Sixth Form Curriculum 2015-17

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Sixth Form Curriculum 2015 -17

CONTENTS

INTRODUCTION 1

ART 3

BUSINESS STUDIES 4

CLASSICAL CIVILISATION 5

DESIGN & TECHNOLOGY - RESISTANT MATERIALS 6

DESIGN & TECHNOLOGY - TEXTILES 7

ECONOMICS 8

ENGLISH LITERATURE 9

GEOGRAPHY 10

HISTORY 11

HISTORY OF ART 12

LATIN & CLASSICAL GREEK 13

MATHEMATICS & FURTHER MATHEMATICS 14

MODERN LANGUAGES - FRENCH, GERMAN & SPANISH 15

MUSIC 16

POLITICS & GOVERNMENT 17

PSYCHOLOGY 18

SCIENCE - BIOLOGY, CHEMISTRY, PHYSICS 19

SPORTS SCIENCE 22

THEATRE STUDIES 23

THEOLOGY, PHILOSOPHY & ETHICS (TPE) 24

LEADERSHIP & LIFE SKILLS PROGRAMME 25

AS CRITICAL THINKING/LOWER SIXTH INDEPENDENT PROJECTS 26

ENGLISH AS AN ADDITIONAL LANGUAGE (EAL)/LEARNING SUPPORT 27

HIGHER EDUCATION & CAREERS 28

APPENDICES 291: A LEVEL RESULTS 2011 + 2012 + 2013 + 20142: PRE-A LEVEL READING

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Sixth Form Curriculum 2015 -17 - INTRODUCTION

CHELTENHAM COLLEGE SIXTH FORM: A LEVEL CHOICES

Head of Upper College – Mr S M F McQuittyDeputy Head of Upper College - Mr D M EvansDirector of Studies – Mr S J Brian

Aims of Upper College• For students to leave with 3 A Level grades that enable them to attend their first-choice university.• To cultivate intellectual curiosity so that students retain academic interests for life.• To develop in students the independent study skills that will allow them to thrive in a university environment where there

is much less support than that available at Cheltenham College.• To acquire the ‘soft’ skills required to succeed in the world of work. Particular focus is placed on leadership and

presentational skills.The two years in Upper College are an exciting, challenging and enjoyable time of study. They provide the opportunity to choose subjects students really enjoy, to focus on their strengths and to get to grips with them in depth. Those students who invest time and energy into their Sixth Form studies truly experience the best days of their lives. The two years lay not only the foundations for university study but also for a whole life’s sense of interest and achievement.

Fifth Form pupils should make sure that they find out what each subject entails by reading this guide and, more importantly, by talking to subject teachers and Heads of Department where possible. The aim of this booklet is to introduce the courses on offer at the College and to help them make an informed decision with the support of parents, tutor and Housemaster or Housemistress.

The structure of the A LevelThe main school-leaving qualifications in England are called A Levels. The structure of A Level is changing from September 2015. However, as has been widely reported in the press, these changes are being staggered into two phases. Therefore, your sons and daughters will be studying some ‘new’ (reformed) A Levels, where the only examinations that count are taken at the end of the Sixth Form, i.e. in Summer 2017, and some of the ‘old’ courses, where exams are sat in both the Lower Sixth and the Upper Sixth.

Legacy (‘old’) A LevelsUntil this year, A Level has been made up of two parts: AS (Advanced Subsidiary); and A2 (Advanced 2nd year). AS is of a less demanding standard than A2 and has stood on its own as half an A Level. To get a full A Level in a subject it has been necessary to take AS and A2 in that subject. The marks achieved at AS level contribute to the total A Level grade a student achieves; as AS is easier, it is therefore vital that students score as highly as they can at AS. Despite the government’s reforms to A Level, over half of the subject changes will only come into effect from September 2016, i.e. for the year group after your son’s or daughter’s.

Reformed (‘new’) A LevelsA Levels in Science, History, English, Economics and some other subjects change this year. The only formal examinations will take place in the Summer Term of 2017, i.e. at the very end of the course. An advantage of this change is that teachers and students have two years to engage in more in-depth study of their subjects. College will ensure that there are robust examinations during the Lower Sixth year for all students taking the new qualifications, so that students, teachers and parents have a full understanding of progress.

The new system also has an AS Level, which has 40% of the content of a full A Level. However, this new AS Level does not contribute any marks to the A Level, and universities will continue to make place offers based on three full A Levels only. In some subjects, the content of AS Level is similar to that of the full A Level; in other subjects, the content is very different. In some subjects, we may require students to take the new AS Level during the Lower Sixth to help give feedback on performance during the first half of the course, but decisions will be made according to the specific needs of the individual student.

A summary of the changes for teaching from September 2015

New A levels (internal exams in L6th, A Level exams in U6th only)

‘Old’ A Levels (AS exams in L6th, A2 exams in U6th)

Biology, Chemistry, PhysicsEnglishHistoryEconomics, Business StudiesArtPsychology

Maths (and Further Maths)Geography, Politics, TPEFrench, Spanish, GermanDT, Textiles, Drama, MusicLatin, Greek and Classical CivilisationSports ScienceHistory of Art

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Sixth Form Curriculum 2015 -17 - IINTRODUCTION

A Levels at Cheltenham CollegeAt Cheltenham College all students study four subjects in the Lower Sixth. Although students may study all four subjects throughout to A Level after two years, most ‘drop’ one subject at the end of the first year in order to study three in the Upper Sixth, achieving three A Levels. Universities make conditional place offers based on the grades likely to be attained in the three subjects studied in the Upper Sixth.

2015-16 is the first year of the new exam system, and students will be studying a combination of ‘new’ and ‘old’ A Levels.Whatever a student’s subject choices, exams will still be taken in all subjects during the Summer Term of Lower Sixth. These will either be ‘old’ AS exams, or College exams, which will be firmly in the style of the new A Level papers. It should be stressed that College does not need to know which subject a student intends to drop for the Upper Sixth until the end of the Lower Sixth year. All that is required in the spring of Fifth Form is for the four desired subjects to be identified.

Subject ChoiceThe most important statement College would like to make in this first year of A Level changes is that students should choose the four subjects that they wish to study on their own merits, without thinking about how they will be examined – without considering whether they are ‘new’ or ‘old’ A Levels. The government has assured schools that the proportion of top grades awarded in the ‘new’ A Levels will not change, even if students’ actual marks may be slightly lower, as exams can only be sat once in the new system (no ‘re-takes’). Therefore, they should choose the subjects they enjoy most, and in which they have the best chance of achieving high grades. Our primary concern is that students achieve three good A Level grades which will enable them to attend their first-choice university. Universities have told us that they will make no distinction between ‘new’ and ‘old’ A Levels in their offers to students.

College positively encourages diversity and the logical mixing of arts, science, humanities and languages. Unlike other schools, we do not prescribe blocks of subjects, but try as far as possible to accommodate each individual’s choices, although we cannot guarantee this.

GCSE gradesWhen making choices for AS Level, students should consider their strengths at GCSE. These grades are a good indicator of a student’s ability and should help guide AS subject choice. In general the minimum requirement for pursuing a subject at A Level is a B grade at GCSE, either in the subject itself or in a closely-related one. Certain subjects have higher entry requirements. This is because experience has shown us that the ‘step up’ to A Level (which is significant in all areas) is particularly high in some subjects, and that a strong foundation is required if students are to have a realistic chance of achieving a grade C or above.

• To study Biology, Chemistry or Physics, an A grade is required at (I)GCSE. • To study French, German or Spanish, an A grade is required at (I)GCSE.• To study Mathematics, an A* grade is required at (I)GCSE.• To study Economics, an A grade is required at (I)GCSE Mathematics.• To study Psychology, B grades are required in Mathematics, English and Science.

If pupils are in any doubt that they will achieve this minimum GCSE performance, they should discuss this with the relevant Head of Department, notably at the Fifth Form Parents’ Meeting on Friday 13 February.

UniversitiesUniversities in the UK use A Level results to offer places. Some universities require specific grades (ABB for example); some require points (an A* grade counts for 140 points, A for 120, B for 100, C for 80 and so on). An increasing number of highly selective universities now use the new A* grade in their offers. The offer will also vary depending on the subject a student wishes to read.

Beyond the CurriculumWith a genuine focus on independent yet structured and supported learning, the Sixth Form at Cheltenham College aims to set students up for university life, while also fostering interest and achievement in areas that go beyond the A Level curriculum. This is achieved in particular through our Independent Project in which students are encouraged to research and produce work in areas that help develop them beyond the confines of the syllabus. All students will be required to submit an independent project. They will research their topic during Lower Sixth with the support of a subject mentor, before completing it during the summer holiday between Lower and Upper Sixth. Students may also opt to undertake an EPQ (Extended Project Qualification). Finally, there is an eclectic lecture programme to stimulate thought and prompt ideas for the future.

How to choose A LevelsThere are various things to think about:

• Some university courses require one or two specific A Levels. If you are set on a university course, such as Medicine, Engineering or Architecture, make sure that you seek advice.

• The best choices are those based on academic enjoyment and interest. Which subjects are most rewarding, fun and challenging for you?

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Sixth Form Curriculum 2015 -17- INTRODUCTION

• You may wish to continue subjects where you have consistently achieved good results; after all, university places depend on good grades.

Cheltenham College is an all-round school that takes pride in the all-round students that it produces. Whatever your choices for A Level, we will make sure that you achieve the best grades you can, while making sure you get the most out of all the huge range of co-curricular activities on offer.

[email protected] [email protected]@cheltenhamcollege.org

UNIVERSITY ENTRY

Head of Upper College and Head of Higher Education & Careers – Mr S M F McQuittyDeputy Head of Upper College – Mr D M EvansHigher Education & Careers Advisor – Mrs M-C Byrne

Subject requirements for Higher EducationThe usual minimum entry requirement for a UK university is three passes at A Level. GCSEs in Mathematics and English (or the IELTs qualification) are required and sometimes a foreign language is as well. A GCSE in a science subject is necessary for certain careers, such as teaching.

At more competitive universities the minimum offer is likely to be BBB (and may of course be higher). Medical, Veterinary Science, English, History and Law courses usually require AAA or AAB. Offers from Cambridge and Oxford are unlikely to be lower than A*AA in any discipline, and the A* is being used at an increasing number of universities, such as Exeter. Pleasingly 17% of College’s A Level grades were at A* in 2014.

Specific subjectsCare needs to be taken over A2 Level choices for certain degree courses. There are guidelines that follow, but students (and parents) are strongly encouraged to use the UCAS website (www.ucas.com) which has the latest information about specific degree requirements.

Chemistry is normally required for Agriculture, Biochemistry, Biology, Dentistry, Food Sciences, Medicine, Oceanography, Pharmacy, Physiology and Veterinary Sciences. Biology would normally be highly advisable for Medicine (some universities now specifically request this subject)/Veterinary Medicine though the third subject can be flexible. Most other scientific subjects at the top universities prefer two Science A Levels plus Mathematics. Engineering requires Mathematics and, in most cases, Physics too.

On the Arts side, the main theme of the degree course is usually required at A2 with, in some cases, a foreign language. Grouping Arts and Social Science disciplines together, such as English and History, or Geography and Economics with Government and Politics, can often be both beneficial and interesting. Arts subjects with a Modern or an Ancient Language are always a potent combination. Pure Economics degree courses often require Mathematics A Level.

The following areas do not usually require any specific pattern: Archaeology, Art and Design, Business Studies, Physical Education, non-European Languages, Law, Drama, Philosophy, Politics/International Relations, Psychology, Sociology, Theology, but benefit from a range of disciplines, i.e. for Archaeology: Fine Art, History and Mathematics plus a fourth subject. It is worth noting that Art and Design courses will require both a portfolio of work and a Foundation Course to be taken in a gap year.

Cheltenham College has an excellent record in placing candidates at the major universities with Birmingham, Bristol, Cambridge, Durham, Edinburgh, Exeter, Leeds, London, Manchester, Newcastle, Nottingham and Oxford being some of the most popular destinations over the last six years (precise details can be found in the ‘Higher Education’ booklet). GCSE performance has become an important selection factor - e.g. a good grade in Latin or Modern Languages for English or History, and a good GCSE Mathematics standard for Business Studies, Estate Management and Economics.

Contacts:[email protected]@[email protected]

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Sixth Form Curriculum 2015 -17 - SUBJECTS

ART

Head of Department – Miss J S Wallace-Mason

Introduction to ArtA Level Art is open to students who have passed GCSE Art with Grade B or above.

A-level Art and Design provides students with opportunities to develop personal responses to ideas, observations, experiences, environments and cultures in practical, critical and contextual forms.

Candidates must understand from the outset that it is a time-consuming subject, and the use of free time is essential. Students must be personally dedicated to continue working whenever opportunities arise. The studios are open weekday evenings, and there is a staffed Sixth Form workshop fortnightly, which can help students develop their work outside regular taught lessons.

