributes are much

in demand both from employers and universities. Consequently, people with chemistry-based qualifications have a very low rate of

unemployment.

Year 12

Module A: Foundations in ChemistryElements, compounds and reactions, quantitative chemistry, acids and bases, bonding and structure

Module B: Periodic Table and EnergyGroups 2 and 7, qualitative analysis, enthalpy changes, reaction rates

Module C: Core Organic ChemistryHydrocarbons, alcohols, halgenoalkanes and analytical techniques

Year 13

Module A: Physical Chemistry and Transition ElementsQuantitative study of equilibrium and reaction rates, pH and buffer solutions, energy and entropy, electrode potentials and redox,

transition metals

Module B: Organic Chemistry and AnalysisAromatic, carbonyl, and nitrogen compounds, carboxylic acids and esters, polymers, organic synthesis, chromatography and nmr

spectroscopy.

ASSESSMENT AND PRACTICAL SKILLS

There is no controlled assessment. The content of the course is assessed at the end of Year 13 by way of three separate written papers,

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with a total duration of six hours. The A Level practical skills are assessed throughout the two year course and lead to a separate pass/

fail component of the A Level, unrelated to the grade achieved in the written exams.

DR D R HIGGINS, MA PHD PGCE ∙ HEAD OF SCIENCE


COMPUTER SCIENCE»WHAT DO I NEED TO KNOW BEFORE TAKING THIS COURSE?

If you have studied Computing before we require at least a Grade 5 at GCSE and as the course requires the ability to think logically, a

minimum of a Grade 5 in Mathematics at GCSE is required. If you have not studied Computing before but have worked independently

on your skills, you will meet with the Computing Department to assess your suitability for the course. The key desirable qualities are a

genuine interest in the subject area.


Candidates develop their knowledge and understanding of computer systems, the principles of computing (including programming)

and how these are applied to the solution of problems. Candidates gain an understanding of systematic methods – such as the use

of algorithms and test strategies, the maintenance of computer systems, and the skills associated with documenting solutions – and

further develop skills associated with applying this knowledge and understanding to producing computer-based solutions to real

problems.

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a highly motivated student who is intrinsically interested in the subject area of Computer Science.

WHAT COULD I GO ON TO DO AT THE END OF THE COURSE?

In today’s workplace, those with knowledge and skills in Computer Science have the opportunity to pursue new and exciting careers

and to be instrumental in the conception of computer systems that increasingly shape work and leisure activities. These include careers

such as 3D animator, games developer, graphic designer, network administrator, programmer, software developer, system analyst

and web designer. The course strongly prepares you for a degree or higher education course in a relevant discipline or to immediately

acquire an industry entry level job.

THE COURSE

The course consists of three components, two external exams taken at the end of Year 13 and a programming project that is completed

over the duration of the course.

External Exam: Computer Systems

2.5 hours written paper

• The characteristics of contemporary processors

• Software and software development

• Exchanging Data

• Data types, data structures and algorithms

• Legal, moral, cultural and ethical issues.

40% of the total

A Level

External Exam: Algorithms and Programming

2.5 hours written paper

• Elements of Computational Thinking

• Problem Solving and Programming

• Algorithms to solve problems and standard

algorithms

40% of the total

A Level

Internal Coursework:

Programming Project

• Analysis of the problem

• Design of the solution

• Developing the solution

• Evaluation

20% of the total

A Level

THE PROGRAMMING PROJECT

Ever wanted to code your own game, app, computer simulation or website completely from scratch? The programming project

component of the course allows you to create a piece of software of your own choosing, you then follow this project right from the

initial analysis and research of it through to the development and evaluation phase.

MR J B HARROD, BA (HONS) PGCE ∙ DIRECTOR OF COMPUTER SCIENCE

The aim of Computer Science is to encourage candidates to develop:

• The capacity to think creatively, innovatively, analytically, logically and critically

• An understanding of the organisation of computer systems, including software, hardware, data, communications and people

• The ability to apply skills, knowledge and understanding of computing (including programming), in a range of contexts to solve

problems

• Skills in project and time management

• The capacity to see relationships between different aspects of the subject, and perceive their field of study in a broader perspective

• An understanding of the consequences of using computers, including social, legal, ethical and other issues

• An awareness of emerging technologies and an appreciation of their potential impact on society

WHO IS SUITED FOR THIS COURSE?

The OCR Computer Science A Level contains less ICT but more programming, algorithms, problem-solving, thinking skills and

mathematics. There is also a heavy focus on the theory of how computers work. The level of detail required for the course lends itself to


BTEC COMPUTING» S i x t h Fo r mThe

The BTEC in Computing is designed to provide students with specialist industry relevant computing knowledge, skills and understanding.

The course focuses on practical application of the skills taught preparing students for a career or higher education advancement in the

field of Computing, Computer Science or a related discipline.

The course offers an excellent insight into the theoretical and practical aspects of coding and software development with students

being able to develop competency in a range of industry standard programing and scripting languages such as Python, C#, HTML,

JavaScript, SQL and Java. Students will also study aspects of user experience design and more hands on topics like building computer

systems. Theoretical understanding is used to underpin the practical elements of the course.

There are two options of BTEC on offer - BTEC Diploma in Creative Computing (equivalent to two A Levels, counts as two options) or

BTEC Extended Certificate in Computing (equivalent to one A Level, counts as one option).

BTEC Diploma in Creative Computing (equivalent to two A Levels, counts as two options)

WHAT WILL I LEARN ON THIS COURSE?This Diploma consists of 10 core units which cover a wide range of industry standard and relevant topics in a practical manner. 33% of

the qualification is assessed through external exams with the rest of the units being internally assessed projects. These units require

students to analyse, design, develop, test and evaluate real world Computing based products whilst demonstrating in depth theoretical

understanding.

BTEC Diploma Computing for Creative Industries

Principles of Computer Science(Exam)

Planning and Management of Computer Project(Exam)

Building Computer Systems(Internally Assessment Coursework)

IT Systems Security(Internally Assessment Coursework)

Human-computer Interaction(Internally Assessment Coursework)

Website Development(Internally Assessment Coursework)

Systems Analysis and Design(Internally Assessment Coursework)

Software Development(Internally Assessment Coursework)

Computer Games Development(Internally Assessment Coursework)

Digital Video Creation or 3D Modelling(Internally Assessment Coursework)

The course has been developed in order to give students a solid foundation within the Computing Industry, in a wide range of industry

standard and relevant topics. This course focuses on the practical application of skills and development of real world products.

The course will prepare students for both entry level industry jobs as well as degree level study in a relevant Computing subject.

BTEC Extended Certificate in Computing (equivalent to one A Level, counts as one option)

WHAT WILL I LEARN ON THIS COURSE?This Extended Certificate consists of 4 core units which cover a wide range of industry standard and relevant topics in a practical

manner. 58% of the qualification is assessed through external exams with the rest of the units being internally assessed projects. These

units require students to analyse, design, develop, test and evaluate real world Computing based products whilst demonstrating in

depth theatrical understanding.

The course outline can be seen below:

BTEC Extended Certificate in Computing

Principles of Computer Science(Exam)

Fundamentals of Computer Systems(Exam)

IT Systems Security and Encryption(Internally Assessment Coursework)

Computer Games Development(Internally Assessment Coursework)

The course has been developed in order to give students a solid foundation within the Computing Industry, in a wide range of industry

standard and relevant topics. This course focuses on the practical application of skills and development of real world products.

The course will prepare students for both entry level industry jobs as well as degree level study in a relevant Computing subject.

MR J B HARROD, BA (HONS) PGCE ∙ DIRECTOR OF COMPUTER SCIENCE

∙ THE SIXTH FORM

DESIGN AND TECHNOLOGY»DESIGN AND TECHNOLOGY PreU ART AND DESIGN

Design and Technology encompasses a wide range of design disciplines but is firmly rooted in the skills required to design and make

high quality products that are fit for purpose, satisfy wants and needs, enhance our daily lives and demonstrate knowledge and

understanding.

PreU Art and Design offers learners opportunities for creative exploration, development and innovation in one or more of a wide range

of materials and processes. PreU Art and Design is assessed at the end of Year 13. None of the components are time limited; work is

assessed without time constraint.

HOW WILL THE COURSE HELP ME IN THE FUTURE?

