Sixth Form Course Booklet 2013 - Bromsgrove School

R E G I
BROMSGROVE
SCHOOL
The Sixth Form
Choosing a course
for September 2013

CONTENTS
The Sixth Form Curriculum 1
English as an Additional Language for International Students 6
The Library 7
The International Baccalaureate Programme
Core elements of the International Baccalaureate Programme 10
International Baccalaureate Diploma subjects
Subject Group 1 English Literature 14
German A Language and Literature 16
Subject Group 2 English B 17
French B 17
German B 18
Spanish B 18
Italian ab initio 19
Spanish ab initio 20
Latin 21
Subject Group 3 Business and Management 22
Economics 23
Geography 24
History 25
Subject Group 4 Biology 26
Chemistry 27
Physics 27
Environmental Systems and Societies* 28
Subject Group 5 Mathematics 29
Mathematical Studies 29
Mathematics SL 30
Mathematics HL 30
Subject Group 6 Visual Arts 32
Music 32
Page
Recommended IB subject choices for major UK university courses 34
*Environmental Systems and Societies may be considered as a Group 3 subject or a Group 4 subject (or fulfil the
requirements of both Groups 3 and 4 by its inclusion in a Diploma Programme)
i
…………….. continued overleaf

The A level/BTEC programme
The Sixth Form Core Programme 38
A level and BTEC subjects
Art 40
Art (Textiles) 42
Biology 44
Business Studies 46
Chemistry 48
Classical Civilisation 50
Design and Technology: Resistant Materials 52
Design and Technology: Graphic Products 54
Drama and Theatre Studies 56
Economics 58
English Literature 60
Geography 62
Government and Politics 64
History 66
Latin 68
Mathematics: AS level 70
Mathematics: A level 72
Mathematics: Further Mathematics 74
Modern Foreign Languages 76
Music 78
Physical Education 80
Physics 82
Religious Studies: Philosophy, Ethics and Biblical Studies 84
BTEC National Certificate in Sport (Development, Coaching and Fitness) 86
Recommended AS/A level subject choices for major UK university courses 90
ii

THE SIXTH FORM CURRICULUM
This booklet is designed to assist in the choice of IB Diploma, A level and BTEC courses in the Sixth Form. When
deciding to join the Sixth Form you are doing more than choosing a school in which to study for the next two years. You
should expect to prepare yourself for, and gain the required entry qualifications for, a good University. You should also
seek to gain a wide range of additional achievements, experiences and interests, and develop the personality and
enquiring mind that will take you further.
THE BROMSGROVE OFFER
Bromsgrove aims for pupils to make the very most of their abilities and opportunities in the Sixth Form to develop their
skills, talents and interests. Nobody should fall through the net, or look back at wasted opportunities or time. Whilst
pupils work hard, they should enjoy their studies and leave with no regrets.
It is expected that pupils in the Sixth Form will be both motivated and ambitious, and willing to stretch themselves
academically. In recent years, good IB grades or A level qualifications in three subjects have become only a minimum
entry requirement for top universities, and at Bromsgrove pupils’ academic programmes seek to ensure that they have
gone beyond this minimum. The school organises the curriculum so that pupils may achieve this either by studying
areas in particular depth, or through a breadth of study. The school does not operate a rigid timetable column system
and will always try to ensure that a pupil's preferred subject combination is available. A large range of subjects and
qualifications is on offer and, having chosen the IB or A level route, pupils can mix and match with great flexibility. For
example, pupils may choose to study familiar subjects within the IB Diploma or try new ones such as Environmental
Systems and Societies or Italian, whilst A level subjects can be studied together with a BTEC course.
THE IB DIPLOMA OR A LEVELS?
What is the difference between the A level approach and that of the International Baccalaureate Diploma? The school
has always prided itself on the flexibility of a timetable which allows almost any combination of subject to be studied at
A level. Historically the vast majority of our pupils gained an A grade in their A level studies. However, we are aware that
there has been some criticism that grade inflation may have slightly devalued the worth of A levels as a qualification,
whilst the introduction of the new A* grade has meant that universities are unclear about what their future entry
requirements will be. The desire to maintain a sense of stability in an ever changing world is one reason why an
increasing number of British schools are offering the IB Diploma at least as an alternative offer in the Sixth Form – the
IB has remained a tried and tested system whilst the A level benchmark has been adjusted both down and up recently.
However, the IB Diploma offers not merely extra choice in terms of syllabuses or assessment methods but an
alternative philosophy as to how one should approach one’s time in the Sixth Form. The core of a Sixth Former’s A level
programme is composed of his or her specific subjects and extra-curricular activities – from these discrete building
blocks a course is followed. At the core of an IB Diploma student’s programme is a consideration of his or her abilities
and aims as a pupil, and all specific subjects studied and activities undertaken help to inform the student’s view of hisor
herself. In short the IB’s approach is a holistic one, requiring students to study a broad range of subjects (and extracurricular
activities), to consider the philosophical links between what they are studying, to consider issues within an
international context and actively to develop their own skills as learners. The IB Diploma is a respected qualification,
because of its breadth, the hard work that is required in order to score well in it and the need for students to be
reflective as learners. If pupils wish to maintain their breadth, are willing to work hard in a well structured environment
and can tolerate addressing areas of relative weakness the IB Diploma offers a superb educational package. Where
pupils have a very clear academic focus, wish to play to their existing strengths by regularly tackling discrete learning
modules and are self-disciplined enough to work effectively in what in many ways is a less structured environment, A
levels continue to provide a very satisfying package.
The core aspects of the International Baccalaureate Diploma Programme are explained later in this booklet, and the IB
organisation website clearly explains the thinking behind the Diploma Programme. If you wish to discuss which of the IB
Diploma and A level/BTEC routes is most appropriate to you or your child’s needs, please do not hesitate to speak to
the Head of Sixth Form, Dr Johns, the Second Deputy Head (Academic), Mr Ruben or the Director of International
Baccalaureate Programme, Dr Thompson.
1

THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME: AN OVERVIEW
The Diploma Programme is a two-year, pre-university programme. The IB illustrates the Programme as a hexagon
showing the subject groups, the three core components and the central learner profile.
Students must choose one subject from each of subject groups 1 to 5, thereby ensuring breadth of experience in
languages, humanities, the experimental sciences and mathematics. Group 6 represents the arts subjects but, in
recognition that some specialisation will be needed for certain university courses, it is possible to elect to take a further
subject from Groups 2, 3 or 4 instead of taking the arts subject.
The norm is to study three subjects at higher level (HL) and a further three subjects at standard level (SL) – this is the
model adopted at Bromsgrove. HL courses are taught in a recommended 240 hours with SL courses taking 150 hours
over the two years of the course. In practical terms this means that HL courses are taught in five fifty-minute periods
per week and SL courses in three periods per week. Theory of Knowledge (ToK) is taught in 2 periods per week for 4½
terms.
Assessment of courses
Each student is assessed by a combination of internal assessment and external examinations which take place from
the start of May in the second year of the course. This means that there are no module exams to be taken and that all
examinations are synoptic in nature. Teachers provide the IB with predicted grades which can be taken into account in
special circumstance situations.
In each subject, the student is graded on a scale from 1 to 7. 1 represents ‘very poor’ and 7 ‘excellent’. Thus the
group subjects can contribute up to 42 (= 6 x 7) points towards the overall diploma. With 3 core points available from
the ToK and extended essay (see page 11), students can be awarded up to 45 points for their diploma.
The award of the diploma requires students to meet specifically defined standards and conditions. These include a
minimum total of 24 points and the satisfactory completion of CAS, ToK and the Extended Essay. Worldwide
approximately 80% of students are awarded the diploma; however those not achieving the diploma are certified for
their success in individual subjects and students failing to gain the full diploma are frequently admitted to UK
universities (such is the strength of the reputation of the IBDP).
2