If you are imaginative, creative, enjoy researching, experimenting and investigating, being original, and possess a good level of drawing, then you will probably have the basic skills to succeed. This course will particularly suit those who want to gain more independence of mind in developing their own ideas, who have an interest in Art and Design in the broader sense, and who want to develop awareness of different roles, functions, audiences and consumers of art and design practice. Candidates should also possess an understanding of the formal elements of Art - colour, tone, form etc. and have an interest in gaining a deeper understanding of Art and Design in a wider contemporary and historical concept. Above all candidates should be passionate about producing artworks that are created by working through a personal journey of discovery. It is imperative that students understand that time organisation, working to deadlines and working independently is crucial to success in this subject.

Areas of Study, skills and methodology: The skills developed are varied, but will always include: researching ideas, exploration and experimentation of a wide range of materials and processes; the ability to interpret and express ideas, to experiment with and refine ideas, keeping an open mind and challenging your existing ideas, to analyse and document all aspects of you work using specialist vocabulary and produce quality artwork that reflects this journey of investigation.

Art Advanced Subsidiary (AS)This is the first year of the A Level course. It can be taken on its own or can be continued into the second year to complete the full A Level (A2). Students are advised to follow the full course, as the accumulated skills, experience and maturity achieved at the end of two years are likely to be very much higher.

Unit 1: Coursework Unit(50% of the AS or 25% of A2)This is an extended unit of practical coursework requiring students to work sequentially and independently from

a personal starting point towards a well-considered conclusion. Work must include a journal or sketchbook and contain evidence of all the Assessment Objectives. (Internally set and marked. Externally moderated.)

Unit 2: Externally Set Assignment (Exam) (50% of the AS or 25% of A2)The exam paper is given out at the beginning of February, containing a number of different questions, of which the candidate selects one. The timed exam is ten hours, carried out in the Summer Term. Candidates must submit an unaided unit of work, preparatory studies and investigative work in their sketchbooks, showing evidence of all the Assessment Objectives.(Externally set. Internally marked. Externally moderated.)

Full A Level (Advanced Level - A2)Unit 3: Personal Investigation (25% of A2, 60% of the A Level)This unit incorporates two elements: practical work and Personal Investigation, (an investigation into a selected aspect of Art & Design). Both elements are marked as a whole. The Personal Investigation can be a written and illustrated thesis of 1000-3000 words, a slide presentation or video. Design and presentation is crucial. The practical element should be a deeper and more thorough investigation, building on work undertaken in the AS course. (Internally set and marked. Externally moderated.)

Unit 4: Externally Set Assignment (25% of A2, 40% of the A Level)The exam paper is given out at the beginning February of the year of the exam, containing a number of different questions, of which candidates select one as their starting point. Consideration for this unit begins at the start of the A Level course, and the 15 hours exam carried out in the summer term of that year. Work submitted must include sufficient preparatory work (in any form; sketchbook, journal, worksheets etc) to cover all Assessment Objectives. (Internally marked. Externally moderated.)

Relevance of Art to the future:Although the syllabus provides a framework, it should be regarded as a means to develop skills and experiences. The production of a varied portfolio, showing evidence of independent ideas, sustained commitment, enthusiasm and ability, carries far more proof of artistic worth than an examination. Applications to Foundation Courses are generally submitted in December in the Upper Sixth. After this, candidates will be eligible to apply for degree courses in more specialised areas. Many careers are possible including advertising, marketing, design, architecture, publishing and the media.

Examination specificationAQA - AS Art and Design: Fine Art (7242)AQA - A2 Art and Design: Fine Art (7202)

Web address: http://www.aqa.org.uk7201

Contact: [email protected]

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Sixth Form Curriculum 2015 -17- SUBJECTS

BUSINESS STUDIES

Head of Department – Mr J Mace

Business Studies is a dynamic and engaging subject that throws students into the heart of large organisations across the globe. A significant amount of time is spent keeping up to date with the latest developments in the business world alongside gaining an understanding of the latest cutting edge business theory. The course provides a superb grounding for those students considering a business related course at undergraduate level.

Both AS and A2 students will consider on a local, national and international level:

• the importance of the context of business in relation to decision making

• the interrelated nature of business activities and how they affect competitiveness

• the competitive environment and the markets in which businesses operate

• the influences on functional decisions and plans including ethical and environmental issues

• the factors that might determine whether a decision is successful e.g. the quality of data and the degree of uncertainty

• how technology is changing the way decisions are made and how businesses operate and compete

• the impact on stakeholders of functional decisions and their response to such decisions

• use of non-quantitative and quantitative data in decision making (including the interpretation of index numbers and calculations such as ratios and percentages).

A-Level Students will also take a wider strategic look at the business world including:

• the impact of technology on strategic decision making

• the influences of Corporate Social Responsibility, ethical and environmental issues on strategic decisions

• the difficulties in forecasting future trends

• the importance of assessing feasibility and risk when making strategic decisions

• the impact on stakeholders of strategic decisions and their response to such decisions.

Examination RequirementsThere is a mix of final assessment methods including multiple choice questions, short answer questions, data responses and longer essays.

A Level Students sit the Business 1, Business 2 and Business 3 exams each lasting two hours. AS students sit the Business 1 and Business 2 papers only.

There is no requirement to have studied GCSE Economics or Business Studies before undertaking the AS or A Level course.

Examination specificationAQA Business Studies AS (7131)A2 (7132)

Web address:http://www.aqa.org.uk/subjects/business-subjects/as-and-a-level/business-7131-7132

Resources and Wider Reading

Recommended website: http://www.tutor2u.net/blog/index.php/business-studies/

Post GCSE Summer Reading and PodcastsThe time between the end of GCSE exams in June and the start of the A Level course in September provides a wonderful opportunity for students to engage with subject related material and to get a head start ahead of their next stage of study:

Reading List• ‘Deep Sea and Foreign Going’: Inside Shipping, the

Invisible Industry That Brings You 90% of Everything by Rose George

• ‘The Everything Store: Jeff Bezos and the Age of Amazon’ by Brad Stone

• ‘Lean In: Women, Work and the Will to Lead’ by Sheryl Sandberg

• ‘The Virgin Way: How to Listen, Learn, Laugh and Lead’ by Richard Branson

• ‘Bounce: The Myth of Talent and the Power of Practice’ by Matthew Syed

• ‘How Google Works’ by Eric Schmidt and Jonathan Rosenburg

• ‘The Apple Revolution: Steve Jobs, the counterculture and how the crazy ones took over the world’ by Luke Dormehl

• ‘The Winner of Effect: The Science of Success and how to use it’ by Ian Robertson

Suggested Podcasts‘The Bottom Line’ presented by Evan Davishttp://www.bbc.co.uk/podcasts/series/bottomline

‘In Business’ presented by Peter Dayhttp://www.bbc.co.uk/podcasts/series/worldbiz


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CLASSICAL CIVILISATION

Head of Department – Mr T A Lambert

IntroductionClassical Civilisation is a new A Level option at the school. It is open to all Sixth Form students; no prior knowledge or experience of the subject is required. There is no language component to the course.

Classical Civilisation is the study of the Ancient World in English. It is a subject of great diversity and interest, encompassing elements of literature, history, art, architecture and philosophy, and familiarising students with some of the foundational concepts of Western civilisation, such as tragedy, myth, comedy and epic.

Studying in English allows us to cover large volumes of material, helping to scratch beneath the surface of the Classical past, and to get to grips with the concerns and interests of the Greeks and Romans.

What to ExpectClassical Civilisation is a source based subject, combining a good dose of literary and other written sources with artistic and architectural remains. Students read and examine the sources, learning about their significance, provenance and historical context; discussion and note-taking is encouraged. The skills of recall, understanding, evaluation and contextualisation are central to the course.

Written work is the final product in the exam, and this is reflected in regular written tasks throughout the year, in and out of the classroom. Responses range from ten mark questions requiring around half a side of writing, to essay tasks which may require three or more sides.

Students should take Classical Civilisation if they have an interest in the Classical World, enjoy studying topics which are surprising and unusual, and have some aptitude for writing their opinions about what they are studying. Prior success in essay writing subjects such as English, History or Classical Civilisation is generally a good indicator that students will do well. As there is no overlap between the GCSE and A Level courses, no prior experience with the subject is necessary, though those who have taken the subject lower down the school may well wish to find out more.

Classical Civilisation and other subjectsThe subject combines naturally with literary subjects like English and Theatre Studies, and with those which develop writing skills, such as History, Philosophy, Religious Studies and Psychology. Equally, it is an excellent ‘third’ or ‘fourth’ subject for scientists, linguists, mathematicians, and others grouping two or more of their subjects. Needless to say, it combines seamlessly with Latin and/or Greek, for those looking to be thoroughbred Classicists!

Relevance of Classical Civilisation to the FutureClassical Civilisation’s value lies in the range of skills it will develop in you, and the breadth of new ideas and discoveries it will spark. It is a subject that encourages personal engagement and evaluation, recall of distant and sometimes confusing evidence, and an ability to discern the true value of sources in their context.

The skills necessary to gain high grades will be those looked for by many universities and employers. Particularly useful to those looking to study literature or history at university, research shows that Classical Civilisation students have previously gone on to a wide range of university courses, from Economics or Geography to Theatre Studies or Art, and pursued a wide range of careers, from law or politics to journalism or diplomacy.

Examination SpecificationsOCR AS Classics: Classical Civilisation H041OCR A2 Classics: Classical Civilisation H441

Web address: http://www.ocr.org.uk/download/kd/ocr_9611_kd_gce_spec.pdf

RecommendationsA Level Classicists are always welcome at the twice-termly Classical Society, and are encouraged to attend the annual lectures, overseas tours and theatre trips that the Department offers. Those wishing to enhance their knowledge of the Ancient World should contact their Classics teachers for further reading lists.

Contact:[email protected]

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DESIGN AND TECHNOLOGY

RESISTANT MATERIALS

Head of Department – Mr D J Lait

We are surrounded by products which make our lives easier in so many ways, but are you interested in how they are produced, the technology which gives them a competitive edge, their aesthetic influences, how they could be improved and what happens to them at the end of their life. The AS and A2 Product Design (Resistant Materials Technology) course aims to answer these questions, giving students an appreciation and understanding of the man-made environment we live in.

Students should have a strong interest in designing, problem solving, modelling, making and evaluating products and production systems. Throughout the course students will be given the opportunity to develop their creativity, presentation and practical skills, to apply knowledge and understanding of technological activities and to develop critical analysis skills. Students will be expected to contribute in a much more active role than at GCSE. They will be given guidance, but ultimately must be self-motivated and determined to succeed at the highest level.

Syllabus and teaching methodAS is broken down into two units

Unit 1: Portfolio of Creative Skills (Coursework)This will consist of three distinct sections

• Product investigation: analysing a products performance; the materials and components used to manufacture the product; methods of manufacture used and possible alternatives and the quality checks and standards associated with the product

• Product design: the design, development, presentation, modelling and testing of a design within a set brief

• Product manufacture: the production planning, manufacture and testing of a product or products from detailed working drawings.

Unit 2: Design and Technology in PracticeStudents will study:

• Materials, components and systems used in product design

• The working properties of materials

• Industrial and commercial processes used in the production of products

• Production systems, scales of production and their related quality control issues, standards, and safety procedures

• Health and Safety at work.

The full A Level qualification is made up of the AS units plus two more units which are studied at A2 Level in the second year.

Unit 3: Design for the futureStudents will study:

• The use of Information and Communication Technology in design, manufacture, marketing and sales

• The use of biotechnology in the design of materials, their use in industry and environmental impact

• Manufacturing systems, the integration of computers and use of robots and artificial intelligence

• The effects of technological change on society

• Influences of design history on the development of products

• The use of ergonomics when designing and application of anthropometric data

• Sustainable design and manufacturing.

Unit 4: Commercial Design• Projects chosen, designed and made by the student

• Covers all of the skills related to designing and making, i.e. clarifying tasks, generating and developing ideas, solving problems, detail designing, communicating ideas and information, planning, evaluating, using ICT and working with materials

• Students must adopt a commercial design approach to their work, with a client or user group being referred to through the design process.

Subject Combinations for University and Future careersIf pupils want to go on to complete Engineering or Architecture degrees, then they will need to study physics and/or maths with Design and Technology. As degree subjects become less technical e.g. Product, Interior or 3D Design then A Level Design and Technology can be combined with fewer/ if any technical subjects. Design and Technology can of course be taken just because a pupils enjoys the subject and will perform well in it and pupils have gone onto to study Law and Medicine with good A-level Design and Technology results.

Examination SpecificationEdexcel DT AS 8RM01Edexcel DT A2 9RM01

Web address:http://www.edexcel.com/quals/gce/gce08/dt/product/Pages/default.aspx

Head of Department recommendationsIt is good for pupils to have an understanding of 20th Century Design and Materials. As such I would recommend visiting the 20th Century Gallery at the Victoria and Albert Museum and The Challenge of Materials section at the Science Museum, which are in London. Periodicals such as ‘Architectural Review’, and ‘Designing’ are also an excellent read and can help to inspire when it comes to making project choices.