The PreU Art and Design qualification can lead to further study in a range of areas. It is useful as a qualification for design based courses

and some engineering courses; these include Architecture, Art and Design, Product Design, Electrical and Electronic Engineering,

Material Science, General and Mechanical Engineering and teacher training.

WHAT WILL I LEARN?

The course is split into three components with the following weightings:

1. Portfolio 30%

2. Critical and contextual study 30%

3. Project 40%

PORTFOLIO

The portfolio is an exploratory investigation, typically during the first year of the course. The focus of the assessment is the journey

that students have made, and not resolved outcomes. Students work in sketchbooks and are expected to build a range of annotated

evidence of work completed over the year. Students will use a wide range of materials and processes.

CRITICAL AND CONTEXTUAL STUDY

The critical and contextual study is a written essay of 3,000 - 5,000 words with relevant illustrations. The focus of the study is an aspect

of design of interest to the student, the focus of the critical and contextual study is expected to evolve through ideas generated by

candidates during the first year of the course.

PROJECT

The project involves development of a sustained piece of workshop practice culminating in a fully functioning piece of work. The

examination board gives a starting area for students to explore but then it is up to them to develop their work. Students will produce

a series of sketchbooks, models and a working outcome. The PreU course is seen as a direct equivalent to an A Level qualification and

recognised as such by universities.

Please note: Charges will be made for the cost of materials.

MR J BUXTON, BA (HONS) MEd PGCE ∙ HEAD OF DESIGN AND TECHNOLOGY

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DRAMA AND THEATRE»This is a really exciting opportunity to extend your knowledge and practice of Drama and Theatre. Alongside the study there are

opportunities to produce, direct and perform your own devised work as well as take part in scripted performances from a variety of

challenging and diverse performance texts.

We will also be visiting the theatre giving you experience of exciting and varied professional theatre in London as well as more locally.

Previous theatre trips have been to see thrilling ground-breaking immersive theatre performances from Punchdrunk; new theatre at

the Young Vic and the Royal Court as well as trips to see Shakespeare greats at the RSC in Stratford alongside performances at The

Globe. We regularly visit the National Theatre.

Theatre practitioners visit the school to provide stimulating workshops and there are opportunities throughout the year to hone your

skills in extra-curricular productions, possibly direct student productions and take part in the Edinburgh Fringe Festival. The school also

offers the opportunity of developing skills with LAMDA examinations as an optional extra and students are encouraged to enter for the

National Youth Theatre auditions in February.

It should be noted that there is a cost attached to theatre trips to a maximum of £80 per term but the charge is often less than this

depending on the production.

THE QUALIFICATION IN GREATER DEPTH:

The qualification has three components, one that focuses on devising, one that focuses on performing or designing skills and one that

focuses on practical exploration of texts to interpret them for performance.

COMPONENT 1 DEVISING

40% of the qualification

Task: Using one key extract from a performance text and a theatre practitioner as stimuli you will create a devised performance. Your

work in this component will be internally assessed and externally moderated.

This component is assessed in two ways:

• The performance: You can choose a performer or a designer route here. This performance will take place in front of an audience.

(20 marks)

• A portfolio: You will put together a portfolio to support this performance which can be hand-written or typed between 2500

words or recorded/verbal evidence lasting between 12 – 14 minutes. It is also possible to present this portfolio in a combination of

handwritten/typed evidence (1250 – 1500 words) and recorded/verbal evidence lasting between 6 – 7 minutes. (40 marks)

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COMPONENT 2: TEXT IN PERFORMANCE

20% of the qualification

This component has two externally assessed elements:

• A group performance/design realisation of one key extract from a performance text.

• A monologue or duologue performance/design realisation from one key extract from a different performance text.

COMPONENT 3: THEATRE MAKERS IN PRACTICE

Task: 2 hours and 30 minutes written examination

This component has three aspects:

• Live Theatre Evaluation – you will have a choice of two questions requiring you to analyse and evaluate the performance you have

seen. We will give you a choice of at least two productions over the length of the course.

• Page to Stage – Realising a Performance Text – you will answer two extended response questions on an unseen extract from a

performance text you have studied. You answer these questions from the perspective of a performer and a designer.

• Interpreting a Performance Text – you will have a choice of two questions for an extended response on a chosen text. You have to

prepare for this section by creating a re-imagined production concept for the play to communicate your ideas to a contemporary

audience.

MS D L ENGLERT, BA (HONS) DIP PGCE ∙ HEAD OF DRAMA AND THEATRE


ECONOMICS»PRE-REQUISITE KNOWLEDGE AND ATTAINMENT

We assume no prior knowledge and as such it is not necessary to have studied the subject at GCSE. However, we strongly advise all

students to have achieved at least a Grade 7 in both English Language and Mathematics.


Economics is an academic subject highly valued by both universities and employers. Successful students will have a genuine interest

in current affairs; it relates to every aspect of our lives: from the decisions we make as individuals or families to the structures created by

governments and firms. Economics can be observed every day in the newspapers and on TV programmes.

WHAT WILL BE LEARNT? WHICH SKILLS WILL BE DEVELOPED?

You will learn to apply economic theory to support analysis of current economic problems and issues. You will develop the knowledge

and skills needed to understand and analyse data, think critically about issues and make informed decisions. You will also build upon

your quantitative skills and appreciate that, when evaluating arguments, both qualitative and quantitative evidence are important.

WHAT DOES THE COURSE INVOLVE?

You will study Sections 1 through to 9 in the first year and 10 through to 16 in the second year which leads to an A Level in Economics.

COURSE CONTENT

The Operation of Markets and Market Failure:1. Economic methodology and the economic problem

2. Price determination in a competitive market

3. Production, costs and revenue

4. Competitive and concentrated markets

5. The market mechanism, market failure and government intervention in markets

The National Economy: 6. The measurement of macroeconomic performance

7. How the macro economy works

8. Economic performance

9. Macroeconomic policy

Individuals, Firms, Markets and Market Failure: 10. Individual economic decision making

11. Perfect competition, imperfectly competitive markets and monopoly

12. The labour market

13. The distribution of income and wealth: poverty and inequality

The National and International Economy: 14. Financial markets and monetary policy

15. Fiscal policy and supply-side policies

16. The international economy

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Paper 1: Markets & Market Failure

Paper 2: The National and International Economy

Paper 3: Economic Principles and Issues

Sections 1 - 5 and 10 - 13 assessed Sections 6 - 9 and 14 - 16 assessed All sections assessed


• 80 marks



• 80 marks



• 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

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

QUESTIONS• Section A: multiple choice

questions worth 30 marks

• Section B: case study questions

requiring written answers, worth

50 marks

MR M MILNE, BA (HONS) PGCE ∙ HEAD OF ECONOMICS AND BUSINESS STUDIES


ENGLISH LITERATURE»WHAT DO I NEED TO KNOW OR BE ABLE TO DO BEFORE TAKING THIS COURSE?

A Level English at Framlingham College is very much a Literature, rather than a Language, course. If you have enjoyed and been

successful at GCSE or IGCSE English Literature, then there’s a good chance the same will be true of A Level.


As an A Level English Literature student, you will learn to evaluate literary texts from a range of genres and time periods. You will also

learn to assess these texts in terms of their literary, historical and cultural contexts as well as to compare them with one another. You

will hone your abilities to express your ideas in discussion and to communicate them on paper.


The ideal A Level English Literature student is a passionate and engaged reader and expects to spend time reading and re-reading

their various set texts as well as other relevant works. Happy to contribute to class discussion, she/he is also a good listener and enjoys

responding to others’ opinions, but performs equally impressively when called upon to write. To be successful, any A Level English

Literature candidate must accept that the most interesting questions are the ones to which there is no easy or final answer.


If you want to study English in Higher Education, then an A Level in the subject is a must. English Literature fits well in any combination

of A Level subjects, and in recent years we have shared successful candidates with almost every other department in the College.

The intellectual and practical skills learned and developed during an A Level Literature course are valued highly by universities and

employers, and a good English Literature A Level provides evidence of intelligence and communicative ability. Careers open to students

with an A Level in English Literature are many and varied, including journalism, education, business, the media and law. In fact, former

English students turn up in all walks of life, and choosing this facilitating subject at A Level is unlikely to close any doors for you.