THE A LEVEL/BTEC PROGRAMME: AN OVERVIEW
At Bromsgrove most pupils following the A Level/BTEC route study four subjects in their Lower Sixth year, with the two
units in each subject examined in either January or June. Each AS level unit is examined separately, and graded A to E
and Fail. Each AS level is taught in five 50-minute lessons per week.
In the Lower Sixth, in addition to their AS studies, pupils will follow our Sixth Form Core Programme which aims to place
their specific subjects within a broader intellectual context and develop personal transferable skills. We will also try to
provide the opportunity to re-sit GCSEs in mathematics and English if needed.
Pupils will then normally go on to study three of their four AS subjects at A2 level in the Upper Sixth year. Whilst Upper
Sixth work is not necessarily more content heavy than that at AS level, it tends to be analytically more demanding, and
the examinations are more challenging. In some subjects coursework replaces one or more of the unit examinations.
Six lessons a week will be allocated to each subject at A2 level. The final A level grade in a subject will be a
combination of the results at AS and A2 levels. If very high marks are scored in the A2 units a new A* grade is
available.
In the Upper Sixth, many pupils will study beyond their three core courses. Some stronger pupils may wish to continue
with all four of their AS courses through to the full A level. Many pupils will opt to pick up a new AS level in the same
family of subjects as the one they are specialising in, whilst others will seek out a broadening subject. In some subjects,
able pupils may wish to sit Advanced Extension Awards, which share their specifications with the standard A level whilst
being more demanding.
PROGRAMME FOR DECISIONS FOR SEPTEMBER 2013
1. Christmas Holidays. Discuss with your parents your future intentions, possible careers and possible AS levels.
Your Careers Action Plan should also be considered at the same time.
2. January. Make full use of the Careers Department, subject teachers and your Tutor and Houseparent to follow
up holiday discussions and get further information if needed. Look carefully at your report, mock results and
forecast grades.
3. January. Detailed discussion takes place in School about the progress and potential of every pupil in the Fifth
Form between the Houseparent, the Head of Careers, the Head of Sixth Form (Dr Johns), the Director of IBDP
and the Head of Pupil Monitoring to GCSE (Miss Dick). The Assistant Head (Academic) then reviews the
outcome of all these discussions with Dr Johns and the Houseparents.
4. Saturday 26 January 2013. Sixth Form Course Information Morning. This is an opportunity for both you and
your parents to find out in detail what the Sixth Form courses involve. There will also be opportunities to
discuss careers and university entrance with experts.
5. Thursday 31 January and Tuesday 5 February 2013. Fifth Form Parents' Evenings. These will provide
opportunities for your parents to discuss your progress and potential with subject teachers.
6. Monday 18 February 2013. Deadline for your subject choice form to be submitted to the School. It is
particularly important that you meet this deadline, as we need to ensure that all the courses are properly
staffed and equipped. Sixth Form courses require significant management of both staffing and resources and
we wish to be fully prepared for them. We will not, of course, hold any pupil or parent to their initial choices. We
are well aware that pupils may change their minds between February and August, but we find that the initial
first guesses give us a very accurate overall picture of what we need to provide in the following September -
provided there is more than a 95% return. We are very anxious to ensure that all pupils have the choice of
subjects they want and need, that they are not in too large a set, and that all the necessary books and
equipment are there on the first day. We have been able to achieve this in the past when we have had a good
return of choices, but we have also experienced problems when a significant number of pupils or parents gave
us no idea of choices until the start of term in September. At this late stage it is not always possible to give
students the combination of subjects that they may wish.
7. June 2013. Review decisions in the light of changes of mind about career and final stages of GCSE
preparation. Notify us of any changes, however small. We shall be completing the details of the timetable by
then, having undertaken the strategic planning of it in March and April.
8. August 2013. GCSE results are published and previous decisions confirmed. Please confirm your choices with
your house parent as soon as you receive your results. This will enable us to fine-tune the timetable so that
everything is ready for the first day of term.
3

FACTORS TO CONSIDER WHEN CHOOSING SIXTH FORM COURSES
IB Diploma subjects and A levels cannot be mixed and matched. One route or the other must be followed. Having
first decided which route to follow, you should then consider the following.
1. Your own interests and enthusiasm - you will have to spend more time on each subject than you did for any
subjects at GCSE.
2. Some subjects are very different at Sixth Form level from what they were like at GCSE level. Normally subjects
are similar no matter whether they are studied within the IB programme or through the A level route (but not
always – English Literature is approached very differently by the two systems).
3. How good you are at the subject.
4. How it fits in with other subjects you are studying. Within the A level route there will, ideally, be some fit
between the subjects being studied. The IB Diploma requires three subjects to be studied at Higher Level and
three at Standard Level, and the breadth of the programme must be maintained.
5. What style of assessment suits you best? IB has some coursework but the majority of assessment comes in
the form of exams at the end of the Upper Sixth. A levels have more regular unit exams, with coursework being
important in some subjects.
6. Many feel that pupils should continue with a broad programme of study for as long as possible. The IB caters
for this naturally. A level pupils can maintain breadth if they wish, but some pupils studying A levels will wish to
play to their strengths.
7. How subjects fit in with your possible career choice or suit university entrance requirements.
It is vital that you research subject choice with care. Subject teachers are always willing to give you more information
about subject content. Attend the Sixth Form Course Information Morning and careers talks, and make full use of our
Careers Department, which is staffed throughout the day. Take information from older pupils with a pinch of salt; there
are always those who will complain that a subject is “hard” (perhaps it is for them, particularly if they made a bad
choice and are not suited to it having not researched it properly).
UNIVERSITY ENTRANCE
We strongly recommend that very detailed advice is taken from the Careers Department on this complex subject.
However, several general points are worth stressing.
1. For some university degrees it is not necessary to have studied the subject previously. These subjects include
Economics, Politics, Business, Psychology, Philosophy, Sociology, Computing, Law and Theatre Studies. In fact
there are times when universities may prefer you to study related subjects to the specific one you intend to
read for your degree. For example, some Computing departments prefer candidates to study Mathematics and
Physics rather than Computing, whilst some Economics and Business courses require Mathematics but not
school level Economics or Business.
2. Some subjects are a particular requirement to study another subject at university. These include Chemistry for
entry to Dentistry, Medicine, Pharmacy, Veterinary Science, Chemical Engineering and many top Biology
courses. It is worth noting that in Medicine, Veterinary Science, and Dentistry, there is now enthusiasm for a
non-science subject in addition to Chemistry and Biology. Mathematics and Physics are essential for most of
the top Engineering courses. Biology is seen as very important for Physiotherapy, some Psychology courses,
Nursing Degrees, and Occupational Therapy.
3. Many of the top Modern Languages courses at University require, or prefer, two languages studied in the Sixth
Form.
This list could be virtually endless. We would therefore again like to stress the need for you to take specialist advice at
this stage of the decision making process.
4