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DESIGN AND TECHNOLOGY

TEXTILES

Head of Department – Mr D J LaitTeachers– Miss B Kaja, Miss H Hubbard

This is Product Design, but designing and making using Textiles Technology. Students can focus on either fashion or interior design products and the practical work is supported by an understanding of the technical aspects of textiles. They will develop their own ideas - exploring different decorative and production methods and learning how to plan ahead and problem solve. This will enable them to create original, high quality products. This gives the students a very strong foundation of knowledge to build on at University or Art School.

It is important to have some aesthetic sense and some practical skills to begin with. Students should be interested in designing and making their own products and also in evaluating current trends/innovations. The syllabus encompasses the creative, historical, cultural, moral/environmental, commercial and sociological aspects of this large area of study, and also covers the new technological developments that make the textile industry one of the biggest industries in the world.

Syllabus and teaching contentAS is broken down into two units of study:

Unit 1: Materials, Components and applicationStudents will study:

• Fibre, yarn and fabric manufacture

• Smart materials

• Surface decoration

• Use of components and combining/ manipulating materials

• Fabric finishes and product testing

• History and development of design

• The role of the designer

• Marketing, including the use of new technology

• Communication methods, including illustration, modelling and use of ICT

• Health and safety and environmental concerns

• Industrial and commercial practices, including CAD and CAM

• Quality control and quality assurance systems.

Unit 2: Learning through designing and making (Coursework)

• Knowledge of the AS subject content is applied to the designing and making of students’ own projects.

• It consists of a coursework portfolio charting the progress of the project through the design problem solving process and a completed product.

The full A Level qualification is made of the AS units plus two more units that are studied at A2 Level.

Unit 3: Design and ManufactureStudents will study:

• Further understanding of fibres, fabrics and yarns and their commercial names

• Manipulating and combining materials

• Major developments in textiles technology

• The work of past and present textile designers

• Fashion cycles and marketing

• The role of designers, buyers, fabric and garment technologists and merchandisers

• Industrial and commercial practice, including global production

• Product manufacture and quality control systems

• Health, safety and environmental concerns.

Unit 4: Design and Making practice (coursework)• A single project chosen by the student.

• The production of a coursework portfolio charting the progress from problem clarification through design development, manufacture and on to evaluation.

D & T and other subjectsA Level Design and Technology is designed to be either a complementary subject to Business Studies, Art and Design or Chemistry, or to be a contrasting subject with English, History and Modern languages. It also combines very well with Geography and History of Art.

Relevance of Textiles Technology to the futureThe subject is particularly suitable for students considering a career in Art, Design or the Textiles or Fashion industry, but it is also likely to have a wider appeal to those wishing to gain a greater understanding of our man-made environment and to develop essential problem solving skills. It may also be of use to those wishing to pursue a career in Retail, Marketing and Merchandising, Fashion journalism and Business.

An extremely wide range of Textile, Fashion and Interior Design degree courses are available. This course of study may also appeal to those who are interested in the Media, Film, Theatre and Television. Design & Technology Textiles Technology may also be of interest to some students who wish to go on to study Chemical Engineering.

Examination SpecificationAQA DT Textiles AS 1560AQA DT Textiles A2 2560

Web address: http://www.aqa.org.uk/qual/gce/dt_textiles_new.php

Contact:[email protected]@[email protected]

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ECONOMICS

Head of Department – Dr G Mallard

IntroductionEach and every society faces a fundamental problem: its population has an unlimited combination of wants and needs but it only has a limited amount of resources with which to satisfy them. As a result of this scarcity, it needs to find answers to three questions: What will it use its resources to produce? How will it produce these goods and services? And whose wants and needs should be satisfied and who should be left unsatisfied?

Economics is the study of how a society addresses this fundamental problem and how effectively it answers these three questions. It is the study of the actual world around us, how policy-makers can make it function better and whether or not they should try to do so. It is about finding practical ways of improving the lives of each and every one of us.

Studying Economics will help you to develop a critical and analytical approach to solving problems, which will challenge any preconceived notions held about what the economy is and how it functions. It explores how firms and individuals actually behave, touching on the fashionable areas of Behavioural Economics and Game Theory, and how the economy as a whole operates and how governments try to manipulate it to achieve their goals.

How is it that when you want something, it is often available conveniently for you to buy? Should the UK be a member of the European Union? Is it effective to tax the wealthy or will bankers simply move abroad? Do individual consumers and firms make rational decisions? Are the energy companies in the UK too powerful? Will the high growth rates in China and India destroy the environment? If these questions intrigue you, then Economics will provide you with a way of analysing and understanding them. You will be introduced to a number of formal, theoretical models, which you will be able to use to think independently and critically about issues such as these.

You will develop the following: • A good command and understanding of the language

of Economics

• An ability to explain how theories and policies are expected to work

• Analytical skills that will enable you to interpret UK and global economic data, allowing you to analyse the nature of economic problems and to propose and evaluate solutions

• An ability to evaluate the significance of issues and the effectiveness of proposed policies: to see through the theoretical arguments to the reality that lies beneath

There is no requirement to have done GCSE Economics or Business Studies to do Economics at A Level (it is also worth pointing out that the A Level is not a requirement for studying Economics at degree level). Economics fits well

with a wide range of choices. It has natural links with History, Politics and Geography; it develops scientific and logical arguments that fit well with the Sciences and Maths, and yet because it is a social science there is plenty of discussion and debate involved.

Those considering taking their study of Economics to degree level are strongly advised that A Level Maths is usually a requirement of university courses, especially for pure Economics.

In the Lower Sixth there are two areas of study: Microeconomics focuses on how markets work, why they fail and what, if anything, the government should do to correct this failure; whilst Macroeconomics deals with issues of economic growth, inflation, unemployment and international trade.

In the Upper Sixth these two areas of study are developed further. The Microeconomics course involves the study of individual decision-making, the theory of the firm, labour markets and issues surrounding income distribution. The Macroeconomics course further develops the ideas studied in the Lower Sixth but also the study of the financial sector. The two courses in the Upper Sixth require students to adopt a more global, and less UK-focused, perspective.

Examination SpecificationAQA Economics (AS: 7135; A2: 7136

Web address: http://www.aqa.org.uk/subjects/economics/as-and-a-level/economics-7135-7136

Economics continues to grow in popularity, both at A Level but also at degree level. To enable you to cope with some of the more difficult concepts there are some very good and interesting books for the beginner, such as ‘The Undercover Economist’ by Tim Harford, ‘Freakonomics’ by Steven D Levitt and Stephen J Dubner, and ’23 Things They Don’t Tell You About Capitalism’ by Ha-Joon Chang.

TextbooksEconomics 5th Edition, A. AndertonISBN: 1405892358Recommended websites:www.tutor2u.net www.anforme.co.uk


10


ENGLISH LITERATURE

Head of Department – Mr T E Brewis

English at AS Level and A2 Level will attract all those who enjoy reading, talking and writing about literature, from the earliest texts in the English canon, by poets such as Chaucer, right up to contemporary work such as Ian McEwan’s ‘Atonement’ and Cormac McCarthy’s ‘The Road’. Students will begin to discover the breadth and diversity of literature, and to explore its relationships with history, culture, politics, art and critical theory.

Lessons tend to be heavily discursive – this is a subject that thrives on lively debate; a willingness to investigate, share and interrogate ideas is therefore very important. Students should also be prepared to read widely and independently beyond the set texts in order to explore different critical and theoretical interpretations of the works they are studying in class.

In addition to reading and researching, essay writing is the main occupation for students outside lessons. A good deal of time is spent on this most important of skills – that of expressing oneself lucidly, fluently and stylishly in the written medium. Students will learn to plan and construct cogent, well-exemplified arguments in response to challenging questions, a valuable life skill that benefits their work in other essay-based A Level subjects, and equips them well for university and the professional world beyond.

To complement our class teaching, the Department runs a number of co-curricular activities including a Lower College Book Club and a Literary Society. The aim of the latter is, in part, to support students who are considering reading an English degree; more broadly, its function is to nurture the literary passions of all students and staff in College.

The Department also takes full advantage of the Cheltenham Literature and Poetry Festivals, and runs regular theatre trips to Stratford, London, Malvern, Bristol and Bath. Furthermore, where possible, we invite authors, speakers and workshop groups into College to give students a fresh perspective on the texts they are studying.

English Literature is a versatile A Level in that it works well in combination with almost any other subject, enhancing students’ AS or A2 subject portfolios with its cultural richness, academic rigour and, of course, its nationwide reputation as a top calibre qualification; a good predicted grade in English Literature will normally markedly strengthen any UCAS application.

Students wishing to prepare for the AS English Literature course should read regularly and widely, seeking out poetry, drama and prose that interests them. Furthermore, they should think deeply about what they are reading: about its style; about whether it communicates a message; about the influence of when it was written and where; about its relationship with other works of literature, and with other art forms; about how it makes them feel and why.

AssessmentFrom 2015, assessment will be by exam and coursework. The exact Board and specification will be clarified in due course.

Contact::[email protected]

11


GEOGRAPHY

Head of Department – Mr R J Penny

IntroductionGeography is a hugely popular A Level choice at College and aims to exploit the students’ natural curiosity and concern about the major contemporary issues in an increasingly interconnected world. Results are excellent with 47% A grade at AS Level and 60% A*-A at A2 in the 2014 examination year.

Areas of study, skills and methodologyAn A Level geographer can expect to develop transferable key skills including numeracy, literacy, IT, investigation and research, problem posing and solving, logical reasoning, teamwork and statistics to help assess and clarify everyday issues. The Geography Department is staffed with experienced, enthusiastic teachers who are passionate about the world and the role young people can play within it.

At AS and A Level, topics will be investigated through independent research, structured questions and the fundamental skill of writing evaluative, synoptic essays is fully developed.

Fieldwork is an integral part of the AS and A2 course and there are two field days during term time and two residential field trips during the AS course, both of which are compulsory for AS/A Level geographers. They encourage learning but also provide a valuable educational and social experience.

Subject combinationsGeography possesses both scientific and literary elements but also combines well with both the Sciences (e.g. Biology, Chemistry, Physics and Maths) and the Arts (e.g. English, History, and Modern Languages), as well as with other applied subjects such as Economics and Politics. Students taking Geography and Economics at A Level may be offered the chance to take an additional AS in World Development.

Relevance to the futureGeography is recognised by Oxford, Cambridge and other leading universities as a challenging academic discipline and is listed by the Russell Group “Informed Choices” guide as a facilitating subject, which is preferred by admissions tutors. Geography A Level is therefore accepted by universities as an entrance qualification for both Science and Arts courses, as well as for vocational courses such as Law, Medicine and Veterinary Science.

Geographers enjoy one of the highest rates of employment as they demonstrate a range of critical skills and analytical abilities. Geographers work in almost every field of employment and can be found using their skills and knowledge in a wide variety of careers, such as financial services, medicine, law, planning, conservation and environmental consultancy.

Examination specification and codesOCR Advanced Subsidiary GCE in Geography H083. Papers F761 / F762 OCR Advanced GCE in Geography H483. Papers F763 / F764

Web address:http://www.ocr.org.uk/qualifications/as-a-level-gce-geography-h083-h483/

Unit 1 – Managing Physical Environments - F761Studying the interdependence between humans and the physical environment on which they depend we investigate how human activities are influenced by a complex range of physical factors, and in turn how these landscapes are affected by such activities. Studies are focused on rivers, coasts, and cold environments.Assessment: 1.5 hour written exam, 75 marks

Unit 2 – Managing Change in Human Environment - F762The need for sustainable management of such dynamic systems is fundamental in the context of future challenges and delicate balances. Urban landscapes, energy and tourism are used to exemplify the need for well-conceived sustainable management.Assessment: 1.5 hour written exam, 75 marks

OCR A2 UnitsUnit 3 – Global Issues - F763Candidates draw together their synoptic understanding from a range of topic areas to explain more complex events and issues. Both Environmental and Economic Issues are investigated from terrestrial hazards to globalisation, demographics to resources with significant crossover to A2 Economics.Assessment: 2.5 hour written exam, 90 marks

Unit 4 – Geographical Skills - F764With the removal of coursework candidates are assessed on their understanding of the skills required to conduct relevant, academically credible data collection. Beach profiling is conducted in Sand Bay (Somerset), urban morphology and management in Birmingham and there are annual residential trips to the Snowdonia Field Studies Centre and Swansea University & The Gower Peninsular in the Lower Sixth with significant crossover to A2 Biology.Assessment: 1.5 hour written exam

Word from the Head of DepartmentThe Geography Library is well resourced has its own ICT suite, extension texts and DVDs. Students can participate in a vibrant Geography Society which attends or hosts numerous seminars with opportunities for UCAS and Oxbridge mentoring, reading groups, a Film Society, extended essay prizes such as the Fitzwilliam College Cambridge Land Economy Essay Competition and the yearly the Royal Geographical Society Young Geographer competition which combine to produce excellent results and global citizens.