POSSIBLE SUBJECT CONTENT AND ASSESSMENT:

• Shakespeare: Othello, Hamlet, Antony and Cleopatra

• Unseen poetry: Preparation will include study of poets such as: Marvell, Dryden, Rossetti, Browning, Yeats, Cope, Larkin

• Prose and prose comparison through the lens of a theme (“Love Through the Ages”):

• Canterbury Tales, Persuasion, Wuthering Heights, The Great Gatsby, Atonement, The Go-Between

• Text and context study (Literature from 1945 to the present day):

• Prose: The Handmaid’s Tale, Waterland, One Flew Over the Cuckoo’s Nest, The God of Small Things, The Help, Revolutionary Road

• Poetry: Skirrid Hill, Feminine Gospels, Ted Hughes selection, Sylvia Plath selection

• Drama: Top Girls, A Streetcar Named Desire, Translations, All My Sons, Cat on a Hot Tin Roof

• Texts across time:

Themes may include: Crime and Punishment, Minds Under Stress, The Gothic, Satire and Dystopia

PAPER 1: LOVE THROUGH THE AGES - SHAKESPEARE AND POETRY

Study of three texts: one poetry and one prose text, of which one must be written pre-1900, and one Shakespeare play. Examination

will include two unseen poems.

Assessed• Written exam: 3 hours

• 75 marks

• 40% of A-level

QuestionsSection A: Shakespeare: one passage-based question with linked essay. Closed book. (25 marks)

Section B: Unseen poetry: compulsory essay question on two unseen poems (25 marks)

Section C: Comparing texts: one essay question linking two texts. Open Book (25 marks)

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PAPER 2: TEXTS IN SHARED CONTEXTS

Modern times: literature from 1945 to the present day. Study of three texts: one prose, one poetry,

and one drama, of which one must be written post-2000. Examination will include an unseen extract. Open Book.

Assessed• Written exam: 2 hours 30 minutes

• 75 marks

• 40% of A Level

Questions• Section A: Set texts. One essay question on set text. Open book (25 marks)

• Section B: Contextual linking:

One compulsory question on an unseen extract (25 marks)

One essay question linking two texts. Open book (25 marks)

Non-exam assessment: Independent critical study:

Texts across time:

• Comparative critical study of two texts (One of which must be written pre-1900)

• One extended essay (2500 words) and a bibliography

• 50 marks

• 20% of A Level

• Assessed by teachers and moderated by examination board

MR L GOLDSMITH, MA MBA PGCE ∙ HEAD OF ENGLISH

∙ THE SIXTH FORM

ELP»The Sixth Form is a time of transition, and the experiences of students change significantly in these two years. They enjoy their position

at the top of the school and the responsibility that naturally follows, but they simultaneously have a strong focus on preparing for

the lives they will lead when they leave. To give them every chance of success in both of these aspects, all Year 12 students follow the

Extended Learning Programme, a weekly session which ranges across a number of areas and which covers both the useful and the

purely interesting.

The year begins with a focus on study skills and unashamed guidance in how to develop confidence in, for example, note-making

and revising. By supporting post-GCSE study in this way, we enable students to adapt quickly to the new academic demands and

therefore make the most of their sixth form studies. Independent academic curiosity is also encouraged through presentations on the

Extended Project Qualification (more information can be found elsewhere in this booklet) and MOOCs. Massive Open Online Courses

are offered by universities around the world, and some take just a couple of weeks to complete. They can be an excellent way to indicate

enthusiasm for a subject one might be intending to study at university, but they can also simply be an enjoyable way to explore of a

topic of personal interest.

All students are encouraged to build up evidence of their developing skills and interests. Leadership is an important part of the life of a

sixth former, and we use the ELP sessions to encourage involvement, perhaps through CCF or Peer Mentoring. Year 12 students are also

offered the chance to take a Sports Leadership course, an excellent opportunity to earn a recognised qualification.

Future employers will expect to see strong skills in key areas. To facilitate this, students are coached in the art of public speaking and

are given opportunities to practise the skill during ELP sessions. CV-writing is taught by employers and HR specialists, and all students

produce a CV which then forms the basis of a practice interview in which parents and governors act as interviewers. Information about

future options is also given to allow students to make well-informed plans for the future – we give presentations on going to university

both in this country and overseas, and on the growing range of apprenticeship options.

The College offers many opportunities for students to hear inspirational speakers. FramSoc events and evening sixth form lectures

bring those with powerful stories to tell, and we make use of ELP sessions to offer even more variety. Students might hear from those

established in their careers (we have heard from a recruitment specialist and a racing driver) but also from recent school leavers who

can help students with more short-term decisions.

Variety of content and style means these sessions offer students the chance to get ready for the world.

MISS C CRANMER, BA (HONS) MA PGCE ∙ ELP COORDINATOR

S i x t h Fo r mThe

(Extended Learning Programme)



EPQ»WHAT IS IT?

Can I make recognisable musical instruments out of household items? What factors caused the closure of the Millennium Bridge? Make-

up Analysis of Beauty Icons. The Value and Uses of 3D Printing in Medicine. Is solely beef farming profitable? Could the encouragement

of free markets lead to an increase in personal liberty? How can we encourage a greater female demographic in the air cadets? How has

folklore influenced Gothic Literature? Organic Food – is it worth it?

These are just some of the areas of personal curiosity upon which Extended Projects have been based. Are you into motor sport? Do

you have a passion for archaeology? Perhaps you’re captivated by the films of Sergei Eisenstein. You may have a desire to quench your

curiosity about feudal Japan or maybe you have always been interested in the real world application and value of prime numbers. You

might even want to put on your very own rock show. On paper, here in this guide, it’s just speculation; a dream. But you can make it a

reality; whatever excites you or sparks your interest could be a viable project for a study and it could help you to get into your first choice

university.

The Extended Project Qualification is your chance to apply your analytical and evaluative skills to your own area of interest – in your

own way. Designed to enhance and develop the essential skills sought by institutions of higher education and valued by universities

all over the world, the EPQ works in harmony with your existing A Level choices to develop your holistic learning skills; everything from

conceptualisation and planning, through critical research proficiency to development and realisation of ideas and presentation skills.

The “university-friendly” methodology of the EPQ is such that it is intended to engage learners of all abilities and provide an opportunity

to extend their expertise beyond their current programmes of study. At the equivalent of half an A Level, it is also becoming increasingly

more commonplace on university offers to students.

WHAT IS THE PROCESS?

You will be assigned a supervisor – a specially trained member of the teaching staff who will guide you through the process, challenging

you at every step. You will select, interpret, review, evaluate, analyse, develop, explore…the list is endless! Remember, you are responsible

for everything in this learning journey, integrating your own areas of interest with the feedback from your supervisor. So, whilst a very

robust structure exists within the College to support you with the process, ultimately the accountability rests with you. You must be

highly motivated, organised, willing to learn new skills and attend sessions outside your current timetable, consistently demonstrate

the qualities of an independent learner, be able to respond to and engage with formative feedback and, above all, have a passion for

your project.

WHAT WILL I DO (AND HOW IT IS ASSESSED)?

Complete a Production Log: an official AQA 15 page document designed to help you quantify and explain your learning journey. Every

decision, every obstacle, every success will need to be chronicled and organised in this important document which is assessed – with

almost equal weighting – alongside your project.

Produce a written report or artefact based on your chosen area of interest. Written reports must be 5000 words, artefacts must be

accompanied by a 1500 word report detailing the process or creation. Artefacts include anything not produced in standard “essay

format” including, but not limited to: models, artwork, collage, games, exhibitions, shows/performances, audio recordings and original

videos/movies.

Presentation to a non-specialist public audience: you will be required to host an evaluative and reflective oral presentation (including

Q&A session) chronicling the development and progression of your entire EPQ journey. This will take place in a public venue and is

another opportunity to gain valuable marks through assessment.

THE TAUGHT ELEMENT

Running concurrently throughout the process, a series of structured sessions will be held which are designed to enable candidates to

develop understanding of the formal requirements of the EPQ including:

• Formal extended writing style/structure

• Time management

• Plagiarism

• Research Methodology/Skills

• Referencing (citations/footnotes/bibliographies/appendices etc.)

• Presentation skills

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(Extended Project Qualification)

The taught element will be directed through a number of co-ordinated in-class sessions, online courses and local university visits.

MR S FRENCH, BA (HONS) PGCE ∙ EPQ COORDINATOR


GEOGRAPHY»WHAT DO I NEED TO KNOW BEFORE TAKING THIS COURSE?

It is usual for candidates to have successfully completed a GCSE Geography course, but it is not essential. If you have any questions,

please talk to the Geography staff.