WARNING
It is our intention to run all the courses listed in this booklet, and to offer most combinations of subjects. However, we
cannot guarantee all possible subject combinations, particularly where very few pupils have opted for a particular
subject. We will be able to inform pupils by the end of May of what is and is not possible, provided we are given all
provisional subject choices by 18 th February.
ENTRY REQUIREMENTS FOR THE SIXTH FORM
For automatic entry into the Sixth Form a minimum of eight grade Bs at GCSE (if students fall short of this mark by
gaining some C grades, an equivalent number of higher grades in other subjects is acceptable) is required. Most of our
pupils work towards achieving the IB Diploma or four AS Levels. Slightly above the eight B grade hurdle and certainly
below it a different programme of study may be more appropriate and each case will be considered individually. Ideally
pupils will gain at least a grade A at GCSE in a subject (or a related subject) they wish to study at IB Higher Level or for
AS, and certainly they should not score less than a B grade. To ensure pupils have a strong enough base from which to
study a science subject with confidence in the Sixth Form they should have at least a B grade in the relevant GCSE
science subject and should in addition have gained at least a B grade on the highest of the science units which they
have taken. Likewise Higher Level or A level Mathematics will ideally be studied by those who at GCSE have proved
they have a strong base in the subject by having sat a Higher Tier paper. Those wishing to study BTEC National
Certificate in Sport should have clear evidence that they are able to manage their time effectively when undertaking
coursework.
We stress that each case will be considered on its merits and advice will be given to individuals to ensure that their
best interests are well served. Wherever possible we will tailor courses to individual needs but ultimately we will not set
pupils up with programmes of study which they seem unlikely to be able to cope with successfully.
ENTRY REQUIREMENTS FOR THE UPPER SIXTH
Progression from the Lower Sixth AS course to the Upper Sixth A2 course is almost always automatic.
Our typical pupils are strong academically and are near the top of the ability range nationally, and IB Diploma students
are locked in to a two year course.
However, if pupils have struggled to cope with AS courses, they will gain little from trying to tackle still more demanding
A2 ones. A half of the total A level mark is carried over from the AS and it is therefore essential that students take the
AS course extremely seriously and see A and B grades as their target. Pupils who have scored poorly in their AS levels
may be advised to take advantage of the flexibility of the A level system and switch their programme of study midstream
to maximize their university choices. Premier universities and high demand courses such as Medicine and Law
expect to see mostly A grade AS Levels on their entry forms and certainly nothing less than a B. We expect pupils to
gain at least a C grade at AS level in order to take the subject forward to the A2 stage. Students should be aware that
the A2 programme in the Upper Sixth is very challenging and that they will struggle if the Lower Sixth year was spent
cruising. It is possible to retake AS units at the end of the Upper Sixth course, but this can be disruptive and result in far
less focus on the much more difficult A2 units. To avoid disappointment, A level pupils would be wise to simply work
hard in the Lower Sixth to secure A and B grades at AS level.
5

EAL
ENGLISH AS AN ADDITIONAL LANGUAGE FOR
INTERNATIONAL STUDENTS
Students who speak English as an additional language will have access to support from specialist EAL teachers both in
the subject classroom and in discrete support lessons outside normal curriculum time. The support will focus on
improving their skills in reading, writing, speaking and listening. Our international students following the IB Diploma will
gain an English qualification within this programme, whilst our A Level pupils will gain an additional qualification in
English alongside their A Level subjects.
EAL SUPPORT WITHIN THE IB DIPLOMA PROGRAMME
Whilst a high degree of competence in English is assumed for all students, it is recognized that the analysis of literary
texts in A1 English will present a particular challenge for students working in a second or additional language,
especially if they have not studied English literature previously. Comprehensive support will be provided for these
students.
EAL SUPPORT FOR THOSE FOLLOWING THE A LEVEL ROUTE
IELTS (International English Language Testing System)
IELTS is recognized by universities across the UK and most Lower Sixth form students at Bromsgrove follow a
preparation course for this examination
Four separate components develop and assess proficiency in the English language skills of listening, reading,
writing and speaking
Students are entered for IELTS in May of the Lower Sixth: by then, they have had almost a full academic year of
preparation in an English speaking environment and this gives them the best chance of attaining a good score
Students who need to improve their IELTS scores are able to re-take IELTS in February of the Upper Sixth
Students are strongly advised not to take IELTS at any other times
Universities vary widely in the IELTS offers they make, so this always needs careful checking. With each IELTS
component being scored from 1 (lowest) to 9 (highest), a 6.5 average (with no component lower than 6.0) is
often seen as a minimum requirement, but linguistically challenging courses at popular universities may seek
an IELTS score of 7.5 (with no component lower than 7.0).
For more information contact Mrs C Bentham
6

THE LIBRARY
The library at Bromsgrove School is purpose built and modern. It contains a wide variety of up-to-date and relevant
resources for all students, and especially for those in the Sixth Form who have plenty of opportunity to study in it. We
are open from 8.00 a.m. to 9.00 p.m. on weekdays, 9.00 a.m. to 3.30 p.m. on Saturdays and 2.00 p.m. to 6.00 p.m. on
Sundays.
Our large range of set texts and background texts for all subject areas are carefully chosen in consultation with subject
teachers. This ensures that all subject areas are well stocked and that students have a variety of resources to refer to.
Our stock reflects the needs of both IB Diploma and A level subjects as well as the Sixth Form Core Programme.
In addition, the library subscribes to a large selection of journals. We take a selection of current and political affairs
journals alongside our six daily newspapers. Sixth Form students are, therefore, well able to keep abreast of current
news items; this is essential for such subjects as politics, economics, general studies and business studies.
The computer facilities in the library, Sixth Form room and adjacent open access computer room are linked to the main
school network, enabling students to access their own user area and also the Internet. The library subscribes to a
range of electronic databases and information websites which students can access.
The library is well staffed, with a full-time Head Librarian and three part-time well-qualified assistant librarians, ensuring
that students are given the best possible assistance when researching and working in the Library and Resources
Centre.
For more information contact Mrs J M Bedford
7

THE INTERNATIONAL
BACCALAUREATE PROGRAMME
9

CORE ELEMENTS OF THE INTERNATIONAL
BACCALAUREATE PROGRAMME
THE LEARNER PROFILE
The IB learner profile represents a set of learning outcomes for IBDP students. It provides a vision of education
comprising of a set of ideals that hope to inspire, motivate and focus the work of schools and teachers, uniting them in
a common purpose. All IB students should aspire to become:
Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Open-minded
Caring
Risk-takers
Balanced
Reflective
CAS
IBDP students, in conjunction with their tutor acting as CAS supervisor, will formulate a balanced programme that
incorporates all three CAS components, Creativity, Action and Service. Part of the selection process will include
deliberation about the life-skills that can be developed whilst participating in this programme. In addition to this,
students will look at how the CAS programme can complement their academic studies; this will make them aware that
learning extends beyond the classroom into the wider community of which they are a part. The emphasis will be upon
learning by doing new tasks that have real consequences. Students will be encouraged to play a dynamic role within
their chosen activities and to evaluate the understanding and insights acquired by reflecting thoroughly upon their
experiences.
There are opportunities within our Diploma Programme to become involved in regional and international activities.
Students will be encouraged to deliberate about the ways in which they can forge links with other schools, both in this
country and overseas; by keeping in touch with other students via email there will be opportunities to gain different
perspectives and to share ideas.
Students will be encouraged to consider ideas such as: what kinds of knowledge and beliefs are involved in a CAS
activity? How might they change as a result of CAS activities? What role does truth play in CAS? How, if at all, do our
perceptions of individuals, institutions and/or communities change as a result of a CAS activity? What is the role of
emotions in CAS? How do they influence our understanding of ourselves and of others? Do our CAS activities influence
the way we reason about social or organizational problems? What does Creativity/Action/Service mean in CAS?
For more information contact Mr L J Falconer (CAS Coordinator)
10