12


HISTORY

Head of Department – Miss J E Doidge-Harrison

History is an enthusiastic and energetic department where we relish a collaborative engagement with the past. We believe that what we teach is vitally important. History allows our students to access both the heady sense of escapism to be found in the ‘rich tapestry’ of the past, at the same time as it develops in them the means to participate intelligently in the world.

It teaches skills of selection, inference, synthesis, interpretation, analysis, evaluation, argument and judgement: all of which are widely respected in the working world and provide the necessary intellectual backbone for a host of careers including law, journalism and even medicine. Historians enjoy access to many fulfilling roles in the media, arts, heritage, research, management consultancy, politics and the civil service, as well as commonly entering managerial roles in commerce, industry or the public sector. History is widely respected as rigorous and sits well with other Humanities subjects, notably complementing the study of English, Economics, Politics, History of Art, Geography and Classics.

The courses that the Department delivers reflect the strengths and interests of the teachers. The new specifications running from 2015 require that History be studied in both breadth (with topics drawn from across 200 years or more) and depth. Hence a typical combination could be The Tudors: England 1485-1603 paired with either Italy and Fascism c.1900-1945, or The American Dream: Reality and Illusion 1945-1980. These late modern courses are popular and link well with the Modern World IGCSE sat by the Fifth Form, and also offer contrast with the richness and difference of Tudor England.

The Historical Enquiry (coursework) forms 20% of the full A Level and consists of a short introductory course, which also covers historical skills of research and referencing, to deliver an end piece of around 3,000-3,500 words. Supportive teaching and one-to-one help continues through the research and writing stages. The subject cannot overlap with the other examined topics, so this adds to the breadth of the History studied, and allows for specialisation, including work with primary sources.

Our current course covers the rise and fall of the British Empire, a topic peopled with extraordinary and entertaining individuals, set amidst exotic locations. Currently undergoing much historical reinterpretation, this topic permits students to explore a great variety of opinion as they trace a narrative arc of history around the globe, analysing key points of change worldwide from 1492 through to 1960, and indeed onwards, to consider the legacy of the British Empire in the present day.

Students should not be disconcerted should they be unable to cover a period in which they are currently interested for their A Level; we find that interest in new topics grows with knowledge, plus the College’s Lower Sixth independent

project and external extended essay competitions allow for the pursuit of specific interests.The History Library and classrooms are open throughout the day and into the evenings, for one-to-ones, consolidation and extension activities, or simply as a place for students to settle down to independent study. Stock is regularly replenished, allowing all in the Department to access the latest twists and turns in wider historical debate.

For students interested in applying to Oxford or Cambridge and other universities that have high entry requirements, or those who simply love the subject, the History Department offers a range of extension activities. These include seminars, lectures, members’ papers and the Presidential Quiz, as hosted by the Morley Society, alongside the treats of the Cheltenham Literature Festival: 2014 featured talks by David Kynaston on ‘Modernity Britain 1959-62’; Tristram Hunt illustrated ‘Ten Cities that made an Empire’; there was a call to historical arms via Guldi and Armitage’s ‘History Manifesto’; some students explored ‘Germany: Memories of a Nation’ with Neil McGregor; and finally and appropriately Santanu Das gave a fascination exposition on writing a ‘history in the unlettered’, acknowledging and giving voices to the 1 million plus Indians who served in the First World War.

Examination SpecificationAQA History AS 7041 / AQA History A2 7042

Web address: http://www.aqa.org.uk/subjects/history/as-and-a-level/history-7042


13


HISTORY OF ART

Head of Department - Mr N Nelson

Introduction to the subjectThis course offers an introduction to the methodology and terminology of Art History, and to the varied contexts in which art is produced, used and seen. The aim is to develop the visual skills of observation, description and analysis in a study of painting, sculpture and architecture. As this will entail a certain amount of written work, it is assumed that candidates will be able to write with fluency and interest and must have a degree of competence in subjects such as English or History. No prior knowledge of the subject is necessary. This is not a practical subject.

Aims of the SubjectBy studying this subject, the aim is to encourage students to develop and communicate their understanding of:

• The roles and achievements of practitioners• The relationship between art and society• Art historical terms, concepts and issues• Methods of researching, investigating and analysing• Use of evidence and how works are interpreted and

evaluated• A variety of cultures and contexts in which art is

produced, used and seen.

Key Features of the SubjectA Level History of Art:

• Encourages first-hand experience and critical awareness of works of fine art, architecture, craft and design

• Promotes a broad history of art experience for AS and a more focused one for A2

• Develops critical, research and other skills, providing a sound basis for progression to higher education and employment.

Knowledge, Understanding and SkillsAt AS Level, students should develop:

• The foundations of knowledge and understanding of art historical movements, practitioners and works, within chronological frameworks

• The ability and confidence to express and communicate knowledge and understanding

• Awareness of art historical terms, concepts and issues• Knowledge and understanding of the significance of

techniques and materials in the creation of artefacts• Understanding of the principal methods of analysis

and interpretation • The ability to make critical judgements• Active and independent learning.

At A2 Level, the course builds on AS, allowing for greater depth of study by providing the opportunities to develop:

• An awareness of different sources of historical evidence

• Understanding of the relationships between society and art in historical and other frameworks

• Knowledge and understanding of the significance and role of environment, setting, display and audiences

• An understanding of art historical approaches, such as technical, formal, iconographic and contextual

• Increased independence in learning• Skills to explore, enquire, evaluate, discuss and

compare evidence, and develop and support persuasive argument and counter-argument.

Assessment ObjectivesAO1 KnowledgeAO2 UnderstandingAO 3 CommunicationAO 4 Synopsis

Examination SpecificationPupils are prepared for the AQA Board History of Art A Level specification; subject code 2250. This comprises four units: at AS Level, HART 1, a one hour unseen photo paper entitled ‘Visual Analysis and Interpretation’, and HART 2, a one and a half hour paper testing candidates’ knowledge of specific ‘Themes & Topics in the History of Art’. Examples are drawn from Classical Greece to the end of the twentieth century (500BC – AD 2000).

At A2 Level, candidates study two Historical Study Topics; currently Art and Architecture in 17th century Europe and Art and Architecture in Europe and the USA between 1900 and 1945.

Web address:http://www.aqa.org.uk/subjects/art-and-design/as-and-a-level/history-of-art-2250

Art History and other SubjectsThe course is open to anyone with an interest and enthusiasm for the subject. However, it would complement Art, Politics, History, Psychology or English A Levels in particular. A background in a modern foreign language would also be an advantage.

Competitions, Prizes and OpportunitiesAnnually we participate in three national History of Art competitions. We run the History of Art Society, and a programme of internal and external lectures. Successful graduates of the subject tend to enter professions such as auctioneering, picture dealing, curating, lecturing, journalism or researching.

TripsThe course is supplemented by gallery trips, both in the UK and abroad. We also make good use of the Cheltenham Festival of Literature.

Thinking BeyondTypically our students become undergraduates of Leeds, Birmingham, Bristol and the Courtauld Institute, among other institutions. We have links with the faculty of History of Art at Birmingham and the Courtauld Institute for the purposes of pre-university talks, tours and courses.

Curriculum ChangesThere will be no specification changes to AQA History of Art until 2017. After this, both AQA and the Association of Art Historians have made it clear that they are committed to continuing with this unique subject..


14


LATIN AND CLASSICAL GREEK

Head of Department – Mr T A Lambert

IntroductionThe Latin and Classical Greek AS and A2 courses offer a rich blend of language and literature from the ancient world. Students will develop their linguistic skills so that they can understand and appreciate some of the finest literature mankind has produced. This will take them inside the minds of authors who were writing two thousand years ago.

Alongside this, they will gain an understanding of the events, culture, and attitudes of Rome and/or Greece at significant periods in their history. Students will come to see ways in which the ancient world has shaped western civilisation, and understand the relationship between the classical and modern worlds.

What to ExpectFor both Latin and Greek, the A Level courses are evenly split between language work and the study of literature. Language work involves the study of the grammar, vocabulary and sentence structure of the languages, tested through translation and comprehension.

Composition into Latin or Greek is an optional skill, but is usually one studied by students at the College. There is a vocabulary list of approximately 800 words, which must be learned thoroughly. The literature component of the course involves studying excerpts from ancient texts (450 lines at AS, 600 lines at A2), so that students are able to answer comprehension, translation, and stylistic questions on them. The sort of response required from students ranges from short sentences or one-word answers to extended, essay-style work, with an introduction and conclusion.

Skills NeededThe number one requirement for both Latin and Greek is prior expertise with the language. Candidates will need good linguistic ability, the capacity to soak up vocabulary, and an enjoyment of the way that languages work. An interest in the Ancient World is also a useful advantage, and students will be given the opportunity to study the Romans, Greeks and other ancient peoples beyond the confines of the exam course. Those with an interest in literature also tend to enjoy the detailed study of the Classical writers.

An A or an A* grade in the appropriate OCR GCSE would mean that students are well prepared for A Level.

Latin, Greek and other subjectsOur students have studied Latin or Greek with a variety of subjects, including English, History, Modern Languages and Economics. The development of linguistic skills clearly complements Modern Languages, while the historical perspective extends the historian’s appreciation of many aspects of the past and present.

Students of English will find many parallels and many contrasts in the Greek and Roman authors. The influence of Roman work on later European culture tends to be very

direct; the importance of Greek is that we see there the start of History, Drama, Epic, Oratory and many other genres.

Relevance of Latin and Greek to the futureOur students have been very successful in obtaining places on competitive university courses such as Oxford and Cambridge, in Classics itself, as well as courses. AS and A2 qualifications in Latin and Greek are rightly well regarded by universities and employers.

They also demonstrate impressive breadth, as these courses offer the chance to develop skills which are at different times linguistic, analytical, empathetic, logical, creative, and critical. These are skills which will equip students for a very wide range of interesting careers, as well as helping them learn other languages quickly and effectively.

A background in this rigorous but varied study is well received in many areas; our students regularly go on to take degrees in subjects as diverse as Medicine, History, Modern Languages, Mathematics and Law, as well as the Classics and Ancient History degrees pursued by the real enthusiasts.

Recent surveys of former university students show that they have found careers in the City, Accountancy, Business, Law, Journalism, Civil Service and the Foreign Office amongst many other fields.

Examination SpecificationsOCR AS Classics: Latin H039OCR A2 Classics: Latin H439OCR AS Classics: Classical Greek H040OCR A2 Classics: Classical Greek H440

Web address: http://www.ocr.org.uk/download/kd/ocr_9611_kd_gce_spec.pdf

RecommendationsA Level Classicists are always welcome at the twice-termly Classical Society, and are encouraged to attend the annual lectures, overseas tours and theatre trips that the Department offers. Those wishing to enhance their knowledge of the Ancient World should contact their Classics teachers for further reading lists.


15


MATHEMATICS

Head of Department - Dr B E Enright

IntroductionAS and A Level Mathematics requires a definite mathematical aptitude, which will usually have been demonstrated by a good pass (A* or high A) at IGCSE (or GCSE). Those who have entered IGCSE early and have taken their studies beyond IGCSE Mathematics will be particularly well placed. Logic in thought and presentation, lateral thinking, mental tenacity, and the ability to deal with abstract ideas are all needed and developed by the course.

Areas of studyMathematics A Level is achieved via six separate modular examinations, each of which carries the same weight. Four of these cover Pure Mathematics. These form the basic working techniques, which are largely algebraic, and cover the topics: calculus, co-ordinate geometry, vectors and numerical methods.

The other two modules cover elements of Applied Mathematics. These are in Probability & Statistics and Mechanics. In Probability & Statistics students learn the statistical skills necessary to analyse data which can be then be related to that predicted by the theory of probability. Contexts vary from calculating the chance of winning the Lottery to analysing quality control on production lines.

In Mechanics students learn the skill of mathematical modelling; a complicated problem is simplified into one that can be solved using mathematical methods. Problems are associated with the motion of objects as a result of forces applied to them. Contexts can vary from the movement of cars to skiing. Those doing Further Maths meet the ideas of Discrete or ‘Decision’ Mathematics and study the techniques of optimisation needed in solving problems in business and commerce.

In the Lower Sixth and Upper Sixth, at least two-thirds of the time is spent working on modules of Pure Mathematics while the remainder is used for Applied Mathematics. Students are taught in sets, which relate to their previous experience and ability.

Mathematics and other subjectsMathematics is popularly combined with science subjects, and increasingly appreciated as a complement to Geography, Economics, History, Modern Languages, English and Classics. The subject gives sound training and discipline for the mind, and an awareness of statistics and the methods of problem solving, which permeate our technological society. It is also taken as an intellectual challenge in its own right.