• Understand how to look at the world through a geographical lens

• Understand the concepts of space and place

• Understand the processes which form unique physical features

• Understand the interdependence of societies, economies and environments at various scales

• Investigate and evaluate sustainable development strategies in a range of contexts

• Investigate Geographical issues and formulate sustainable solutions

• Understand how to plan and undertake rigorous investigations

• Acquire experience of a variety of fieldwork techniques

• Develop a range of transferable skills from communication and teamwork to literacy and problem solving

WHO IS SUITED TO THIS COURSE?

Anyone who is interested in acquiring and developing a geographical perspective: Students who are willing to be challenged to view

the world in a different way.

WHAT COULD I GO ON TO DO AT THE END OF THE COURSE?

Geography is at the interface between the sciences and the arts and therefore complements a range of subjects. Employers are on the

look-out for young people with geographical skills and a geographical perspective. There are over 80 universities which offer geography

courses including 20 Russell Group Universities.

S i x t h Fo r mThe

Changing Landscapes and Changing Places

Data response and extended response questions on Coastal Landscapes and

Changing Places

Global Systems and Global Governance

Data response nd extended response questions on Water and Carbon Cycles,

Migration and Oceans and 21st Century Challenges

Contemporary Themesin Geography

Extended response questions on Tectonics, Ecosystems and Economic Growth and

Challenge

Independent Investigation One written investigation (3,000 - 4,000 words) on a topic of the candidate's choosing

Collecting, analysing and evaluating data are significant for understanding in all units. Fieldwork will be undertaken using the

Norfolk and Suffolk coastlines, urban areas such as Ipswich and the London Docklands. This will be supported by local fieldwork in the

Framlingham area. Students will undertake their own data collection (on a topic of their choosing) for the Independent Investigation

and they will have the opportunity to visit Iceland which offers a unique and unforgettable experience. Year 12 Geographers will take

part in a residential fieldtrip at an additional cost of approximately £250.

MR E NEWMAN, BSc (HONS) PGCE ∙ HEAD OF GEOGRAPHY


HISTORY»PRE-REQUISITE KNOWLEDGE AND ATTAINMENT?

While History GCSE prepares a student in some ways for A Level, it is certainly not essential. The key desirable qualities are a genuine

interest in the subject, combined with an ability to analyse and argue a case, both orally and in writing.


The A Level course will appeal to students who:

• Have an interest in the way that the world has developed

• Enjoy investigation, debate and framing a well-argued case

• Want to combine History with subjects such as English and a Modern Foreign Language

• Want to broaden their Science A Levels to include an Arts subject

• Want to keep their options open for a wide range of higher education or career choices

WHICH SKILLS WILL BE DEVELOPED?

By the end of your course you will have learned how to evaluate and analyse information, how to weigh up evidence and how to

communicate complex ideas effectively. These skills are recognised and valued by employers, universities and colleges.

WHAT DOES THE COURSE LEAD TO?

History provides an excellent foundation for a number of popular careers including journalism, politics, law and business. The quality of

the A Level History experience at the College is well illustrated by the significant number of students choosing to read the subject at top

universities in recent years, including Oxbridge.

COURSE CONTENT

The A Level course is made up of three components:

1. The Quest for Political Stability: Germany, 1871–1991 (‘Breadth Study’)

This option allows students to study in breadth issues of change, continuity, cause and consequence relating to the following key topics:

• The Kaiserreich, 1871–1914

• Empire to Democracy, 1914–1929

• The Nazi Experiment, 1929–1949

• Division to Unity: the Federal Republic of Germany, 1949–1991

2. Religious Conflict and the Church in England, c1529–c1570 (‘Depth Study’)

This option provides for the study in depth of a period of major change in the English Church and government, focusing on issues which

led to the ‘Break with Rome’ and the problems surrounding the emergence of the Church of England.

• The Church in c1529

• The Break from Rome, c1529–1536

• Change and Reaction, 1536–1547

• A more Protestant Nation, 1547–1553

• The restoration of Papal Authority, 1553–1558

• The establishment of the Church of England, 1558–c1570

3. Historical Investigation (non-exam assessment)

Students will be required to submit a Historical Investigation (3,000 - 3,500 words) based on a development or issue which has

been subject to different historical interpretations. This topic will be chosen by the student, subject to teacher guidance. It must be

independently researched and draw upon the student’s investigation of primary and secondary sources; the topic must cover a period

of approximately 100 years and must not duplicate the content of Components 1 and 2. Students will complete this by March of their

Year 13, to leave the summer clear for revision of the two examined components.

S i x t h Fo r mThe

COURSE ASSESSMENTS

Component 1: ‘Breadth Study’

Written exam of 2 hours 30 minutes; three questions (one compulsory source question, plus two essays); 80 marks; 40% of A Level.

Component 2: ‘Depth Study’

Written exam of 2 hours 30 minutes; three questions (one compulsory source question, plus two essays); 80 marks; 40% of A Level.

Component 3: Historical Investigation

3000-3500 words; 40 marks; 20% of A Level; marked by College teachers and moderated by AQA.

MR J MOORE, BA (HONS) PGCE ∙ HEAD OF HISTORY


HISTORY OF ART»WHAT DO I NEED TO KNOW BEFORE TAKING THIS COURSE?

You need to be interested in Art; although you may not have had any prior experience of the subject. It is not necessary to have studied

Art and Design at GCSE but you should have an interest in the history of western culture, incorporating inevitably art and architecture.

You should have an enthusiasm for reading and researching ideas around this subject area and therefore you need to be able to write

essays effectively. The course will involve visits to galleries and architectural landmarks.


The course will enable you to learn about the significance of artworks from specific periods of history; from Ancient Greece to the

present day. You will develop your ideas and opinions about historical issues and learn to use specialist vocabulary to communicate your

knowledge and understanding about architecture, sculpture, painting, photography and design. You will gain an understanding of the

principal methods of research and you will learn how artworks have been interpreted in the past and how this has often been affected

by the context in which the work was made.

FOR WHAT KIND OF STUDENT IS THIS COURSE SUITABLE?

Students who think they will enjoy discovering and investigating their cultural history. It will appeal to students who are looking for an

academic essay style subject that is approved by Oxbridge and Russell Group universities. It should also appeal to those who want to

learn more about contemporary art, architecture and design. It is a subject that often uses ideas from literature, history and philosophy,

combining these ideas in an exciting discipline that makes you think. As a well-respected academic subject it can lead on to a wide

range of courses and careers.


There are specific History of Art degree courses at many top universities and in addition History of Art is often combined with Languages,

History, English Literature and Music, though it can also be combined with Psychology and other Sciences. History of Art is useful

if considering studying Archaeology and/or Anthropology. It will also inform any aspiring architectural student with the knowledge

they need to understand the history and current trends in this specialism. However, as an academic essay based subject, like many

humanities, it is also an excellent subject to lead on to a variety of different degrees that involve the ability to research and express ideas

through written prose. It is, of course, a very good subject to take with Art and Design courses, providing a good basis from which to

develop ideas. The analytical skills that you develop and the ability you will gain in researching ideas and how to reach independent

judgements are very useful in a variety of careers. History of Art is also useful for working in specific areas such as restoration, conservation

and curatorial work as well as opportunities to work with antiques, auction houses, museums and galleries, or in sectors that require

visual literary and analytical skills such as advertising, marketing and communications.

S i x t h Fo r mThe

COURSE STRUCTURE

The areas of study are: Visual analysis, Themes and Periods in Art History

Paper One

1. Visual Analysis and Theme: 3 Hours = 50%

Students will be given examples of painting, sculpture and architecture from Art History. They will need to be able to discuss and

analyse this work, which they may not have seen before.

2. From the two themes below, students will answer a simple compulsory question in two parts:

• B1 Nature in Art and Architecture

• B2 Identities in Art and Architecture

Paper Two

1. Two periods of Art History: 3 Hours = 50%• C1 Invention and Illusion: The Renaissance in Italy 1420 - 1520

• C4 Brave New World: Modernism in Europe 1900 - 39

For each period, students answer a single compulsory question in four parts.

CRITICAL TEXTS

Students must explore critical texts: essays/critiques with books/articles to evidence and support their arguments. A different critical

text must be used for each theme, and these must be different for each of the different papers.