THEORY OF KNOWLEDGE
The Theory of Knowledge course aims to encourage students to be intellectually open minded critical thinkers who
reflect on the knowledge presented throughout the world around them and take an active role in examining, adapting,
and developing their experience as learners. Central to the IB Diploma Curriculum, the study of ToK encourages
students to understand and investigate the web of interlinked knowledge that exists within and between their previous
educational experiences, their IBDP studies and in turn knowledge in the world at large. Keeping the individual
“knower” at the centre, the ToK course provides the opportunity for students to examine the validity and value of their
knowledge.
With a different unit per term, students will examine theories, sources, ideas, opinions, issues and claims that cover the
spectrum of experience and knowledge from the international intellectual world, for example the arts, sciences, politics,
history, language and mathematics. Throughout the ToK course individuals will gain an informed, considered
understanding of their own culture and different cultures around the world.
Students will have two classes per week throughout the majority of the two year course, with the programme finishing
before the Easter of the second year, thus meeting the IBO requirements in terms of classroom hours and allowing
students to develop their critical reasoning and evaluation skills, as well as acquire a wealth of new knowledge,
throughout the duration of their Diploma. The course will be assessed internally via ToK style presentations and
externally with a 1200 - 1600 word essay on a selected title.
For more information contact Ms L E McCutcheon (ToK Coordinator)
EXTENDED ESSAY
Each IB student is required to produce an independent, self-directed piece of research, culminating in a 4,000 word,
fully referenced paper. This process helps to develop the skills required for research during university courses and
offers the chance to complete an in-depth study in a subject area of special interest to the student.
In achieving this, the student must generate an appropriate research question which will allow personal exploration of
the topic. Ideas need then to be communicated effectively and arguments fully developed by the student. The
experience of producing the Extended Essay develops analytical and synthesis skills and allows the student to evaluate
the knowledge that they have acquired during the research and elsewhere on the course.
Each student is required to recruit a supervisor (usually a member of the teaching staff) with some degree of expertise
in the topic area. The supervisor can then advise the student and make comments on the first draft of the essay. The
essay is ultimately submitted to an external assessor for marking.
For more information contact Mr G N Delahunty (Extended Essay Coordinator)
ToK and the Extended Essay can contribute three core points to students’ diplomas in line with the following table:
EE
THEORY OF KNOWLEDGE
Excellent
(A)
Good
(B)
Satisfactory
(C)
Mediocre
(D)
Elementary
(E)
Not
submitted
Excellent (A) 3 3 2 2 1F* Fail
Good (B) 3 2 1 1 F* Fail
Satisfactory (C) 2 1 1 0 F* Fail
Mediocre (D) 2 1 0 0 F* Fail
Elementary (E) 1F* F* F* F* Fail Fail
Not submitted N/A N/A N/A N/A N/A Fail
It is acceptable to get a 0 overall (by writing a mediocre EE and getting satisfactory in ToK for example) and still be
awarded the Diploma.
F*: If students gain an E grade in either the Extended Essay or Theory of Knowledge, they must get an overall score of
28 points on the course in other areas, in order to be awarded the Diploma. Getting an E grade in both areas or failing
to submit the Extended Essay represents an automatic failure.
11

INTERNATIONAL BACCALAUREATE
DIPLOMA SUBJECTS
13

SUBJECT GROUP 1: ENGLISH A AND GERMAN A
English A Literature, HL and SL
The aim of the course is to develop the skills students have gained in their studies of GCSE English Literature - the
analysis of their own language and culture, the consideration of social, historical, literary and political contexts – and to
develop them both in breadth and in depth, particularly expanding their foci upon international elements. One essential
element will be to increase the level of independence of students, both in terms of the level of work expected outside of
and during lessons, and in terms of their intellectual independence. Studying literature successfully requires students
to balance open-mindedness and an acceptance of others’ views and readings with the courage and willingness to
express their personal views, and an ability to explain, justify and reflect upon these different viewpoints. In short,
students are encouraged to become increasingly analytical, not only with regard to literary study but with regard to their
own and others’ responses to it – and to consider what shapes those responses. This will bolster key elements of the
Theory of Knowledge course.
The course is arranged into four main groups of texts, known as ‘Parts’, with the Unseen Commentary element in
addition to this – further information about this is outlined below. Lessons will typically be highly discursive in style, with
great expectation placed upon students to contribute to, and at times to lead, discussion. This will mean that the oral
requirements of the courses – the Part 2 and Part 4 assessments - will be as fully prepared for, and as unintimidating
to students, as possible. Students will be expected to produce regular written work outside of lessons – this may take
the form of preparatory reading, note making (especially important for the Part 3 texts, since these will be used for
external written examination purposes) as well as writing their own critical essays, which will give students
opportunities to practise and hone their written expression. Key to success in English A1 Literature are elements such
as technical accuracy, clarity of analysis and the promotion of argument. World Literature coursework, based upon the
Part 1 texts, builds upon the skills students have developed during their GCSE studies but also calls for greater
independence, in the sense that students will focus upon specific areas, symbols and themes of the texts that interest
them rather than responding to set questions. The Unseen Commentary aspect of the course will be prepared for via
discrete lessons and homework tasks, but improving students’ skills in literary criticism will be continually addressed
through the coverage of all texts studied throughout the course.
The ‘Parts’ of the course are arranged around thematic and stylistic links, but the holistic nature of the IB means that
students will be encouraged to continually see the links between all the texts they study during the course, both
identifying universal themes and considering the ways the social, historical and cultural backgrounds of these texts
have shaped them. In addition, they will be encouraged to make links with subjects they study elsewhere within the IB,
and with their own experiences. In a sense, therefore, in studying specific genres and contexts they will be encouraged
to see beyond them.
Core Content
External Assessment
Paper 1 Commentary –
based upon the written
analysis of one previously
unseen literary text.
Commentary skills will be
practiced throughout the
course.
HL
13 texts studied, at least 3 of which are World
Literature texts normally studied in translation.
All genres are covered, including literary nonfiction.
SL
10 texts studied, at least 2 of which
are World Literature texts studied in
translation. All genres are covered,
including literary non-fiction.
(2 hours) Worth 20%. (1½ hours) - The text will be
accompanied with guiding questions.
Worth 20%
14