Relevance of Mathematics to the futureMathematics A Level provides a sound basis for Higher Education and leads to a wide range of careers in Industry, Commerce, Finance, Computing and the Public Services, which increasingly depend on mathematical skills. It is also an entrance qualification for many post A Level vocational

courses.Examination SpecificationOCR, Mathematics 7890

Web address:http://www.ocr.org.uk/qualifications/type/gce/maths/maths/documents/index.html

Recommended readingAny book by Ian Stewart or Marcus du Sautoy

FURTHER MATHEMATICS

Head of Department - Dr B E Enright

Introduction and Areas of studyFurther Mathematics A Level is available to those of high mathematical calibre who enjoy an academic challenge. This is a second A Level taken in addition to Mathematics. It extends studies of the same topics in greater depth, as well as introducing other more advanced areas, particularly in Pure Mathematics. Students are given four extra periods of teaching per week. The syllabus extends that already required for Mathematics A Level and requires the candidate to accumulate more ‘modules’. Mathematics and Further Mathematics counts as one choice but count as two A Levels.

Further Mathematics and other subjectsAs well as the extension of Pure Mathematical techniques, more Applied Mathematics modules in Mechanics are studied which can link with areas covered in Physics. The study of Statistics is extended, particularly in respect of significance testing which supports any subject requiring data analysis. Discrete Mathematics is included which has applications in many business and scientific areas of marketing and optimization. Relevance of Further Mathematics to the futureFurther Mathematics is valued by all universities for subjects which have a mathematical base; Mathematics, but also Physics, Engineering, Chemistry, Computing, Economics, Geography. The ‘better’ universities will be particularly interested in those who have taken this option. It counts as a separate A Level to Mathematics: university offers based on three A Level grades can include Mathematics and Further Mathematics as two of these.

Examination SpecificationOCR Further Mathematics, subject code 7891

Web address: http://www.ocr.org.uk/qualifications/as-a-level-gce-mathematics-3890-3892-7890-7892/


16


MODERN LANGUAGES

FRENCH, GERMAN AND SPANISH

Head of Modern Foreign Languages – Mrs E Leach

Languages at A LevelSkills in foreign languages are a valuable asset in the world beyond College and studying French, Spanish or German will equip students with the ability to thrive both in the workplace and socially.

Those who study languages at A Level need to have a sound knowledge of the grammatical basics of their chosen language and must have performed to a high standard at GCSE level or have reached an equivalent standard if they have not been following the English education system.

Students must be interested in developing their knowledge and understanding of the culture and way of life of the target-language countries and they should be prepared to spend some time outside the classroom improving their listening and reading skills.

They should arrange to spend a short period in a country where the target language is spoken, during the holidays. College offers a variety of trips to Sixth Form linguists and students may also seek financial assistance for independent travel by applying for a Calvert Memorial Award. Details of this award are distributed in the Autumn Term.

Syllabus InformationStudents starting their AS or A Level courses in September will work towards the AQA examinations. Specification: AQA (French 2650, German 2660 and Spanish 2695)

Web addresswww.aqa.org.uk

As well as learning how to communicate at a higher level in the language they have chosen, students will learn more about a wide range of aspects of the societies in which the language is spoken. Lessons will be conducted mainly in the target language across four core skill areas.

Reading and ListeningStudents will be taught to listen to and read, understand and extract information from passages in the target language that are taken from authentic sources such as internet sites, magazines, newspapers, reports and books. Working in the language laboratory and with digital and audio material in the classroom, students will be taught to understand contemporary spoken language.

Speaking and WritingStudents will learn how to write in a style that is more sophisticated than that required for GCSE and to hold conversations about matters of current interest in the target language. As well as class discussion, students will have one lesson a week in pairs or small groups with a native-speaking assistant.

ExaminationsStudents taking languages to AS Level only will sit two units, one of which will be an oral examination. Students taking languages to A2 Level will sit four units in total, two of which will be oral examinations.

Additional Languages College can, where possible, offer additional languages such as Mandarin as an extra-curricular activity. Any student who is keen to progress to a higher level in a language not taught formally at College can arrange lessons with tutors via the Modern Languages department, but there is an extra charge for this. Any student interested in studying another language, Mandarin in particular, should contact Mrs E Leach.

Modern Languages and other subjectsThe study of a modern language combines well with any other subject taken to AS or A Level. Apart from the desirability of continuing with a foreign language beyond the age of 16, the skills acquired during a language course are applicable to all other disciplines. For those choosing the Sciences or Mathematics for A Level, the study of a language to AS Level can provide a useful and welcome balance.

Relevance of Modern Languages to future studies and careerThere is a wide range of opportunities open to students who have studied a foreign language beyond the age of 16. Some students follow degree courses entirely focusing on languages, others prefer to pursue a Higher Education course in another subject but choose a language option alongside it.

Having a language at AS, A or degree level will certainly make students attractive candidates in the employment market. The following website gives a great deal of useful information regarding the relevance and usefulness of languages: www.languageswork.org.uk


17


MUSIC

Head of Department - Mr D McKee

The AS and A Level Music courses offer an exciting combination of academic study, performing and composing. There is a good range of choice to suit the strengths of different candidates, but all candidates will need to be dedicated musicians as performance contributes a significant part of the course. A high GCSE grade and good musical background are essential for the course. Our students who have already achieved high grades in performing have a great advantage from the outset.

Syllabus and teaching methodThe course is divided into six units, which cover academic music, harmony, listening, performing and composition. There is considerable variety of choice within the study areas, including both academic as well as performing. Composition and stylistic harmony are important elements of the course, and one of the two must be offered as coursework for both AS and A2.

ASThe three course units involve performing, composing, listening, and academic music, which includes history and analysis work through the study of set works and areas of interest.

UNIT 1The set work is chosen by the exam board, and is currently Haydn’s Symphony no 104 in D. Students can also choose between the following areas of interest for one question in the exam; Baroque Choral Music; Music Theatre and British Pop Music from 1960 to the present day.The additional listening questions in the exam will be based on unseen pieces of music, which draw on general musicianship skills as well as theoretical knowledge.

UNIT 2Students choose one from Stylistic Harmony, Composition and Arrangement, to be completed under controlled assessment conditions to a brief supplied by the exam board. A wide range of media can be employed to complete this task, including elements of Music Technology.

UNIT 3There is further choice available for the practical aspects of the course. Candidates offer two performances chosen from the following:

• (a) a solo performance on an instrument • (b) a solo performance on voice • (c) a solo performance on a second instrument • (d) an ensemble performance • (e) a technology-based performance 1 – Sequencing • (f ) a technology-based performance 2 – Multi-track/

close microphone recording. Each acoustic performance should last 5–8 minutes. This unit will be internally assessed and externally moderated.For each performance, candidates may submit a single piece or a programme of shorter pieces. Candidates may

also perform their own composition if this makes sufficient technical and expressive demands on the candidate.

A2At A2 Level, there is a similar structure to the units. The set works in Unit 4 are currently Elgar – Symphony No. 1 or Shostakovich – Symphony No. 5. Students with a strong preference may be able to choose their preferred work. Students also choose between English Choral Music in the 20th century, Chamber Music from Mendelssohn to Debussy and Four decades of Jazz and Blues 1910–1950. One of these will be the chosen topic for their second exam essay question. The listening part of the exam follows the same principles as the AS course, only at a higher level.

UNIT 5 The same choice exists for A2 as for AS, however students are expected to operate at a more sophisticated level, and to include complex stylistic markers from the composers and pieces they have studied.

UNIT 6 Candidates offer two (or more) contrasting pieces to form a short programme for either acoustic performance and/or performance via music technology chosen from:

• (a) solo acoustic performances – lasting 10–15 minutes

• (b) technology-based performances • (c) one solo performance and one technology-based

performance – the solo performance to be at least 5 minutes.

The pieces will be chosen to show variety of style, technique, period and/or approach.

Music and other subjectsMusic has always been a highly suitable subject to combine with other arts or humanities A Levels, and it is well known as a combination with Mathematics. More recently universities are showing more inclination towards broader mixtures of subjects at A Level and therefore Music is now more than ever an excellent subject to combine with almost any other.

Relevance of Music to the futureStudents intending to pursue a career in Music will normally read Music at university or apply to a music college. This can lead to a variety of related career paths including arts administration, media work, music technology, the recording industry and TV, teaching, performing etc. However Music as a degree subject is also widely recognised by other industries not connected with music, as the skills it engenders such as discipline, creativity, research, dedication, confidence and team work are vital transferable skills for all future employers.

Examination SpecificationAQA AS Music – 1271Edexcel A2 Music – 2271

Web address: www.edexcel.org.uk


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POLITICS AND GOVERNMENT

Head of Department – Mr R E T Moore

Why study Politics?Studying Politics is a fantastic way to develop our understanding of the decision making processes that affect our daily lives. In learning about Politics, we gain knowledge of what shapes our world and we can understand better the choices available to our political leaders and the constraints upon what they decide. As a subject it is current, accessible and ever changing.

Due to the nature of the subject there has been a rapid increase in the number of students taking Politics as an A Level or as a university degree. By 2014 there are approximately 35,000 students studying the discipline.

Politics has enjoyed a rapid rise in popularity and indeed it is now the fifth fastest growing A Level subject in the country. The Politics department at College is no different. We have three sets at A Level and this maximizes the educational needs of every student.

Employers respect the range of skills acquired by Politics students. These skills include research of topics and sources; analysis of evidence and argument; oral and written communication of ideas and argument and innovative learning.

The Politics Department at College is a vibrant and exciting place to be. We have an active society, The Morley Society. We have recently hosted a debate evening between MPs and there have been annual trips to the Palace of Westminster where we are hosted by the local MP. Politics is a good subject to study at A Level: it is fresh, accessible, stimulating and well worth consideration.

Areas of study: The A Level is modular and it is broken into four components:

The AS is a study of contemporary British Politics. GPO1: People and Politics; taken in the summer of the Lower Sixth. Key concepts: Democracy and political participation. Party policies and ideas. Elections. Pressure groups.

GPO2: Governing the UK; also taken in the Summer Term.Key concepts: The UK constitution. Parliament. The Prime Minister and cabinet. The judiciary and civil liberties.

The A2 course is a study of the political processes of the USA.GPO3C: Representative processes in the USAKey concepts: Elections and Voting. Political Parties. Pressure Groups. Racial and Ethnic Politics.

GPO4C: Governing the USAKey concepts: The constitution. Congress. The presidency. The Supreme Court.

Current areas of debate:In 2014, to name but a few issues, there is a vast amount that we discuss, debate and that students are ultimately examined on. The American mid-term elections and the effects of the results on the last phase of the Obama premiership; the decline of coalition government in the UK; the effects of the recent referendum on Scottish independence and The Union; the nature of Prime Ministerial and Presidential power; querying whether there is a participation crisis in British politics; the effects of finance on national elections; and finally the nature of pressure group and, in the USA, Political Action Committee activity on Presidential elections and the rise and rise of UKIP as they secure their first MP.

To be up to speed with these issues is of paramount importance and enables a young active mind to be able to engage in debate and to ensure that they are informed and in turn take an active part and engage as a citizen within a modern liberal democracy.

Subject combinations:Politics is a natural bedfellow for History, English, Geography and Economics. It is also a great subject to complement the sciences as it offers something ‘a bit different.’ Most importantly, Politics is a subject that should be studied by anyone with a natural interest in the political process.

FFor a closer look at the course specification please visit:http://www.edexcel.com/quals/gce/gce08/gov/Pages/default.aspx

A note from the Head of Department:Here are a few titles that may well stimulate your interest in this subject:‘Decision Points’. George W Bush‘A Journey’. Tony Blair‘Electing Our Masters’. John Lawrence‘Who Runs This Place? The Anatomy of Britain in the 21st Century’. Anthony Sampson


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PSYCHOLOGY

Head of Department – Dr T A Norman

IntroductionPsychology is the scientific study of the mind and behaviour. It is about you, the people around you, how you affect them, how they affect you and about the differences that exist between different people. It tries to understand human behaviour both at an individual level and group level.

The study of Psychology is underpinned by a long-running debate between nature and nurture. Are we the product of our genetic inheritance or are we the way we are because of our experiences? Psychology looks at both ‘normal’ and ‘abnormal’ functioning of people. It will not teach you to read other people’s minds but it will help you to understand both other people’s and your own behaviour better.

Areas of study, skills and methodologyThe AQA A Level Psychology course covers topics from a range of branches within Psychology.

In Developmental Psychology we look at attachments including how these are formed and the effects of not having been able to form an attachment in childhood; in Cognitive Psychology we study memory models, theories of forgetting and factors that affect the accuracy of eye witness testimony; Biological Psychology covers the structure and functions of the nervous system, localisation of brain function, ways of investigating the brain and biological rhythms including the sleep/wake cycle; Individual Differences looks at how we define abnormality, characteristics of phobias, depression and OCD as well as looking at some causes and treatments for these disorders.