MRS S TANSLEY, BA (HONS) PGCE ∙ HEAD OF ART


LATIN»Latin is a subject that is very much back on the curriculum. If a generation back there was some speculation that it might disappear

amongst a plethora of trendier options, it is now re-establishing itself in a variety of forms in a variety of schools, and Framlingham is

keen to ensure that students with the right aptitude have the opportunity to make the most of their ability in this field. A knowledge of

our classical heritage is vital for understanding the nature of modern Europe, many of the languages of modern Europe largely derive

from Latin, and so for scientists, linguists and those following courses in any of the humanities, some Latin is a useful tool, an adornment

to their studies, and an indication to good universities that here is a student with something extra.

Latin A Level has evolved as have other exam courses, but mutatis mutandis, the basic elements remain much the same. The course

content as set out in the syllabus is divided into Language and Literature, each carrying 50% of the total final marks.

The Language element builds on the basic work done for GCSE and involves a high level of competence with a range of vocabulary

and linguistic structures developed through reading and studying prose and verse extracts. Students will therefore encounter a

range of authors from the Classical period so as to be prepared for an Unseen Translation paper (33%) and a Comprehension or Prose

Composition paper (17%). In the process they will pick up an outline of Roman history and civilisation.

S i x t h Fo r mThe

For the Literature element, study of specific texts in prose (25%) and Verse (25%) is undertaken. Currently the prose text is Cicero’s pro

Milone, most of which is studied in Latin, though parts are just to be read in English. This shows the leading orator of his day mounting

a powerful defence of his client in difficult circumstances, but with all the style and panache that Cicero could bring to a polished legal

speech. Quite apart from the language, anyone interested in the Law or politics or the art of persuasion can find much to chew over

here. The Verse works are a complete contrast, centred round romantic, and sometimes less romantic, love: selections from Ovid’s

Amores are linked with selected poems from Propertius and Tibullus, verses with which any teenager should be able to identify, all

done with a craftsmanship that puts the moderns to shame. Ovid in particular speaks to us directly, in a manner comparable to that of

Philip Larkin in the twentieth century.

The Sixth Form groups for Latin are usually small, and the lessons are fitted in the time-table around the blocks for other subjects

chosen by students in a particular year. Latin students have fewer lessons, but the small groups mean that tuition is almost individual.

The right motivation is necessary for students to be able to work on their own, but those who work hard can get their full reward.

me miserum! certas habuit puer ille sagittas:

uror, et in vacuo pectore regnat Amor.

Alas! that boy had unerring arrows:

I am on fire, and Love reigns in my once empty heart.

Perhaps Cupid can tempt you too into this ancient and modern subject?

MR M J COOKE, MA ∙ HEAD OF LATIN


MATHEMATICS»The A Level Mathematics course enhances and develops your existing Mathematical skills, and delves deeper into the world of Pure

Mathematics, Statistics, and Mechanics.

WHAT ENTRY QUALIFICATIONS DO I REQUIRE FOR THIS COURSE?

A solid foundation in the more challenging aspects of iGCSE Mathematics is necessary, as the course builds on this understanding.

Strong knowledge of number and algebra is essential and, based on past experience, Grade 7 at GCSE is the desirable minimum

requirement for starting the A Level course. Aspiring candidates should seek advice from their present Mathematics teacher as to their

suitability for this next, more demanding level.


Mathematics at A Level is a challenging and interesting course which provides a richer and more in depth understanding of what you

have studied previously. It utilises skills of logical and rational thought processes when building on work you will have met before, and

when exploring new ideas and concepts. Whilst it is worth studying in its own right, Mathematics is widely appreciated as a versatile

qualification that is well-respected by employers, facilitating entry into many Higher Education courses.

Mathematics at A Level is divided into three branches:

Pure MathematicsPure Mathematics extends your knowledge of topics such as algebra, geometry and trigonometry, as well as starting to explore new

concepts such as calculus. Pure Mathematics is the main section of the course, which describes the fundamental building blocks of

the subject.

StatisticsIn Statistics you will learn how to collect, analyse, and summarise numerical data to make conclusions or predictions about future

events. You will test the validity of statements by using hypothesis testing, investigate probability and risk, and tackle real-life problems

with statistical models. Many subjects make use of statistical information and techniques, and is important for careers like insurance,

medicine, engineering, and science.

MechanicsMechanics involves modelling and analysing the physical world around us. You will explore the effect of forces and motion, learning

how to describe and interpret these situations mathematically. Mechanics is particularly useful to make mathematical sense of the real

world and is great for students studying Physics and Engineering.

While studying Mathematics you will be expected to:

• Use mathematical skills and knowledge to solve problems of varying complexity;

• Simplify real life situations so that you can use mathematics to show what is happening and what might happen in different

circumstances;

• Use mathematics to solve problems that are given to you in a real-life context;

• Develop and extend your ability to structure mathematical arguments logically, including formal proofs;

• Use calculator software and other resources effectively and fluently, where appropriate.

It is essential the students purchase an appropriate calculator that has the capabilities required to access the course. It would be

advantageous, but not essential, for students to own a calculator that has graph drawing capabilities. Framlingham College students

and staff use the Casio range: the FX-991 EX CLASSWIZ that has been specially designed for the course, and the FX-CG50 graphical

version.


A Level Mathematics is very valuable in supporting many courses at A Level and degree level, especially in the Sciences, Geography,

Psychology, Sociology, and Medical courses. It is a much sought-after qualification for entry to a wide variety of full-time courses in

Higher Education. A Level Mathematics is essential for studying Mathematics, Engineering or Physics at University. A Level Further

Mathematics may also be advisable for entry to these courses at some universities.

S i x t h Fo r mThe

HOW MANY PAPERS WILL I HAVE TO TAKE?

1. Pure 2 hours ∙ Calculators are allowed

2. Pure 2 2 hours ∙ Calculators are allowed

3. Statistics and Mechanics 2 hours ∙ Calculators are allowed

Further Mathematics A LevelA Level Further Mathematics is fun and rewarding, broadening your mathematical skills and promoting deeper mathematical thinking.

At Framlingham College, we teach the entirety of A Level Mathematics in an accelerated program, before embarking on the second

qualification.

This course is suited only to the very best Mathematicians, opting for Further Mathematics in addition to their A Level Mathematics

course (resulting in two A Level qualifications overall).

Further Mathematics is divided into four parts, consisting of two compulsory Pure Mathematics units, and two optional units. The

optional units may be chosen from extra Pure Mathematics, Mechanics, Statistics or Decision Mathematics options.

Pure Mathematics (compulsory)Here you extend your knowledge of the A Level course, whilst also exploring other topics such as complex numbers, matrices and

vectors.

Statistics (Option) In Statistics, the work covered on the A Level course is extended to introduce further probability models, and also to testing whether a

particular model may be used to represent a real-life situation (Chi squared testing).

Mechanics (Option)The A Level Mechanics unit is extended to introduce more complicated work-energy problems and collisions. You will also look at

circular motion, finding centres of mass, and look at elastic strings and springs.

Decision Mathematics (Option)If you study Decision Mathematics, you will learn how to solve problems involving networks. You will study a range of methods, or

algorithms, which enable such problems to be tackled. This branch of mathematics is of recent origin and does not require pure

mathematical skills.

HOW MANY PAPERS WILL I HAVE TO TAKE?

1. Further Pure 1 90 minutes ∙ Calculators are allowed

2. Further Pure 2 90 minutes ∙ Calculators are allowed

3. Option 1 90 minutes ∙ Calculators are allowed

4. Option 2 90 minutes ∙ Calculators are allowed

MISS H McCARTNEY, BA (HONS) PGCE ∙ HEAD OF MATHEMATICS


MODERN LANGUAGES»

LANGUAGES TODAY

The globalised nature of today’s employment market means that almost all businesses and careers need some level of linguistic

competence in languages other than English. With a Modern Languages degree, or a combination of languages and other subjects,

you could have a career in a wide range of industries. Companies are keen to employ British graduates who speak another language

and those who do are at a distinct advantage over those who speak only English.

S i x t h Fo r mThe

French and Spanish

IS THIS COURSE SUITABLE FOR ME?

If you are interested in people, travel, learning about other countries and ways of life, then the Modern Languages A Level could be

suitable for you. You will need patience and persistence to learn vocabulary and grammar. You will have to devote time to reading,

researching and listening independently. You need a genuine curiosity about your language and real desire to be able to speak and

understand it.

WHAT DOES THE A LEVEL COURSE INVOLVE?