Paper 2 Essay – based
upon the discussion of
texts studied in Part 3.
Higher Level - 4 texts
Standard level – 3 texts
Literature in Translation
Assignment – based
upon a text studied in
Part 1.
Higher Level – 3 texts
Standard Level – 2 texts
Internal Assessment
IOC – based upon Part 2
texts.
Higher Level – 3 texts
Standard Level – 2 texts
IOP – based upon Part 4
texts.
Higher Level – 3 texts
Standard Level – 3 texts
(2 hours) - The essay must be based upon at
least 2 of the 4 works studied in Part 3. Worth
25%
One assignment written during the course and
externally assessed – 1200-1500 words long -
based upon a literary aspect of 1 of the 3 texts
studied. Worth 25%
Individual Oral Commentary (10 minutes) based
on the poetry text studied in Part 2, followed by
an interview (10 minutes) based upon one of the
other two Part 2 texts. Worth 15%
Individual Oral Presentation (10-15 minutes)
15% - based upon an aspect of 1 or more of the
3 texts studied. Worth 15%
(1½ hours) - The essay must be
based upon at least 2 of the 3 works
studied for Part 3. Worth 25%
One assignment written during the
course and externally assessed -
1200-1500 words long - based upon
a literary aspect of 1 of the 2 works
studied. Worth 25%
Individual Oral Commentary (10
minutes) - based on an extract from 1
of the 2 works studied for Part 2.
Individual Oral Presentation (10-15
minutes) based upon an aspect of 1
or more of the 3 texts studied. Worth
15%
For more information contact Ms K E Tansley
15

German A Language and Literature, HL
The aims of this course are to extend the students’ language competence and communication skills as well as to
broaden their knowledge of cultural literacy. This is a newly designed course (first examination in 2013) for students
who are competent in more than one language (either native or bilingual) and consider using the language in an
academic context in the future. Choosing a second group 1 course offers the possibility of gaining a bilingual diploma.
Bromsgrove School offers this course only as a higher level option, which is widely accepted by German universities as
entrance criteria.
Besides the development of understanding the techniques involved in literary criticism, the emphasis in this course lies
on the constructed nature of meaning generated by language. Throughout the course, the students will study up to six
literary texts as well as the origins of language, its development, the influence of other languages on the German
language and the importance and usage of language in mass media, i.e. printed press, internet and TV.
This is an exciting, though challenging, course which will make the students evaluate the role of language in literature
and in the social world. They will be faced with a wide variety of texts ranging from literary works to authentic
newspaper reports and scientific texts. Through continual practice in writing essays, students will learn to structure
arguments, organize information and choose appropriate styles and register for the situation required. The students will
have to complete four written tasks (one creative and one critical response) which allow them to look at literary topics
and language in more detail than can be done under the time constraints of the examination.
During the course, candidates will be expected to compare and give commentaries on different types of text studied as
this forms the basis of the first external examination. The second examination consists of an essay which demands a
detailed examination of a given task based on literature. Furthermore, the course aims to develop the students’ oral
skills through a wide range of oral activities. The focus lies on increasing their vocabulary and enabling them to respond
in the appropriate register for a variety of situations presented in the course, e.g. explaining stylistic devices of a literary
text, defending a point of view as part of a group or individually or giving a speech and presentation.
The course is arranged in four parts, which are outlined below.
Part 1: Language in cultural context
Part 2: Language and mass communication
What is language?
Language and the individual
Language and the community
Language and belief
Translations
Forms of mass media
Language in mass media
Language in advertising
The influence of mass media (news
reporting, propaganda and censorship)
Language in film
Part 3: Literature in context
Part 4: Literature – critical study
Dramas throughout the centuries and societies
1. Sophocles: King Oedipus
(in translation)
2. Friedrich Schiller: Die Räuber (the
robbers)
3. Friedrich Dürrenmatt: Besuch
der alten Dame (the visit)
Prose in the 20th century
1. To be confirmed
2. Max Frisch: Homo Faber
3. Bernhard Schlink: Der Vorleser
The weighting of the assessments are as follows:
External Assessment HL 70%
Paper 1: Comparative analysis (2 hours) 25%
Paper 2: Essay based on literature (2 hours) 25%
Written tasks: 2 of at least 4 written tasks, one creative and one critical response; Each task 20%
must be 800-1000 words in length plus a rationale of 200-300 words.
Internal Assessment HL 30%
Individual oral 15%
Interactive oral 15%
For more information contact Mrs C Wedelich-Niedzwiedz
16

SUBJECT GROUP 2: MODERN FOREIGN LANGUAGES and
CLASSICAL LANGUAGES
Overview of Modern Foreign Languages
Language B HL
Language B SL
Ab Initio
is for language learners who intend to study the language at this level for a future career,
or to meet a Diploma Programme requirement, and who:
have 4 to 5 years experience of the target language
are not taught other subjects in the target language
are normally taught outside a country where the language is spoken
is for language learners who may not intend continuing study of the language beyond the
Diploma Programme and who:
have 2 to 5 years experience of the target language
are not taught other subjects in the target language
are normally taught outside a country where the language is spoken
are beginners or near-beginners who live in a country where the language is
spoken
is for beginners who:
have little or no previous experience of the language
are taught outside the country or countries where the language is spoken
English B, HL
The Higher Level English B course is designed to help students improve their communication skills and linguistic
competence in English. Receptive (listening and reading) and productive (writing and speaking) skills are developed
through the study of authentic texts and material which reflect the diversity of anglophone culture in the 21 st century
across the world. There are many opportunities to debate fascinating contemporary issues.
The literature component of the course helps students to use language creatively, develop fluent reading, interpretative
and inferential skills and contributes to their intercultural understanding. An enjoyment of reading is fostered.
Students are encouraged to use their prior linguistic and factual knowledge and with this in mind need to have a level
of English sufficient to be able to converse and write freely, and engage with the texts and subject matter. The ability to
work independently in English is essential.
For more information contact Mrs C Bentham
French B, SL and HL
The French DP course presupposes a level of prior learning commensurate with a good grade achieved during a
‘beginner’s’ course such as GCSE. Both Higher and Standard levels provide the opportunity to develop students’
linguistic competence, and ultimately to give them the confidence to become autonomous learners. The Standard Level
programme, however, is designed for candidates not intending to continue study of the language beyond the
completion of the IB Diploma Programme. Those with aspirations to study it to a higher level or for whom it is
indispensable for a future career should opt for higher level.
Unlike SL, the HL course will involve some literary texts, and a greater depth and breadth of linguistic knowledge. These
differences are also reflected in the objectives and the assessment criteria. HL students should expect to deal with
controversial topics, use evocative language and write more detailed narratives. They will study two literary texts in their
entirety and complete a written assignment on one of them.
17