Research Methods teaches students to be practical psychologists including how to design, carry out research and analyse results. Students will also be introduced to different approaches or perspectives within psychology allowing them to see the History of Psychology as a discipline and to compare different approaches.

In the second year of the course a number of topics are covered in more detail including Schizophrenia, Relationships, Aggression, Issues and debates underlying psychological theories including ethical issues involved in research and further Research Methods. For the full A Level students will need to understand how psychologists choose which statistical test to use on their data and to be able to interpret the results of statistical analyses.

Although there is no coursework in the exam, students will carry out practical activities throughout the course to teach them both research design and about topics within the course. Students will learn about theories and research and how to evaluate these.

Critical analysis and evaluation skills are essential in Psychology and a good psychologist does not take things at face value and likes to ask ‘why’?

Common Subject combinationsPsychology can complement a number of subject choices including Art, Biology, Business Studies, English, Mathematics, Music, PE and TPE.

Relevance of subject to the futureKnowledge of the way people behave will benefit students personally, socially and in any job that requires them to interact with or understand other people.

Psychology will prepare students for a variety of future professions and give them a skillset that will be useful in a wider arena such as their other learning and any interactions with other people. There are a number of employment opportunities in Clinical Psychology, Industrial or Occupational Psychology as well as many personal benefits to be gained from studying Psychology. There are many other jobs where psychology is indirectly used such as Nursing, Social Work, Teaching and Business.

Psychology can be studied as a degree in its own right or as part of a number of joint degree combinations.

Examination specification (and codes)AQA GCE Psychology A Level 7182

Web address:http://www.aqa.org.uk/subjects/psychology/as-and-a-level/psychology-7181-7182

A word from the Head of DepartmentPsychology is a fascinating and exciting subject to study if you have an interest in human behaviour. It is a social science and as such follows the scientific rigours of any science course.

It demands a good level of ability in English as essay-writing skills are needed in the examinations. It also requires a sound ability in Mathematics as students have to analyse and interpret data.

There is an opportunity to visit a Zoo/Safari Park in the Lower Sixth form to carry out practical work to learn about research method techniques and to study animal behaviour.

In the Upper Sixth there are opportunities to visit Bethlem, an old mental asylum, or the Psychology section of the Science Museum in London. There is also a flourishing Psychology Society at College that students are encouraged to join to hear visiting speakers or perhaps even present topics of their own wider interest relevant to Psychology.

As an introduction to the subject students are urged to read ‘The Rough Guide to Psychology’ by Christian Jarrett or ‘The Mind’s Eye’ by Oliver Sacks.


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SCIENCE AT CHELTENHAM COLLEGE

Head of Department – Mrs I C E Mech

It is the aim of the Science Department at Cheltenham College that all students gain the qualifications and depth of knowledge they require in order to fulfil their career ambitions, develop the range of skills essential for scientific thinking and the personal qualities needed to make them resilient learners and excellent scientists.

Students are taught to the highest standards by subject specialists and all of them are challenged to achieve the best possible academic results. They are encouraged to enter national competitions, read extensively and the department arranges trips to conferences to expose the students to cutting edge scientific developments and research. The teaching within the department develops learners who have the ability to read scientific literature critically and ensures that all students become scientifically literate citizens of society.

Across the three scientific disciplines students will develop the essential scientific skills required to plan and undertake investigations and interpret and analyse their results.

Students who show an interest in continuing with science at university level are mentored and regular debates and discussions are undertaken. University preparation classes are held during which challenging academic concepts are examined and rigorous debate takes place.

In an ever-increasing demand for excellent scientists, the Science Department produces students who are able to compete successfully for places at competitive universities, become successful scientists and consequently make a worthwhile contribution to the society they live in.


BIOLOGY

Head of Department – Mrs I C E Mech

IntroductionBiology is the science and study of living organisms and it ranges from the study of ecosystems to the specific interactions of molecules in cells. It teaches students how to test theories by forming hypotheses, planning experiments, recording data and drawing conclusions from their findings and, critically, to appreciate the limitations of their experiments.

Biological research and understanding is progressing at a rapid rate making it a fascinating subject to study. To name a handful of advances since the turn of the millennium we have seen the complete sequencing of the human genome, advances in the therapeutic use of stem cells and further analysis and understanding offered to explain climate change.

Each week our news is filled with greater medical or environmental understanding, much of which is a direct result of biological research.

Areas of study and A Level structureThe new linear Biology A Level course is composed of three units, which are assessed as two theory papers and a separate paper which assesses all the experiments undertaken over the two year course and includes the use of synoptic skills. All three papers assess knowledge and the application thereof. The first year allows students to gain a detailed understanding of cell structure, biological molecules, an overview of biochemistry, immunology and disease. Students are also exposed to an introduction to Advanced Genetics, Evolution and Classification.

During the course of the second year, Advanced Biochemistry is studied with specific reference to Photosynthesis and Cell Respiration. Furthermore, environmental issues are discussed. To support this aspect of the course, students attend a weekend field trip in Dorset. This unit also covers the latest scientific advances including the therapeutic uses of stem cells, DNA fingerprinting and the possibility of replacing defective genes in human cells, known as ‘gene therapy’. This unit also covers the latest scientific advances including the therapeutic uses of stem cells, DNA fingerprinting and the possibility of replacing defective genes in human cells, known as ‘gene therapy’.

Areas of study, skills and methodologyStudying Biology involves four main elements: understanding and learning new theories, conducting experiments, analyzing data and applying knowledge to answer new problems. Students develop the following key skills: the ability to recall a significant amount of biological theory, to be able to carry out practical experiments recording data accurately, numeracy to allow them to analyze data and to conduct statistical tests and finally to be able to apply their knowledge to answering novel problems, expressing their ideas using the specific terminology.

Subject combinationsBiology complements other science subjects well. Mathematics is a useful addition to support the data-analysis and statistical elements of the course.

Relevance of subject to the futureBiology is an excellent choice for those considering many different degrees other than biological sciences, including medicine and other medically-related degrees, veterinary science, dentistry, biochemistry, environmental science and pharmacy. An understanding of Biology is of great use in certain areas of law, politics, statistics, education, business and scientific journalism.

Examination specificationThe Biology Department is in the process of examining the new A Level specifications and a decision concerning the examination board will be made in due course.

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A note from the Head of Department:Biologists are encouraged to join the Natural Sciences Society, which aims to attract students who are hoping to apply to Oxbridge or the Russell Group of universities to read science-related, medicine, veterinary or dentistry courses. Through this society, students gain advice on interview practice, giving presentations and discussing their areas of interest in detail – all aimed at enhancing their chances of making successful university applications. Special preparatory sessions are conducted with students specifically applying for Medicine, dentistry and Veterinary Science. During these the entrance examinations are considered and extensive interview practice takes place.

Recommended reading‘Genome: The autobiography of a species in 23 chapters’. Matt Ridley. (Fourth Estate Ltd 2000)‘Almost like a whale: The Origin of Species’ updated by Steve Jones. (Black Swan, 2000)‘The invisible enemy: A natural history of viruses’. Dorothy Crawford (OUP, 2002)‘One renegade cell: The quest for the origins of cancer’. Robert A Weinberg (Phoenix, 1999)‘Francis Crick: Discoverer of the genetic code’. Matt Ridley (Harper Perennial, 2008)‘The Immortal Life of Henrietta Lacks’. Rebekka Skloot.‘Extremes’ Kevin Fong.


CHEMISTRY

Head of Department – Mr J L Jones

IntroductionChemistry is that branch of science that investigates the chemical composition, structure, properties and interactions of matter and so has a bearing on everything that goes on around us. The A Level course aims to equip Sixth Form students with a detailed knowledge of modern chemistry and introduces both traditional ‘wet’ methods of analysis and synthesis alongside modern analytical techniques such as nuclear magnetic resonance and mass spectrometry.

Mode of studyThe A Level course will build on the skills and technical aspects of (I)GCSE. In the Lower Sixth Form students will undertake a foundation course in the first unit, studying atomic structure, chemical amounts, bonding and the Periodic Table, rates, equilibrium and energy. The Upper Sixth Form will address advanced topics in physical chemistry, inorganic chemistry and organic chemistry including modern methods of chemical analysis and mathematical aspect of chemistry including the rigorous use of pH and calculations involving free energy and entropy. At the time of writing the final decision on specification choice is yet to be finalized but the three main examination boards offer a similar programme of study. There are likely to be two papers in AS Chemistry and three in A Level Chemistry. At A Level the third paper will address synoptic skills from the

entire specification. There will be some element of multiple choice answer.

Practical work will remain central to our scheme of work and there will be opportunities for practical work most weeks. Students will be required to learn specific practical skills and to apply these competently in the laboratory. The assessment of practical work will be undertaken in the form of questions about practical activities undertaken during the year posed in each of the written papers at both AS and A Level. At A Level only there will be an additional practical endorsement, which will not be part of the overall awarded grade and which may appear on the candidate’s certificate, confirming that the student has engaged in live laboratory-based practical work.

Chemistry and other subjectsChemistry is central to the Sciences and fits well with A Levels in Physics, Biology and Mathematics. However, we also welcome an approach where Chemistry is chosen with a more diverse mix of subjects. Many students have successfully studied A Level Chemistry with subjects as diverse as English, History or Economics. Chemistry taken in combination with a modern language opens great opportunities to study and work in Europe. Students wishing to pursue pure Chemistry or Chemical Engineering at university must also take Mathematics A Level.

Relevance to work and careersA good Chemistry A Level has great currency in the employment market place being regarded as a rigorous academic subject with relevance to modern society. It supports degree courses and careers in Chemistry, Natural Sciences, Engineering, Pharmacy, Environmental Science, Materials Science, Geology and is compulsory for Medicine and Veterinary Science.

Many students also embark on university courses and then careers which have no chemical content (such as Law, Accounting, Economics, Management, Computing) but they take with them the skills of analysis, problem-solving, clear communication, abstract thinking and practical dexterity that they acquire from the A Level course.

Examination SpecificationTo be clarified in due course.

From the Head of DepartmentTo widen the scope of the course the Chemistry Department contributes to evening Science society events at College and participates regularly in university outreach activities. Students have opportunities to visit university research departments and to participate in competitions such as Schools Analyst, Chemistry Olympiad and the Cambridge on-line Chemistry Challenge Competition (C3L6). Specialist tutorials are given to those wishing to apply for Chemistry or Natural Sciences at Oxbridge and other competitive universities. Chemistry is an interesting and engaging subject but it is challenging, requiring an ability to assimilate abstract concepts and solve problems with numerical accuracy and understanding. As such a minimum A grade at (I)GCSE Chemistry or AA in IGCSE Double Award Science and

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A in Mathematics is required to enter the A Level course.

Pupils anticipating joining the course after (I)GCSE could do some prior preparation in the summer holiday by reading widely, particularly from the following books:

• ‘Periodic Tales’ by Hugh Aldersley-Williams• ‘Elegant Solutions’ by Philip Ball• ‘Seven Elements That Have Changed The World’ by

John Browne


PHYSICS

Head of Department - Mr S R Cooper

The subject is suitable for students who have an interest in Physics, want to find out how things work in the physical world and enjoy applying their mind to solve problems. From September 2015 students will study the AQA Physics A Level, course 7408, which is the successor to the AQA Physics A syllabus successfully taught by the department for a number of years.

This specification is designed to encourage candidates to• develop in-depth knowledge and understanding of

the principles of physics• gain hands-on practical, and data analysis skills• appreciate how science works and its relevance

beyond the laboratory• see how physics links to other sciences and how the

subject underpins important technologies.

Entry requirements and mathematical contentStudents who work hard and who have already attained GCSE grades at A* or A in Mathematics and in Physics or Dual Award Science should thrive on this course. Those who have only managed B grades may struggle to achieve respectable grades at A Level. It is helpful, for students taking A Level Physics to continue to study Mathematics.

40% of the marks available in A Level Physics will require the use of GCSE standard mathematics.

For those intending to continue with Physics or Engineering at university, an A Level in Mathematics is essential, and Further Mathematics is strongly advised for the best mathematicians.

Structure of the courseThe Physics course consists of three units assessed by written examinations, each of which lasts two hours. In the first of these, students will study many of the core areas of Physics including Mechanics, Electricity, Waves and Materials as well as being introduced to more esoteric aspects of Particle and Quantum Physics. The second unit covers Further Mechanics, Fields and Nuclear Physics.

Unit 3 is about practical skills and data analysis as well as an

option topic chosen by the students depending on their personal interests. Throughout the course, students will carry a variety of practical skills such as experimental design, problem solving, processing data and evaluating their results including quantifying uncertainty. Students will be required to achieve a level of practical competency that will have to be endorsed by their teacher to pass the course. 15% of the marks in the A Level examinations will test a student’s practical skills.