An A Level in Modern Languages will build on the knowledge, skills and understanding acquired at GCSE. It will significantly enhance

your practical linguistic skills, develop a capacity for critical and analytical thinking and a broad knowledge and understanding of

language, culture and society. You will acquire skills which will enable you to learn other languages in the future. It will give you a

deeper understanding of other countries and the confidence to interact with people from backgrounds other than your own. You will

develop independence, resourcefulness, creativity and critical thinking.

HOW WILL I STUDY?

• You will study in small classes using authentic materials, text books, internet-based resources, literature and films

• You will have a weekly speaking tutorial with a native speaker assistant teacher either on a one-to-one basis or in a pair

• You will have the opportunity to participate in an exchange to France and Spain

• By the end of two years of A Level study, you can expect to be confident speaking on a wide range of topics and be able to

understand written and spoken language as it is used on a day-to-day basis in the country

WHAT DOES THE A LEVEL EXAM INVOLVE?

• Paper 1 ∙ Listening and reading comprehension. Translation into English

• Paper 2 ∙ Written response on two literary texts or one literary text and a film. Translation into French, Spanish.

• Paper 3 ∙ Speaking:

• Task 1 - discussion of an A level theme,

• Task 2 - presentation and discussion of independent research on a topic of your choice.

WHAT COULD I STUDY AFTER A LEVEL MODERN LANGUAGES?

There are many options for the study of languages at university. You could take a Modern Languages degree, either continuing with your

A Level language(s) or taking others that you have not studied before “ab initio”. Languages combine with almost any other subject at

degree level. To list just a few examples: Law, English, Business Studies, Politics, International Relations, Engineering, History, Journalism.

Most universities offer a year in the country of your language either working or studying. You would have a unique opportunity to gain

experience and broaden your horizons before beginning a career.

MR B DYER ∙ HEAD OF FRENCH MR J SEDEÑO ∙ HEAD OF SPANISH


MUSIC & BTEC MUSIC»Music in the Sixth Form is varied and enriching. Music students are the backbone of the department, and have the opportunity to

demonstrate both leadership and excellence in whichever areas of music they are interested in. All Music students are heavily involved

in co-curricular Music, and as such are outstanding role models for their peers.

We offer two pathways:

1. A LEVEL MUSIC

This two year course enables students to develop the skills and knowledge both academically and practically. The course is split into

three different sections:

1. Performing: Students must submit a recording of a recital of at least 8 minutes of performing time in total. The expected standard

of performance is Grade 7 or its equivalent.

2. Composing: Students compose at least two pieces lasting no less than 6 minutes in total. One is to be a free-choice (brief based)

or free composition. The other must be in response to one of four briefs assessing technique.

3. Appraising: Through the study of set works, students develop their analysis skills, and are encouraged to make connections between

different styles, genres and periods of music. Students will sit a two-hour examination based on their study of set works. Aural skills

are also assessed through the listening section of this examination.

Students are required to study a minimum of three areas of study at A level:

• At least one area of study must be drawn from music composed in the Western Classical Tradition with all or the majority being

composed between 1650 and 1910.

• At least one other area of study must not be drawn from the Western Classical Tradition.

The Areas of Study are:• Area of study 1: Vocal Music

• Area of study 2: Instrumental Music

• Area of study 3: Music for Film

• Area of study 4: Popular Music and Jazz

• Area of study 5: Fusions

• Area of study 6: New Directions

This course suits students who have achieved Grade 5 Theory, and are at least Grade 6 in one instrument. It is an ideal course for those

who relish academic challenge, and are interested in a formal teaching and learning style.

S i x t h Fo r mThe

2. BTEC MUSIC

We will be following the Pearson BTEC Level 3 National Extended Certificate, which is the equivalent of one A-Level qualification.

The new BTEC Level 3 Extended Certificate offers students a modern, work-related qualification, the purpose of which is to support

defined progression routes into higher education or employment. BTEC Extended Certificate also aims to develop independent

research and study skills essential for success at university. This is a vocational course that offers students the opportunity to apply their

skills and knowledge in a wide range of musical scenarios, in order to meet industry standards.

The course consists of five units, of which three are mandatory and one is optional. Students will apply their learning through practical

assessments, in the form of internally assessed assignments and externally assessed tasks.

The course outline is as follows:

Mandatory Units:

1. Practical Music and Harmony

2. Professional Practice in the Music Industry

3. Ensemble Music Performance

Optional Units:

4. Composing Music

5. Music Performance Session Styles

6. Solo Performance

7. Improvising Music

The course suits students with a passion for all styles of music, who want to learn through practical application. It is also relevant to

those who wish to work in the music or entertainment industry, whether as a performer, technician or in a more administrative role.

3. BTEC MUSIC TECHNOLOGY

We will be following the Pearson BTEC Level 3 National Extended Certificate, which is the equivalent of one A-Level qualification.

The new BTEC Level 3 National Extended Certificate offers students a modern, work-related qualification, the purpose of which is to

support defined progression routes into higher education or employment. BTEC Extended Certificate also aims to develop independent

research and study skills essential for success at university. This is a vocational course that offers students the opportunity to apply their

skills and knowledge in a wide range of musical scenarios, in order to meet industry standards.

The course consists of five units, of which two are mandatory and three are optional. Students will apply their learning through practical

assessments, in the form of internally assessed assignments and externally assessed tasks.

The course outline is as follows:

The course suits students with a passion for all styles of music, who want to learn through practical application. It is also relevant to

those who wish to work in the music or entertainment industry, whether as a performer, technician or in a more administrative role.

MRS L BLOORE, DIPTCL LTCL PGCE ∙ DIRECTOR OF MUSIC

Mandatory Units:

• Studio Recording Techniques

• DAW Production

Optional Units:

• Live Sound

• Mixing and Mastering Techniques

• Studio Design and Acoustics

• Working and Developing as a Production Team


This accessible but challenging course combines four respected and related philosophical disciplines: Epistemology, Moral Philosophy,

The Metaphysics of God (Philosophy of Religion) and The Metaphysics of Mind. Building on the critical ethical study undertaken in GCSE

RS, and covering much of the previously familiar A Level course known as ‘Religious Studies’, this course investigates our capacity to

know the world, to make consistent moral decisions, to argue for belief in God and to understand human consciousness.

Students will study all four areas: epistemology, moral philosophy, metaphysics of God and metaphysics of mind. The qualification is

linear which means that all students will sit two exams at the end of the course.

YEAR 12

50% of A Level

Section A: Epistemology

Section B: Moral philosophy

Epistemology – What can we know?

Here are some of the questions this aspect of the course addresses.

• What are the immediate objects of perception?

• What is the difference between knowing ‘of’, knowing ‘how’ and knowing ‘that’?

• Where do ideas/concepts and knowledge come from?

• Can we know things outside of experience? Can we… should we… trust our senses?

Moral Philosophy – How do we decide morally?


• How do we decide consistently what it is morally right to do?

• Is morality determined by pleasing the greatest number of people?

• Are actions and intentions morally right or wrong in principle regardless of outcomes?

YEAR 13

50% of A Level

Section C: Metaphysics of God

Section D: Metaphysics of Mind

Metaphysics of God – Is God’s existence provable?


• How is the nature of God to be understood?

• Are any philosophical arguments for God’s existence effective?

• Isn’t God disproved by a world of suffering?

• Can one really speak meaningfully anyway about an intangible God?

Metaphysics of Mind – Are mind and body separate?


• What is the relationship between the mental and the physical?

• Could a person exist without a body?

• Is there a ‘what it is like’ to be human that goes beyond mere information?

• Are humans just a collection of physical behaviours and the mind is an illusion?

S i x t h Fo r mThePHILOSOPHY»

Incorporating Religious Studies

Why should you study Philosophy?

One direct benefit is greater comprehension. Firstly, comprehension of the profound questions that have propelled human development

forward in search of understanding. Secondly, comprehension of the key thinkers and experimenters who have extended our grasp of

human perception, human belief, human morals and human ontology.

A more indirect benefit of studying this subject, which incorporates the knotty question of whether we have any relationship with a

divine power, is the acquisition of the following transferable skills: the development of competent research strategies; the ability to

construct reasoned arguments; the confidence to articulate one’s arguments forcibly and engage others in debate; the capacity to

analyse received wisdom and to pare down cluttered and distracting claims to their essentials.