Listening, reading, speaking, and writing skills will be practised by a variety of exercises while studying themes and
topics within the context of the francophone world and its diversity of cultures. These skills should enable students to
understand, analyse and respond to aural and written stimuli. The use of a wide range of authentic francophone texts
and materials will promote cultural awareness. These will include formal and informal correspondence, press articles
and editorials, television, film, graphics, advertising and music.
There is particular emphasis on oral competence, and students should aspire to spontaneous and appropriate use of
the language in a range of situations and for a variety of purposes, both familiar and unfamiliar. These will include
conversation, debates, formal reports and speeches. Fluency will be promoted by a monolingual classroom
environment.
The ability to communicate ideas, attitudes and opinions in a clear, coherently structured, accurate and convincing
manner will be dependent on students learning and assimilating the grammatical structures, syntax, idioms and
vocabulary integrated into the course, and applying them accurately. In addition they must demonstrate sensitivity to
different cultural and social contexts by using the most appropriate register or style of language for a particular
audience.
The course will be divided into a series of themes or topics, several of which will be of an international nature.
Grammar will be taught discretely, and as it arises in the materials studied.
For more information contact Mr R Watkins
German B, HL and SL
The course builds on the work studied during an elementary language course such as GCSE. It seeks to develop the
linguistic resources, including a command of vocabulary and grammar, which are necessary for conveying ideas, both
orally and in writing, clearly, accurately and coherently. HL students will be expected to show a greater range, linguistic
depth and level of control than SL students and are expected to write much more in paper 2. All students are required
to develop awareness of register and of different styles of writing, such as those appropriate to personal and formal
letters, articles, reports, advertisements and brochures. In addition HL students will be expected to write on
controversial topics, write evocative pieces and write more detailed narratives. All students will also be expected to use
the spoken language in a range of tasks, including conversations, debates, formal reports and speeches. Higher Level
Students will study two literary texts in their entirety and complete a written assignment on one of them. The course
will be divided into a series of units, each of which involve a variety of exercises which aim to develop some of these
skills as well as to enable students to handle different kinds of text-handling and reading activities.
A wide range of texts and materials will be studied, chosen so as to develop students’ linguistic competence in various
contexts and also in order to form an introduction to the cultures of Germany and German speaking countries.
Students will be exposed to a wide variety of texts from diary extracts to newspaper reports and some of the texts
studied will be literary in nature. Several of the topics studied, such as the environment, the developing world and
world wide problems will be of an essentially international nature.
Assessment throughout the course will consists of a variety of tasks, both written and spoken. Students will be
expected to read a variety of texts and answer factual questions and to respond in writing to the content of a text (as
per paper 1). They will be expected to write and speak in a variety of registers and tested on this in preparation for the
paper 2 essay and both parts of the oral. Oral tasks will include presentation, discussion and various interactive
activities, which will be such as to permit the assessment of listening skills. The pupils will also complete a written
assignment and HL students will complete this on one of the two literary texts.
For more information contact Mr M A C Beet
Spanish B, HL and SL
This course builds on the knowledge already possessed by the successful GCSE candidate. Students will develop aural,
oral, reading and writing skills and will widen both their grammatical knowledge and will expand their range of
vocabulary. Students will be comfortable listening to a range of spoken texts, developing their listening skills and
strategies. Students will be exposed to a range of interactive situations that will enable the use of the spoken language
for a variety of communicative purposes. A variety of texts serving particular communicative purposes will be studied.
Students will learn to write different types of texts that serve different communicative purposes.
The aforementioned skills will be achieved whilst learning about a variety of topical issues. Students will be encouraged
to question, to debate and be aware and sympathetic to different viewpoints. Students will be able to communicate in
18

appropriate registers, and will be comfortable in both formal and informal tasks. Students will be encouraged to
present to audiences in Spanish, using a wide range of ICT facilities.
Students will be introduced to Spanish and Latin American culture through literature, poetry, film, music and folklore.
The topics studied will be firmly rooted in Hispanic culture and links will be frequent and ongoing. The pupils will also
complete a written assignment and HL students will complete this on one of the two literary texts studied.
For more information contact Miss M M Smith
There is an identical scheme of assessment for each of the language B subjects: French, German and Spanish
Core Content
HL
Speaking: Students aim to become fluent
in the target language. By the end of the
course they should be able to use a range
of tenses, vocabulary and registers in
spontaneous formal and informal
conversation.
Reading: Students need to interpret a
variety of authentic texts and show
understanding of specific language items.
Students must also understand the overall
meaning of texts, for example by writing a
letter in response to a given text.
Writing: Students must be able to convey
ideas clearly, grammatically and coherently.
SL
Speaking: Students aim to become
fluent in the target language. By the
end of the course they should be able
to use a range of tenses, vocabulary
and registers in spontaneous formal
and informal conversation.
Reading: Students need to interpret a
variety of authentic texts and show
understanding of specific language
items. Students must also
understand the overall meaning of
texts, for example by writing a letter in
response to a given text.
Writing: Students must be able to
convey ideas clearly, grammatically
and coherently.
External Assessment 70% 70%
Paper 1 text handling (1½ hours) 25% (1½ hours) 25%
Paper 2 written production (1½ hours) Two written tasks 25% (1½ hours) 250 – 400 words 25%
Written Assignment Based on Literary Texts 20% Based on Topic Texts 20%
Oral
Oral
Presentation based on support material
chosen by the teacher 20%
Best mark from a number of interactive
class activities 10%
Presentation based on support
material chosen by the teacher 20%
Best mark from a number of
interactive class activities 10%
Italian ab initio, SL
The course seeks to develop a command of vocabulary and grammar, which are necessary for conveying ideas, both
orally and in writing, clearly, accurately, and coherently. Students are required to develop awareness of register and of
different styles of writing, such as those appropriate to personal and formal letters, articles, reports, advertisements
and brochures. They will also be expected to use the spoken language in a wide range of tasks, including spontaneous,
informal and formal conversations, debates, presentations and speeches. The course will be divided into a series of
units, each of which will involve a variety of exercises which aim to develop sound knowledge of the grammatical base
of the language, the skills mentioned above, as well as enabling the students to handle different kinds of text-handling
and reading activities.
A wide range of texts and materials will be studied, chosen to develop students’ linguistic competence in various
contexts and to form an introduction for them to the culture of Italy. The focus will be principally on the use of language
in an Italian context and, in addition, several of the topics will be of an international nature.
Assessment throughout the course will consist of a variety of tasks, written, aural and oral. Tasks involving a written
response will be characterised by the integration of reading and writing skills and will emphasize the manipulation of
language at a high level of accuracy. In their written work, students will be expected to exploit the full range of material
studied, their cultural knowledge and to show their awareness of register. Oral tasks will include presentation,
discussion and various interactive activities, which will be such as to permit the assessment of listening skills.
For more information contact Mr R Watkins
19

Spanish ab initio, SL
The course is for a beginner who has no previous experience of the language and is taught outside the countries where
Spanish is spoken. Students will learn to develop aural, oral, reading and writing skills and will develop their
grammatical knowledge and their range of vocabulary. Students will be comfortable listening to a range of spoken
texts, developing their listening skills and strategies. Students will be exposed to a range of interactive situations that
will enable the use of the spoken language for a variety of communicative purposes. A variety of texts serving particular
communicative purposes will be studied. Students will learn to write different types of texts that serve different
communicative purposes.
The aforementioned skills will be achieved whilst learning about a variety of topical issues. Students will be encouraged
to question, to debate and be aware of and sympathetic to different viewpoints. Students will be able to communicate
in appropriate registers, and will be comfortable in both formal and informal tasks. Students will be encouraged to
present to audiences in Spanish, using a wide range of ICT facilities.
Students will be introduced to Spanish and Latin American culture and the topics studied will be directly connected to
Hispanic culture and links will be frequent and ongoing.
For more information contact Miss M M Smith
There is an identical scheme of assessment for each of the Ab Initio languages: Italian and Spanish
Core Content
External Assessment
Listening: understanding straightforward conversational and colloquial exchanges
Speaking: conveying straightforward, factual information and responding appropriately in
spontaneous discussion.
Reading: understanding straightforward information, distinguishing between key points
and supporting detail, identifying basic elements of genre, purpose and audience.
Writing: conveying information and concepts clearly, organising key points and providing
supporting detail, indicating personal attitudes competently
75% Examination
Paper 1: Text handling (1½ hours) 30%
exercises and
understanding of four
written texts (40 marks)
Paper 2: Two pieces of (1 hour) 25%
writing in the target
language using a variety of
registers (25 marks)
Written Assignment: A (2 hours) 20%
piece of writing, 200 – 300
words, in the target
language, carried out in
class under teacher
supervision (20 marks)
Internal Assessment: (10 minutes) Oral assessment, externally moderated 25%
Individual oral (25 marks)
20