Resources, support and enrichmentStudent learning is supported by textbooks written specifically for the course, as well as a College subscription to ‘Doddle’, a useful on-line resource. Regular clinics are run several times weekly to support students experiencing difficulties with prep or preparing for university entrance tests or interviews.

Our most able students are encouraged to enter the national Physics Challenge and Olympiad competitions, for which extension classes are provided. The department puts on regular trips and Physics evenings. Budding engineers are urged to attend a ‘Headstart’ course where they stay at a university and find out much more about Engineering as a degree course and a career. This also provides excellent material for their UCAS personal statement.

Why Physics?A Physics qualification provides evidence of numeracy and an ability to think logically, analytically and to solve problems. A good grade in Physics is thus held in high esteem by admissions tutors for any course for which these skills are at a premium, and by future employers. The holders of Physics qualifications thus tend to enjoy a salary premium.

Physics is a key subject for engineers and for most scientists.

The majority also study Mathematics and many also take Chemistry. However, several combine Physics with Economics, Geography or a Language. Besides being a necessary stepping-stone to their career objective, the course has much to commend it in its own right, helping students develop vital skills. It should therefore be considered as an option for those who have no intention of continuing in a Science discipline. In 2014 half of College’s A Level Physics students achieved either an A* or A grade.

Examination SpecificationAQA Physics A Level Award 7408

Web addresshttp://www.aqa.org.uk/subjects/science/as-and-a-level/physics-7407-7408

[email protected]

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SPORTS SCIENCE

Head of Department – Mrs R K Faulkner

IntroductionThe Sports Science course follows the AQA Physical Education syllabus. However, the College describes the course as Sports Science, because this reflects more accurately the content of the syllabus.

The course takes a multi- disciplinary approach, actively encouraging different methods of enquiry and learning. Within the classroom students learn about the physiological, psychological and sociological factors that influence the performer and their performance.

Students will address contemporary topics including the impact of ergogenic aids, sports technology and the increasing commercialisation of sport.

Combining theory with practical performance, students are given an excellent basis to develop their understanding of sport science as an academic discipline. It is not necessary to have taken Physical Education or Sports Science at GCSE Level but a good science background is very beneficial for both the AS and the A2 courses.

Areas of StudyPhysical Education A Level is examined at the end of the Lower Sixth and Upper Sixth. The examinations in the Lower Sixth account for 50% of the overall A Level grade and can be re-sat in June of the Upper Sixth if necessary. The practical examinations form 60% of the overall grade and the examination marks the additional 40%. Modules taught include, Physiology, Skill Acquisition, Sports Psychology and Contemporary Influences in Sport.

Students are assessed on their ability to apply theoretical knowledge to practical situations to optimise performance. This includes answering shorter questions and writing extended essays to draw together the different modules.

Practically they will be examined on their performance as well as their capabilities to analyse and evaluate their own and others’ performances. At AS Level, students will be assessed in two activities and at A2 Level just one sport.

As it is modular-based Sports Science will interest students with numerous perspectives: physiological (Sports Technology, Energy Systems or Newton’s Laws and their Application to Sporting Performance), psychological (Arousal and Attitudes, Aggression and its Relationship within Sport or Attribution Theories and their Effect on Performance) or sociological (Factors affecting the Nature and Development of Elite Performance or Sport and Ethnicity and Functions & Policies of Sport Organisations).

Learning in a dynamic way helps secure a sound understanding of the course content and enables students to apply theory to their own sporting performances in order to reach their full potential.

Societies and VisitsThe Sports Science Society hosts a variety of debates, presentations and guest speakers. Recent lecturers have included Sports Psychologist Alison Smith, Olympic Silver medallist Robert Hounslow and Paralympian Mel Nicholls.

The Society helps to raise the profile of Sports Science within the College and opens people’s eyes to what it really entails. Students will take part in practical experiments looking at the following questions; ‘How does exercise affect our breath and breathing?’, ‘How does the body respond to changing energy needs?’ and ‘What are the implications for sporting training programmes?’

Students will have the chance to calculate the power they generate, estimate their V02 max, and measure the CO2 they breathe out, as well as blood pressure and pulse rate before and after exercise. We have also organised a visit to Bath University for hands-on laboratory testing and a workshop from Bristol University’s Mobile Anatomy and Physiology Unit.

Sports Science and other subjectsIt is possible to combine Sports Science usefully with most other subjects. The multi-disciplinary nature of the subject means that it combines well with both the liberal arts (especially History and Geography) and the sciences (particularly Biology for those who are strong enough scientists to take A Level Biology). Examination SpecificationAQA GCE Physical Education AS 1580AQA GCE Physical Education A2 2580

Web address: www.aqa.org.uk/qual/gce/pe_new.php

The future of Sports ScienceWith the new A Level reforms starting in 2015 we are still researching the options for Sports Science. At the moment we intend to stay with AQA but because the new specification for Sports Science is yet to gain accreditation we are keeping our options open. The new specifications will be taught from September 2016 in the second phase of reforms. We do know that the weighting of the theoretical and practical elements will change. The theory will now account for 70% and the practical 30%. The practical will consist of an examination in only one sport and not two. The actual specification will be decided in due course.

Relevance of Sports Science to the futureSports Science is excellent preparation for a Higher Education course in a related sphere, e.g. Sports Science, Sports Studies, Exercise Science, Physiotherapy. It is also useful as a second or third subject to support university entry in an unrelated subject. It is an acceptable qualification for entry to all universities.


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THEATRE STUDIES AND DRAMA

Director of Drama – Mrs S M McBride

IntroductionTheatre Studies is a highly practical course, which is designed for students who enjoy exploring plays practically, as well as watching and performing a diverse range of drama. It will interest students who have had some performance experience already and now wish to build upon this experience in a more focussed way.

This is an exciting, but often exhausting subject to study - one that will rarely see students sitting quietly behind a desk in a classroom, but will more often see them up and about, interacting and improvising, talking and planning, and hopefully, laughing and applauding.

By choosing this course students are making a firm commitment to contribute actively and practically to every lesson as part of a series of stimulating exploration workshops and production processes. What to ExpectThe practical focus of the AS course is preparation for the Performance Assessment (40%), a performance of an extract of a published play, directed and produced entirely by the students. For this element of the course students are required to use the ideas, theories and practical exploration of an established theatre practitioner to interpret their chosen play for performance.

As well as honing performance skills and increasing knowledge and understanding of specific practitioners, this unit develops vital group communication and interpersonal skills. Due to the emphasis placed on student direction and creative control, to succeed, students must be highly focussed, totally committed and self motivated.

The written AS examination, taken in the summer of Lower Sixth continues to explore Drama from a distinctly practical point of view. As part of the examination candidates will be required to answer one question on a set text they have studied (30%) and complete a review of a specific element of a theatre production they have seen as part of the course (30%).

During the study of the set text candidates will be encouraged to explore the text as practically as possible. They will consider ways that they might stage particular scenes, use a range of dramatic and design elements in performance, as well as interpret characters and relationships as performers.

As preparation for the review question, candidates will be expected to see a diverse range of theatre productions during the year, including a trip to London’s West End, as part of the College’s extensive programme of extra curricular trips.

At A2 the same balance of exploration of text, study of practitioners and development of performance skills is maintained, with a devised drama assessment and the study

of two more set texts.

Subject CombinationsThe study of Theatre at A Level complements a diverse range of other studies; common combinations have included History, English and Psychology.

Relevance of the Subject to the FutureWhilst some who opt to take an AS in Theatre Studies do so with the intention of forging a career in the arts as a performer, writer or director, many more see it as a means to demonstrate to future employers and other educational institutions that they have an invaluable set of transferable skills.

An AS in Theatre Studies suggests to the world that you are a confident ‘people’ person, indeed, universities have indicated that they especially value its emphasis on group co-operation, which is at the heart of the practical element of this course.

Examination SpecificationAQA Drama and Theatre Studies - 2240AS - DRAM1 & DRAM2A2 - DRAM3 & DRAM4

Web address: http://web.aqa.org.uk/qual/gce/drama_theatre_new.php

Word from the Head of DepartmentThe best way to prepare successfully for this course is to watch, read about and be involved in a diverse range of live theatre productions.

At the heart of our methodology is a commitment to providing work that has a core of great emotional truth, so a working understanding of the ideas of both Katie Mitchell and Stanislavski would prove invaluable to any student embarking on this course. Stanislavski’s ‘An Actor Prepares’ and Mitchell’s ‘A Director’s Craft’ provide an accessible insight into the work of these two practitioners.


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THEOLOGY, PHILOSOPHY AND ETHICS (TPE)

Head of Department: Rev Dr A J Dunning

The study of Theology, Philosophy, and Ethics at A Level encourages students to develop their philosophical and critical thinking skills.

Students are encouraged to read and evaluate the arguments of philosophers such as Jeremy Bentham and Jean-Paul Sartre and to test their relevance to the world today.

A Level TPE classes provide excellent preparation for university, as students are encouraged to become independent learners. The AS course includes a study of arguments for the existence of God, Freud and Jung on religion, atheism and postmodernism, ethical theory, and applied ethics.

Students may find themselves in lessons discussing a range of issues from the lives of medieval mystics to the Taliban, or even Tom Cruise and his conversion to Scientology.

The study of Philosophy, Theology and Ethics can complement a wide range of subjects at Advanced Level. As a companion to the arts and humanities it provides an understanding of the history of thought, facilitating understanding of subjects such as History, Art History and English Literature.

For the potential medic, economist or lawyer, it provides a rigorous training in the ethics pertaining to these disciplines and imparts a number of valuable transferable skills, especially the ability to construct compelling and coherent arguments.

This is a dynamic and exciting modern syllabus, which may appeal to those who wish to pursue theology or philosophy at university, as well as those with an interest in the key issues of life and how they relate to religion in the 21st century. The emphasis on the acquisition of philosophical skills, thought and reasoning is important for all those entering higher education.

Students of Theology, Philosophy and Ethics follow the AQA AS and A Level course in Religious Studies.

Syllabus and Teaching MethodThe aims of the syllabus are to:

• study the significance of religious and philosophical thought in the modern world

• appreciate the importance in such study of the social, political and religious relevance of the period or topic studied

• provide good training in the use of academic tools of analysis

• develop an interest in and enthusiasm for a rigorous study of religion

• use an enquiring, critical and empathetic approach to the study of religion, philosophy and ethics.

The AS courseTPE students in the Lower Sixth at Cheltenham College study RSS01 (Religion and Ethics 1) RSS03 (Philosophy of Religion). The Religion and Ethics unit involves a study of ethical theory and applied ethics and topics studied include Utilitarianism, Situation Ethics, Abortion and Euthanasia. The students then have a choice of answering two questions out of four in the examination on this unit. In the Philosophy of Religion unit the topics studied are Freud and Jung, the Cosmological Argument, Religious Experience and Atheism and Postmodernism; again students answer two questions out of four.

Advanced Level (A2)At A2 the specification enables candidates to study in greater depth aspects of one or more religion(s), including textual, theological, historical, ethical, phenomenological and philosophical perspectives.

The TPE department studies A2 Unit 3A – RST3B (Philosophy of Religion ) and A2 Unit 4B – RST4B (Religious Fundamentalism). Topics studied in the Philosophy of Religion module include, Religious Language, Body, Soul and Personal Identity, the Problem of Evil and the Ontological Argument; students are required to answer two out of four questions on this paper. Religious Fundamentalism is an in depth study of fundamentalist approaches to religion in Christianity, Islam and Judaism. Students answer one two-part essay from a choice of two on this topic. There is no coursework element to A Level Religious Studies.

Web address:http://www.aqa.org.uk/subjects/religious-studies/a-level/religious-studies-2060

Advanced Level TPE students are also encouraged to attend the Philosophy Society which is run in conjunction with Cheltenham Ladies College, or our new Theology Society.

Students who are considering this course at A Level may consider reading Nigel Warburton’s ‘Philosophy the Basics’, Sigmund Freud’s essay ‘Future of an Illusion’, or Richard Dawkins’ ‘The God Delusion’.


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Sixth Form Curriculum 2015 -17- EXTRA STUDY

LEADERSHIP AND PERSONAL DEVELOPMENT

FacilitatorsMr M C Todd (Director of Leadership)Mr D R Faulkner (Director of Extra-Curricular)Mr G J Cutts (Head of Lower College)

What are the aims of the Course?The over-riding aim of the course is for students to explore ways to maximise their potential and to use their talents to the full.

There is an emphasis on improving their well-being; with the premise that as a result of their improved contentment and with a positive mental attitude, they should hopefully perform better and start to discover their real passions and aptitudes. This should also produce a more focussed UCAS application.

We continue to be bombarded in the media by what schools are not doing to prepare students for the ‘real world’. Chief Executives from leading companies have been calling out for ‘soft’ skills in the workplace and the general feeling is that most schools are not specifically developing these skills. Add to this a ‘global war’ for talent in the workplace and you have young people under unprecedented levels of pressure to perform. Hopefully this course helps to build awareness of the importance of soft skills and personal development.