How can you apply philosophical aptitude in the real world?

Not only does this course introduce you to four central philosophical specialisms, informing you about how you might pursue philosophy

at university, it opens up other key careers too.

Philosophy in its various forms is seen as an academic grounding useful for Law, Local Government and policy making, Politics, Medical

Ethics, Journalism, Teaching, Corporate Leadership and Creative Writing. A thorough grounding in this course and its analytical problem

solving furthermore, is likely to equip you to identify other career paths philosophy ably illuminates.

DR P R GILES, BD MED PHD PHIL HND ART DIP ART PGCE ∙ HEAD OF PHILOSOPHY AND RELIGIOUS STUDIES

B y t h r e e m e t h o d s w e m a yl e a r n w i s d o m : Fi r s t b yr e f l e c t i o n , w h i c h t o n o b l e s t ;S e c o n d , b y i m i t a t i o n , w h i c hi s e a s i e s t ; a n d t h i r d b ye x p e r i e n c e , w h i c h i s t h eb i t t e r e s t .

- CONFUCIUS


PHYSICAL EDUCATION andBTEC SPORTS SCIENCE

»

A LEVEL PHYSICAL EDUCATION

PRE-REQUISITE KNOWLEDGE AND ATTAINMENT

GCSE Physical Education is not a pre-requisite for following this subject at A Level, although it does provide useful background

information. Generally candidates should be interested in sport and keen to understand how the human body is able to respond to the

demands of the sports environment and the role that sport plays in society. You do not need to be a top class performer, but you must

be prepared to take advantage of all the opportunities for improving personal skills that exist outside the curriculum.


Studying A Level Physical Education will give you a fantastic insight into the amazing world of sport performance. Not only will you

have the chance to perform or coach a sport through to the non-exam assessment component, you will also develop a wide ranging

knowledge into the 'how and why' of physical activity and sport. The combination of physical performance and academic challenge

provides an exciting opportunity for students. Your can perform, and then through the academic study improve your performance or

coaching through application of theory. Physical Education is studied through a range of different contexts and the impact it has on

both ours and others' everyday lives. You will learn the reasons why we do things, why some people outperform others, mentally and

physically. You will also delve into the ethical considerations behind the use of drugs and also the influence that modern technology is

having in and on physical activity and sport.


You must understand that it is an academic subject which covers a range of topics. The focus isn't just practical PE! This is a fantastic

course that goes into great detail about a wide range of concepts. Are you thinking of becoming a physiotherapist; managing a leisure

centre or gym; wanting to become a personal trainer or influence the diet and exercise habits of the nation as a nutritionist or adviser;

fascinated by the human body or studying other sciences; or do you just want to understand the why behind sports performance? If

so, then A Level PE is for you.


A Level Physical Education is an excellent base for a university degree in sports science, sports management, sports psychology,

healthcare, or exercise and health. It can also complement further study in biology, human biology, physics, psychology, nutrition,

sociology and more. A Level Physical Education can open up a range of career opportunities including: sports development, sports

development in the leisure industry, sports coaching, physiotherapy, personal training or becoming one of the next generation of PE

teachers. The transferable skills you learn through your study of Physical Education, such as decision making and independent thinking

are also useful in any career path you choose to take.

The A Level Physical Education course

The OCR A Level Physical Education course that we follow comprises the following four components:

1. Physiological factors affecting performance (30% weighting – 2 hour examination) This component focuses on developing the learner’s knowledge of the science behind physical activity. It is made up of:

a. Anatomy and Physiology – here you will learn how various systems of the body, such as muscular, skeletal and

circulatory,combine in order to produce human movement in a sporting context.

b. Exercise Physiology - students examine the scientific principles behind how performance can be enhanced by training. As part of

this course it is usual for students to attend a workshop at Essex University Human Performance laboratory or similar facility.

c. Biomechanics – this involves applying mathematical concepts, such as the effect of forces, to the sporting context in order to

help explain why things happen as they do.

2. Psychological factors affecting performance (20% weighting – 1 hour examination) Through the study of this component, pupils will gain a deeper understanding of the underlying psychological factors that influence

our performance in physical activity and sport. It is divided into:

a. Skill Acquisition - we consider how performers learn skills and we apply this knowledge to discovering the best ways in which

coaches and teachers can work with their students.

b. Sports Psychology - students learn how the power of the mind can provide the winning edge in competitive situations. This

includes topics such as stress management, controlling aggression, mental preparation and self-confidence.

S i x t h Fo r mThe

3. Socio-cultural issues in physical activity and sport (20% weighting – 1 hour examination)This component focuses on the sociological and contemporary issues that influence and affect physical activity and sport for both the

audience and the performer and how sport affects society. It is divided into:

a. Sport and society – in the section we look at the role played by sport in society and factors that have influenced the development

of sport. This will include topics such as the impact of hosting the Olympics and also the role of technology.

b. Contemporary issues in physical activity and sport – here pupils will consider the ethics involved in sporting behaviour and topics

will include commercialisation, the media and the use of illegal drugs.

4. Performance in Physical Education (30% weighting – non-examination element)This component contains the practical element of the A Level Physical Education course, divided into two sections:

a. Practical Performance – pupils are assessed as either a performer or a coach in one sport from the list below.

b. The Evaluation and Analysis of Performance for Improvement – pupils are required to observe and analyse a performance in their

chosen sport and apply aspects of their theory courses to the performance in an oral response.

This component is assessed internally and then verified through a moderation process.

Association football Cricket Handball Rowing Table Tennis

Athletics Track or road cycling Field Hockey Rugby League Tennis

Badminton Dance Hurling Rugby Union Trampolining

Basketball Platform diving Kayaking Sculling Volleyball

Blind Cricket Equestrian Lacrosse Skiing Wheelchair basketball

Boccia Gaelic football Netball Snowboarding Wheelchair rugby

Boxing Goal Ball Polybat Squash Table

Camogie Golf Powerchair football Swimming

Canoeing Gymnastics Rock Climbing Table Cricket

∙ THE SIXTH FORM

PHYSICAL EDUCATION andBTEC SPORTS SCIENCE Continued

»

BTEC - SPORTS SCIENCE

The BTEC Level 3 Diploma in Sport is a qualification that is designed to provide pupils with the specialist sports science related

knowledge, understanding and skills that are required for career or higher education advancement. The qualification offers an exciting

and engaging academic programme for those who are keen to advance their sports science and management expertise.

This course offers an excellent insight into the theoretical and biological aspects of sporting performance and coaching as well as sports

and leisure management. Whether you are looking to enhance your understanding of exercise physiology and anatomy, understand

how nutrition maximises athlete performance, develop your understanding of how to manage sport in the industry or develop your

leadership skills through sports coaching, this course is for you.

Assessment will mainly be through assessed assignments. Three of the units over the two years will be assessed via externally marked

examinations. Within the coursework units, assessment will be generated through a range of activities, including written reports,

practical work, poster presentations, leaflet design, observations and oral assessment.

This BTEC qualification includes many transferable skills, which play an essential role in developing personal effectiveness for further

study and working life.

COURSE OUTLINE

The BTEC Diploma in Sport is a two year course and is equivalent to two A-levels.

The course consists of nine core units covering diverse sports science-related areas such as:

There are 6 mandatory (M) units (including 3 externally assessed units) and 3 optional units (O) (internally assessed).

In Year 12 the following 4 units are delivered:

• Anatomy and Physiology (M) (externally assessed through an exam)

• Fitness Training and Programming for Health, Sport and Wellbeing (M) (externally assessed through coursework)

• Investigating Business in Sport and the Active Leisure Industry (M) (externally assessed through coursework)

• Skill Acquisition in Sport (M) (internally assessed through coursework)

• Professional Development in the Sports Industry (M) (internally assessed through coursework)

• Sports Leadership (M) (internally assessed through coursework)

• Sports Psychology (O)• Practical Sports Performance (O)

In Year 13 the remaining 5 units are delivered:

• Skill Acquisition in Sport (M) (internally assessed through coursework)

• Professional Development in the Sports Industry (M) (internally assessed through coursework)

• Sports Leadership (M) (internally assessed through coursework)

• Sports Psychology (O)• Sports Injury Management (O)

The course has been developed in order to give you a solid foundation within sports science, enabling you to develop essential study

and work skills. The development of such skills will prove invaluable in assisting progress to higher education, further qualifications and/

or the enhancement of employment opportunities.