Latin, SL and HL
As well as the range of modern languages in Group 2, there is the opportunity to study Latin, a historically significant
language that is embedded in many modern languages. The course requires previous experience of the Latin language
and a proven record of success at GCSE or an equivalent level.
Linguistic skills lies at the heart of the DP course in Latin so that students may study texts in their original language and
so make intellectual contact with the ancient Roman authors. Some works will also be studied in translation in order to
broaden one’s knowledge of classical literature. It is intended that through studying Latin texts in their cultural context,
students will enjoy the intellectual challenge and will experience how culture and language shape each other. Such
insight into the Roman culture should also offer a bridge between the contemporary world and the civilisations of
antiquity.
The breadth of literature and research in Latin sits very comfortably with the ideals of the IBDP. During the course, one
author (either Ovid or Cicero) is studied in preparation for an external assessment on language skills through
translation of a passage by that author. The other external assessment requires study of two genres of Latin literature:
Epic focuses on a prescribed Book from Virgil’s Aeneid, whilst Elegiac & Lyric Poetry surveys a variety of individual
poems by Catullus and Horace. The final element requires individual study to produce either a research dossier on a
chosen classical topic, or an oral presentation of a passage of Latin, or a piece of Latin composition.
The scheme of assessment is summarised as follows:
HL
SL
External Assessment
Paper 1: Translation
Paper 2: Genre study
80%
35% (1½ hours)
45% (2 hours)
80%
35% (1¼ hours)
45% (1½ hours)
Internal Assessment 20% 20%
For more information contact Mr A G McClure
21

SUBJECT GROUP 3: INDIVIDUALS AND SOCIETIES
Business and Management, SL
The course does not expect or require any previous academic study in the subject. It seeks to develop the abilities to
analyse and evaluate the way individuals and groups interact in dynamic business environments. The focus is on how
business decisions are made and how these decisions impact upon internal and external environments. International
relationships and social responsibilities are increasingly important topics in business and management. Students will
be required to link together the areas of study to encourage them to become better decision makers. The course is, by
necessity, one that focuses on the interdependent world that students live in. Students will need to consider the ethical
impact of any decision made concerning a wide range of stakeholders.
Students must be able to make and analyse business decisions and they will need to develop competence in problem
solving by selecting and interpreting data from a variety of sources, applying appropriate analytical tools, and
recommending solutions by evaluating their quantitative and qualitative implications.
A wide range of texts and materials will be used. There is not a ‘set text’ with several sources being used and
developed. The dynamic nature of the subject material requires updated material. Most of the case relevant material
will be up to date, taken and developed from current topics. Newspapers, magazines, websites, TV etc will all provide
material for further research and study.
Assessment throughout the course will consist of a variety of tasks. Most of the written work will focus on getting
students to analyse and evaluate business situations. This will prepare students for Paper 1 of the external assessment
(40% of the overall assessment). Students will also prepare for the data response elements by making presentations
and discussing business situations. The students are also required to present a 1500 word report based on a real life
business situation. This will allow them to demonstrate their skills and apply them to a business that interests them.
Directed research projects will be set to include Internet searches. Prep tasks will be set on a regular basis to monitor
progress and develop the full range of business and management skills.
Studying the financial and corporate mechanisms of society can lead on to a variety of ToK style discussions and
approaches such as: How can you “know” people? Can you predict human behaviour? Is this true throughout the
world? What relationship should the business world have with ethics and morality? Who should, or does, make those
decisions? How do we know we are doing the right thing?
External Assessment (80%) – written papers
Paper 1 1½ hours (40%)
Four compulsory questions based on a pre-issued case study
Paper 2 1½ hours (40%)
Five data response questions, each based on one or more of the four modules of the syllabus. Three questions are
answered.
Internal Assessment (20%)
A Written Assignment, 1000 - 1500 words, to be internally assessed by the teacher and externally moderated by the
IBO. The Written Assignment must demonstrate the application of tools, techniques and theory to a real business
situation or problem.
For more information contact Mr J M Wingfield
22

Economics, HL and SL
The courses do not expect or require any previous academic study in the subject. The study of Economics involves
finding a solution to the basic problem of satisfying the unlimited wants of society with the limited resources available.
In the IBDP course you will study how the decisions of individuals, firms and governments affect their own economic
well-being as well as that of other members of society. A great emphasis is placed on the economics of developing
countries in the belief that the study of Economic Development helps to provide part of the solution to the economic
problem. At the root of economics as a discipline is the search for a better understanding of the workings of business
and society, and Economics has a specific role to play in promoting international cooperation and understanding due to
its focus on global issues
Economics is a wide ranging subject which touches on every aspect of commercial life. As a result, the study of
Economics will broaden students’ understanding of the business world and encourage them to evaluate some of the
consequences of business and government decisions. Study of Economics is useful to those intending to enter the
business or commercial world, since it is included as a core subject in the examinations of all the professional bodies. It
is an academic subject which provides a good link between science and arts subjects. It is scientific in its investigative
nature and requires good logical and analytical skills together with the ability to produce convincing written argument in
longer essays.
What are the aims of the DP Economics Courses?
To develop the student’s skills of economic reasoning
To develop the student’s ability to use tools of economic analysis to explain past and current situations and
data, and explain the findings clearly.
To enhance the student’s understanding of how individuals and society pursue their economic objectives
To help student’s critical awareness of the global economy and of its economic and cultural implications.
To enable the student to evaluate theories and real-life situations in an unbiased and rational manner
To cultivate a respect for and knowledge of the interdependence and diversity of economic realities in which
the international community operates.
A wide range of texts and materials will be studied, chosen so as to develop students’ economic competence in various
contexts. The principle text book will be ‘IB Economics’ but a variety of sources, both written and web-based will be
used depending on the content and learning situation. Newspapers, journals, magazines, websites, TV and radio will all
provide case material for discussions and analysis by the students.
Assessment
HL
SL
External Assessment (4 hours) 80% 3 hours) 80%
Paper 1 (1½ hours) 30% (1½ hours) 40%
Paper 2 (1½ hours) 30% (1½ hours) 40%
Paper 3 (1 hour) 20%
Internal Assessment
Portfolio of three commentaries, not
exceeding 750 words. 20%
Portfolio of three commentaries, not
exceeding 750 words. 20%
For more information contact Mr H P Bell
23