Why do we do this course at college?Life is very busy for the Y Generation and they face a demanding and exciting world where information is growing exponentially and there are many drivers significantly influencing them everyday – peer pressure, the media, globalisation, technology and the Internet.

One of the objectives of the course is to take students on a journey of self-discovery, which will cover three main areas:

1. Identity and Self-Awareness (Who am I?)2. Purpose (Who do I want to become?)3. Providing a toolkit of success strategies.

It is hoped that this will enable our students to face these challenging times with confidence, helping them to make better decisions and become higher performers.

As a College, we strive to promote leadership and lifelong learning by inspiring our students to be the best they can be. We are aiming to help the Lower Sixth to be more effective and better decision makers in these exciting times and to become more attractive to both universities and prospective employers by focusing on:

• Goal setting

• Time management

• Fixed v Growth mindset

• Being proactive

• Values and Principles

• Presentation skills

• Building confidence and resilience

• Motivation

• Being a change agent

• Identifying strengths

• Creative thinking and problem solving

• Leadership styles

• Creative thinking and problem solving

• Leadership styles

What is the programme based on and how does it work?• The course is influenced by Stephen Covey’s book

‘The 7 Habits of Highly Effective People’, ‘Teaching Happiness and Well-being in Schools’ by Ian Morris, and ‘Make it Happen’ by Padraig Lawlor and Philip O’Callaghan.

• The course will be interactive, involve videos and will involve activities and group work.

• Each student is required to prepare a five-minute presentation on something ‘Inspirational’ and present it to their Tutor.

• Assessment – although this course is not about being tested, students will be observed doing activities.

Suggested reading• ‘How to avoid a near life experience’ by Steve Head

• ‘Outliers’ by Malcolm Gladwell

• ‘What Colour is your Parachute?’ by Richard Bolles

• ‘Tuesdays with Morrie’ by Mitch Albom

• ‘The Game Plan’ by Steve Bull

• ‘Shackleton’s way: leadership lessons from the great Antarctic explorer’ by Margot Morrell and Stephanie Capparell

• ‘Why should anyone be led by you? What it takes to be an authentic leader’ by Robert Goffee and Gareth Jones of HBR

• ‘Leading at a higher level’ by Ken Blanchard

Contacts:[email protected] [email protected]

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Sixth Form Curriculum 2015 -17 - EXTRA STUDY

INDEPENDENT PROJECTS

The Lower Sixth Independent Project is a key part of the College’s Sixth Form curriculum. It represents an opportunity to step away from the confines of A Level syllabuses, and to engage in an in-depth study of a topic of interest to the individual student.

The project provides excellent preparation for undergraduate study: students are mentored by subject specialists on the staff, mirroring the tutorial relationship used by many universities.

Students identify, plan and research in depth, developing knowledge and understanding beyond the curriculum and managing their own learning. Information about the project can support university applications by individualising the personal statement, enabling students to showcase their depth of interest, knowledge and research skills and providing possible discussion points for interview.

The skills of reading, research, review, analysis, writing and evaluation are developed in the project process. These core skills mirror the skills important to successful university study and careers:

• to think logically about arguments which are encountered in personal research

• to gather and handle source material critically

• to appreciate the importance of precision in the use of language or data when building a case for their point of view

• to show sensitivity to counter-arguments or rival theories

• to develop skills in presenting the project in a persuasive, cogent fashion

• to undertake a reflective study of what has been learned during the course of research or the significance of the results.

During the Autumn Term, students are introduced to the features and requirements of the kinds of projects offered. In consultation with parents and tutors, they decide which would be most beneficial:

• The L6 Independent Project, which is assessed in College: most students choose to submit an essay; alternatively, students may submit a multimedia presentation

• A national academic competition, which is externally judged, examples of which are the Robert Robson History Prize and the Royal Economics Essay Prize Competition

• The Extended Project Qualification (EPQ), which is externally assessed. College follows the scheme offered by Edexcel: www.edexcel.com/quals/project/level3/

Dr Mary Plint co-ordinates the independent projects at College.


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Sixth Form Curriculum 2015 -17- EXTRA STUDY

ENGLISH AS AN ADDITIONAL LANGUAGE

Head of Department – Miss S L Proudlove

Students for whom English is not their first language sit an English as an Additional Language (EAL) examination as part of the admissions process. They are also interviewed by the Head of EAL as part of the entrance procedure and /or on arrival. There is a residential induction programme for new EAL students prior to the start of the academic year. New EAL students are strongly advised to attend.

Upper College students who do not have the prerequisite language qualifications for university entry are entered for the IELTS examination, usually in the Lower Sixth form, and classes are held to prepare students for this. The IELTS examination is an internationally accepted university entrance qualification, designed to grade students’ level of English using bands from 1.0 – 9.0. The grade needed for university entry depends on the individual university but most require a minimum of 6.5 – 7.0.

The IELTS exam consists of four modules: Reading, Writing, Speaking and Listening. Very usefully, the examination targets relevant academic skills required for courses in further and higher education through a wide range of academic subject areas such as the Environment, Education and Technology. Scientific journals, newspapers and lectures represent common sources from which materials are taken.

The ability to present and develop a balanced and objective argument, together with efficiency of communication and use of time, are regarded as key skills for success.

As the course progresses, the students’ competency in the English language improves which, in turn, helps with their involvement in their main subjects.

In addition to IELTS preparation, the department offers additional EAL support to those who require it and this takes the form of individual, shared and small group lessons. Lessons are tailor made to address each individual’s needs and areas of weakness in each of the skill areas, with an additional focus on English for academic purposes and on study skills.


LEARNING SUPPORT

Head of Department: Dr M P Plint

Many students who have received additional support for learning in Lower College feel that their skills are sufficiently developed for working independently in the Sixth Form. The greater demands and higher expectations of A Level work lead others to seek additional support, especially early on.

The Learning Support Department can help with the following skills:

• time and task management skills

• note taking and note making

• advanced level reading and comprehension skills

• planning and structuring of essays

• developing clarity of expression in written work

• spelling and grammar

• revision and examination techniques.

Individual extra lessons are offered and arranged where regular, ongoing support is desired. Students are also welcome to seek help informally from the Learning Support Department.

The Learning Support Department provides advice regarding special arrangements for examinations. Students who have had special arrangements for GCSE examinations are reassessed at College by specialist teachers. Current data is needed to determine if a student remains eligible for special examination arrangements in light of the current criteria as laid down by JCQ, the examinations board. The criteria are amended annually.

Students joining College in the Sixth Form who wish to be considered for special examination arrangements at College must send assessment reports for the attention of Dr Plint, Director of Learning [email protected] so that post-16 assessment and other requirements can be discussed.


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Sixth Form Curriculum 2015 -17 - HE & CAREERS

HIGHER EDUCATION AND CAREERS

Head of Upper College and Head of Higher Education & Careers – Mr S M F McQuittyDeputy Head of Upper College – Mr D M EvansHigher Education & Careers Advisor - Mrs M-C Byrne

The department is located in the Symondson HE/Careers library. This impressive resource centre consists of purpose built offices, a meeting room, specialist library and a projector for group presentations. It has been developed as part of the major refurbishment to the 1865 building incorporating the main College library and theatre.

In today’s workplace, success often starts with achieving a good degree at the most suitable university. Some will choose a subject because of the career they wish to pursue whilst others will know the discipline that they wish to study but be a little unsure as to where it may lead. Work experience can prove to be vital when securing a place at university, as well as providing inspiration regarding the choice of future career and degree to be read.

Higher Education

College handles a large and diverse range of university applications. These are made, via UCAS (Universities & Colleges Admissions Service) to British universities as well as to foreign institutions principally in North America, Australia, Europe and the Far East. There is a series of termly meetings with Mr McQuitty, six in total, to cover all issues. Matters relating to admissions and applications are aired to parents at the Students’ and Parents’ Universities Meeting in March. A comprehensive booklet is produced annually ensuring the most up to date information is available about this dynamic area and issued to all students at the end of their Lower Sixth year.

Individual students see either the Deputy Head of Department or Higher Education & Careers Advisor to discuss their particular circumstances and to seek advice over personal statements and choices about degrees and institutions. A comprehensive mock interview programme is in place to cover those subjects and students likely to be called; Oxbridge and medical, dental and veterinary medicine applicants particularly.

The department coordinates College departments’ preparations for the increasing number of university tests such as the national ones for Medicine (BMAT and UKCAT) and Law (LNAT) and any individual one for particular universities, most notably Oxford.

The department also invites university representatives from across a range of disciplines and backgrounds to speak to students and parents about the UCAS process and personal statements. Members of the department regularly attend training conferences at UCAS Headquarters and keep up to date with other events in London, Oxford and Cambridge.

All students who have left and subsequently wish to re-apply to university are overseen by Mr McQuitty. Oversees/

International applications are dealt with by the department; offering advice, guidance and support throughout the year.

Careers

Careers guidance and personal skills development are considered central aspects of a pupil’s education at College. In the Sixth Form there is continued support, encouragement and help with CV writing, interview skills and work experience placements. At the end of the Summer Term in Lower Sixth all pupils attend the department’s Pre-University Week.

The department works closely with tutors, PSCHE and Leadership and Life Skills delivery as well as department heads. We actively support the Science Department and a number of our students regularly attend events at local universities run by Headstart and the Smallpiece Trust. Other options, such as the excellent Year in Industry gap year placement scheme, exist and these opportunities are promoted at all times throughout the academic year.

The department fosters a range of contacts with local and national businesses, professional bodies (such as RIBA, the Royal College of Surgeons and the Law Society), hospitals and charities. We continue to work with the Cheltonian Association to offer diverse and exciting opportunities for our students to learn more about a chosen profession.

Contact:[email protected]@[email protected]

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Sixth Form Curriculum 2015 -17- APPENDICES

APPENDIX 1

A Level results 2011 - 2014

SUBJECT ENTRIES A* A B C D E A*-A % A*-B % A*-E %

Art 40 16 10 11 2 1 65.0% 92.5% 100.0%

Biology 92 12 29 27 12 10 2 44.6% 73.9% 100.0%

Business Studies 89 7 12 26 30 12 1 21.3% 50.6% 98.9%

Chemistry 98 12 35 27 11 6 6 47.9% 75.5% 99.0%

Chinese 31 1 18 11 1 61.3% 96.8% 100.0%

DT: Materials 42 2 14 16 10 38.1% 76.2% 100.0%

DT: Textiles 25 4 8 9 4 48.0% 84.0% 100.0%

Economics 156 18 56 50 20 7 3 50.7% 79.5% 99.3%

English Literature 95 14 39 28 11 3 55.8% 85.3% 100.0%

French 45 7 15 16 6 1 48.9% 84.4% 100.0%

Further Maths 35 10 12 8 4 1 62.9% 85.7% 100.0%

Geography 124 19 58 33 12 2 62.1% 88.7% 100.0%

German 13 2 9 2 84.6% 100.0% 100.0%

Gov. & Politics 75 4 17 32 15 5 2 28.0% 70.7% 100.0%

Greek 5 1 4 100.0% 100.0% 100.0%

History 124 17 42 39 23 2 1 47.6% 79.0% 100.0%

History of Art 22 1 6 6 5 2 1 31.8% 59.1% 95.5%

Italian 2 1 1 0 100.0% 100.0% 100.0%

Japanese 3 3 100.0% 100.0% 100.0%

Latin 15 7 7 1 93.3% 93.3% 100.0%

Mathematics 160 51 66 25 12 5 1 73.1% 88.8% 100.0%

Music 17 7 7 2 1 82.4% 94.1% 100.0%

Physical Education 49 3 12 11 14 6 3 30.6% 53.1% 100.0%

Physics 68 13 21 17 10 4 3 50.0% 75.0% 100.0%

Psychology 24 3 5 5 6 4 1 33.3% 54.2% 100.0%

Religious Studies 31 8 9 9 5 54.8% 83.9% 100.0%

Russian 12 7 5 100.0% 100.0% 100.0%

Spanish 28 5 9 8 4 2 50.0% 78.6% 100.0%

Theatre Studies 38 6 16 13 3 57.9% 92.1% 100.0%

Total 1558 258 545 431 222 72 25 52% 79% 100%

Cumulative percentage 17% 52% 79% 94% 98% 100%

APPENDIX 2

Pre-A Level Reading

Anyone taking an A Level in a subject should be prepared to go beyond the course itself. Universities will certainly expect students to have read widely. The summer vacation before the Lower Sixth is a great opportunity to read. A comprehensive selection of books put together by the Heads of Departments can be found on the Cheltenham College website on the following link:- http://www.cheltenhamcollege.org/sixth-form-academic

This is updated on a regular basis.

Documents

Sixth Form Curriculum 2015-17