You will find the course an excellent platform from which to launch a career into diverse pathways such as:

Sports Science Nutritionist Health/Lifestyle Management

Sports Therapy Health and Fitness Industry/Management Recreation and Leisure Management

Sports Coaching Performance Analysis Sports Development

MR C D GANGE, BSc (HONS) PGCE ∙ HEAD OF PHYSICAL EDUCATION

S i x t h Fo r mThe



PHYSICS»PRE-REQUISITE KNOWLEDGE AND ATTAINMENT.

‘Physics is everything’. So what do you need to know to be able to find out about everything? A background in GCSE/ IGCSE Science is

crucial. A Grade 7 or above at GCSE Physics or Double Award Science is highly recommended, as well as a Grade 7 in GCSE Mathematics.

The course requires a background in the ability to use algebra and trigonometric techniques in problem solving and the analysis of

experimental results. It is highly preferable for a candidate to be studying Mathematics at A Level, too, but although not a necessity, it

would be more of a challenge to succeed at Physics.


• Physics suits someone who is fascinated by how things work, by fundamental questions about the way the world is and by the

exactness of science which alone can try to uncover truths about the world. Studying the subject you will feel that what you learn

builds upon what you did at GCSE but in a more mathematical way. You must practise the use of mathematics in the subject so

that it becomes natural to you so you can begin to concentrate on the ideas themselves as they become more complex.

• Physics is the science that attempts to describe how nature works with the help of the language of mathematics. It is often

considered the most fundamental of all the natural sciences and its theories attempt to describe the behaviour of the smallest

building blocks of matter, light, the Universe and everything in between!

• Physics is often studied alongside Mathematics, Biology and Chemistry, but it can give an analytical edge to any portfolio of

subjects. It suits someone who enjoys problem-solving, is interested in explaining how the material world works and would like a

practical subject.

• If you pursue the subject at university you will find that Physics graduates are in great demand in the widest range of careers: pilots,

engineers, accountants, management/computer analysts, in the City – anywhere that profound analytical skills are required.

WHAT WILL BE LEARNT AND WHICH SKILLS WILL BE DEVELOPED?

• From the birth and death of stars to the fleeting interactions of tiny particles, Physics studies how our world works. To do this it

uses ideas ranging from Force and Energy, easily understood and ‘everyday’, to Strangeness and Charm, rather more abstract and

fanciful concepts! It is a fascinating subject, driven by the desire to find out how and why matter behaves the way it does.

• Physics is not only interesting, it is also highly marketable. With an A Level in Physics you have proved that you possess a wide range

of key skills, exactly what employers and universities are looking for today. Indeed there can be few subjects at A Level that cover

such a wide range of transferable skills – from the use of IT in data-logging experiments to the numerical skills that are the bedrock

of the subject (essential in problem-solving and in practical work) to skill in written expression needed to produce clear, concise

explanations.

• A Physics student usually possesses excellent analytical, quantitative and problem solving skills. They have the ability to synthesize

and analyse large quantities of data and present their analysis in an easily understandable form. When faced with a particular

problem they are taught to systematically identify all factors contributing to the problem and work out how those factors interact

in order to solve the problem. These are valuable skills that can be applied in a range of careers. More importantly, an increasing

number of employers are starting to realize this fact and are looking to hire Physics graduates.

• Throughout the course, students are invited along to lectures at Cambridge University on a diverse range of topics: we have heard

about the ‘Physics of Juggling’, ‘Relativity: The Physics of Space-Time’ and ‘Can Science Make a Cyclist Faster?’

• In Year 13, Students have visited the Large Hadron Collider at CERN in Geneva as part of the Particle Physics topic.

YEAR 12

Module 1 – Development of Practical Skills in Physics1.1 Practical skills assessed in a written examination 1.2 Practical skills assessed in the practical endorsement

Module 2 – Foundations of Physics2.1 Physical quantities and units 2.2 Making measurements and analysing data 2.3 Nature of quantities

Module 3 – Forces and Motion3.1 Motion 3.2 Forces in action 3.3 Work, energy and power 3.4 Materials 3.5 Newton’s laws of motion and momentum

Module 4 – Electrons, Waves and Photons4.1 Charge and current 4.2 Energy, power and resistance 4.3 Electrical circuits 4.4 Waves 4.5 Quantum physics

S i x t h Fo r mThe

YEAR 13

Module 5 – Newtonian World and Astrophysics5.1 Thermal physics 5.2 Circular motion 5.3 Oscillations 5.4 Gravitational fields 5.5 Astrophysics and cosmology

Module 6 – Particles and Medical Physics6.1 Capacitors 6.2 Electric fields 6.3 Electromagnetism 6.4 Nuclear and particle physics 6.5 Medical imaging

COURSE ASSESSMENT

Paper 1 “Modelling Physics”, 2 hours 15 minutes, 37%.

• 15 multiple choice questions

• 85 marks of structured questions

• Covers modules 1, 2, 3, and 5, and practical skills

Paper 2 “Exploring Physics”, 2 hours 15 minutes, 37%.

• 15 multiple choice questions

• 85 marks of structured questions

• Covers modules 1, 2, 4, and 6, and practical skills

Paper 3 “Unified Physics”, 1 hour 30 minutes, 26%.

• 70 marks of structured questions and extended response

Practical endorsement: Pass/fail, awarded separately to the A Level grade: Over the two year course students will complete a minimum

of 12 assessed practicals to develop their skills and contribute to their understanding of core concepts.

MR C M CONSTANTI, BSc ∙ HEAD OF PHYSICS


PSYCHOLOGY»WHAT DO I NEED TO KNOW OR BE ABLE TO DO BEFORE TAKING THIS COURSE?

The course demands good communication and analytical skills. You will need to be able to read around the subject, analyse and

summarise it orally and on paper. Most students have had no previous study of Psychology but come with a keen interest in why people

behave as they do.


Psychology is the scientific study of the mind and behaviour so you will need to have a keen interest in people's behaviour, be able and

prepared to read about different approaches and theories and to present them in logical, analytical essays, using precise terminology.

The course requirements now have a clear emphasis on scientific methods including knowledge of statistics, and it should be noted

that most universities regard Psychology as a Science for entry requirements onto courses to reflect this. Therefore, as a result of this

scientific emphasis, we recommend that students have achieved at least a Grade 7 in English, a Science and Maths at GCSE level,

but more importantly, that they approach the course with a mature attitude to learning, as the department uses a flipped teaching

approach.

WHAT WILL BE LEARNT? WHICH SKILLS WILL BE DEVELOPED?

Transferable skills such as the ability to analyse, evaluate and apply knowledge to everyday situations. Knowledge of Research Methods,

their strengths and weaknesses and basic statistical knowledge and application will also be learnt as well as some fundamental

concepts that help to explain human behaviour.

WHAT COULD I DO AT THE END OF MY COURSE?

How the mind works and how people behave in certain situations affects us all and all aspects of work. It can be of use in any career.

Recently students have gone on to study a huge variety of courses at University ranging from; Forensic Psychology, Music Therapy, Law,

Personnel, Physiotherapy, Teaching, Clinical Psychology, Management, Behavioural Economics, and even Dentistry!

COURSE CONTENT

The Department follows the AQA specification.

Compulsory Content

1. Social influence

2. Memory

3. Attachment

4. Psychopathology

5. Approaches in Psychology

6. Biopsychology

7. Research methods

8. Issues and debates in Psychology

Options

Option 1 Option 2 Option 3

9. Relationships

10. Gender

11. Cognition and Development

12. Schizophrenia

13. Eating behaviour

14. Stress

15. Aggression

16. Forensic Psychology

17. Addiction

S i x t h Fo r mThe

COURSE ASSESSMENT

Paper 1: Introductory Topics in Psychology

Compulsory content 1 – 4

Written exam: 2 hours / 33.3% of A Level

Mixture of multiple choice, short answer and extended writing

Paper 2: Psychology in Context

Compulsory content 5 – 7



Paper 3: Issues and Options in Psychology

Compulsory content 8

Optional content: one from option 1, one from option 2, one from option 3



MRS S HOBSON, BA (HONS) PGCE ∙ HEAD OF PSYCHOLOGY

College Road ∙ Framlingham ∙ Suffolk ∙ IP13 9EY

+44 (0)1728 723789 ∙ [email protected]

F R A M C O L L E G E . C O . U K

This document was last updated on Monday, 3 rd December 2018

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