Geography, SL and HL
Geography as part of the IBDP secures locational knowledge and understanding of spatial relations. The emphasis is to
provide students with knowledge and understanding of events in the context of Geographical processes and patterns,
analysing the connections between them from natural, economic, social and political perspectives. Our aim in the
department is to enable students to be able to make judgements having critically analysed data from a wide range of
sources. We aim to help nurture a sense of inquiry which will encourage students to ask questions about the world
around them. There is considerable emphasis placed on the concept of global citizenship and implicit in each course is
the desire to empower our students to realise that they can contribute to the global community either through raising
environmental awareness or by taking an interest in development issues around the world. The global case studies
used to deliver the material will encourage our students to think about issues from the perspective of other cultures,
with the ultimate aim of enlightening the students to the danger of cultural bias and being Eurocentric in our approach
to issues.
The core of the syllabus is centred on the themes of population, resources and development. Emphasis within the core
is given to the contemporary issues of population growth, structure and their link to the concept of the resource crisis,
climate change and sustainability. In addition students will question the concept of quality of life and development. HL
students will have the opportunity to investigate the causes and impacts of globalisation at different scales (localglobal).
The two optional themes at SL will be Urban Environments and Leisure and Tourism. At HL students will also
study Freshwater - issues and conflicts.
Geographical Skills are integrated throughout each course. The skills of visual literacy are central and involve
interpreting maps, graphs, diagrams, aerial photos and satellite images. Developing the ability to research topics is also
key and some sessions will be based upon library and internet research with a view to developing independent study
skills. There will also be the opportunity to experience field work. In the Lower Sixth IBDP geographers must attend a
residential field course which is held over the first weekend of the October half-term (Friday – Monday evening) at
Betws-y-Coed in North Wales. During their stay they will undertake primary data collection in a river and in addition
they will look at flood management schemes. On the field course they will complete the first draft of their internal
assessment which will be based on their river study which will involve the use of statistics.
Assessment:
HL
SL
External Assessment (4 hours 35 minutes) 80% (2 hours 40 minutes) 80%
Paper 1 (1½ hours) 25% (1½ hours) 45%
Paper 2 (1 hour 45 minutes) 30% (1 hour 10 minutes) 35%
Paper 3 (1 hour 20 minutes) 25%
Internal Assessment
Written report based on fieldwork
(Maximum 2,500 words) taking
approximately 20 hours. 20%
Written report based on fieldwork
(Maximum 2,500 words) taking
approximately 20 hours. 20%
For more information contact Mrs J A Holden or Miss F E Diver
24

History, HL and SL
These courses build on the skills and content assessed as part of the current GCSE Edexcel Modern World History
syllabus. They seek to offer both breadth and depth and to develop key skills of critically analysing source material,
essay-writing, critical understanding of argument and interpretation and confidence in self-expression through both the
written and spoken word. They will foster a passion and interest in History itself and the discipline of History in general:
the nature and diversity of its sources, methods and interpretations. Students reflect on the role of the historian in the
very process of creating ‘History’ and learn to question ‘What is History?’ and its purpose in today’s global society. We
will examine the notion of historical facts, the process of acquiring knowledge about the past, the role of the historian
and the social context of their work as well as the role of value judgements, language and emotion within the study and
interpretation of history. All these aims can be met, in varying quantities, by drawing on the experience of the History
department at Bromsgrove School and on the extensive resources in books and other materials held in the school and
departmental libraries. Each course is divided into several units, including the Historical Investigation, but all units are
inter-linked around the central theme of the emergence of new alliances and rivalries which see the rise of a new world
order out of the ashes of war during the course of the twentieth century. The subsequent fall of powerful ruling elites
and the emergence of one party states alters the political landscape with far-reaching implications. Care will be taken
to ensure that the twentieth century is studied in a variety of regions, including Europe, Russia and South-East Asia and
that there is the opportunity to appreciate all viewpoints and traditions thus encouraging the international perspectives
essential for full comprehension of the courses and the IBDP philosophy. The courses will, therefore, encourage
internationalism through the coverage of conflict and the price of conflict for Western and Eastern European and non-
European countries. It is intended that the courses should provide opportunities to draw on the school’s existing
international contacts in Western and Eastern Europe and especially Asia.
Assessment through the courses will consist of a variety of tasks, mainly written but also in the form of student
presentations, both class seminars and class discussions, since the latter can play a key part in the cultivation of
awareness of historical debate. The main aim of each course is to introduce the students to the variety of learning
styles that will be essential tools for learning at an advanced level but more importantly for lifelong learning. Tasks
involving written response will, as appropriate, integrate various skills of judgement, sustained argument, analysis and
source-criticism. There will also be an element of individual research, not least in preparation for the Historical
Investigation. Many parts of the HL and SL courses overlap, thereby allowing a real depth of coverage in many topics
taught.
HL
SL
External Assessment (5 hours) 80% (2½ hours) 75%
Paper 1 (1 hour) 20% (1 hour) 30%
Paper 2 (1½ hours) 25% (1½ hours) 45%
Paper 3 (2½ hours) 35%
Internal Assessment
Historical investigation on any area of
the syllabus taking approximately 20
hours. 20%
Historical investigation on any area of
the syllabus taking approximately 20
hours. 25%
For more information contact Ms J Zafar or Mr G N Delahunty
25

SUBJECT GROUP 4: EXPERIMENTAL SCIENCES
Biology, SL and HL
These courses are intended to build on the knowledge and skills developed on a GCSE Biology or Science/Additional
Science course or an equivalent level studied outside the United Kingdom. They aim to develop a general broad
understanding of the principles of biology, taught through four basic biological concepts:
Structure and function
Universality versus diversity
Equilibrium through systems
Evolution
These concepts serve as themes that unify the topics that make up the core, the additional higher material and the
optional topics.
Students following Biology as part of the IB Diploma Programme will develop knowledge and understanding in a
manner in keeping with the ‘Learner Profile’. In the study of Biology this will include development of:
a knowledge and understanding of the principles and terminology of Biology (recognising both the
experimental and theoretical basis of the subject, the international endeavour that has been essential to the
progress of biology and considering the limitations and modification of Biological methodology);
experimental and investigative skills (following instructions, designing experiments, manipulating apparatus
safely and effectively, describing ethical issues and taking their considerations into account, recording and
analysing data appropriately, recognition and analysis of uncertainties and drawing conclusions – series of
practical based exercises will be undertaken which will both support theory of each topic and develop
experimental skills);
mathematical and graphical skills (as appropriate to the assessment at SL or HL)
the ability to communicate and collaborate effectively during scientific studies.
the ability to hypothesise, analyse, evaluate and synthesize scientific data (offering the opportunity to tie in
with Theory of Knowledge focussing on Scientific Method and its limitations);
the biological awareness of the moral, ethical, social, economic and environmental implications of using
science and technology in terms of transforming societies;
information and communication technology appropriate to Biology (to include data logging, presentation
software, the use of spreadsheets, internet search techniques, computer modelling and
animations/simulations).
Diploma students will be provided with a series learning opportunities including demonstrations, individual and group
experiments and open-ended investigations. Students will complete formal write-ups of practical work and will
collaborate with other sciences and IBDP schools when completing a Group 4 Project.
For more information contact Mr A Merrick
26

Chemistry, SL and HL
The IBDP SL and HL Chemistry courses are focused on the development of knowledge and skills required to acquire a
thorough understanding of the ideas and experimental methods of chemistry appropriate for the study of chemistry at
pre-University level. The IBDP will build on the material studied in the Science/Chemistry GCSE/IGCSE courses or
equivalent courses studied outside the United Kingdom.
Students will be encouraged to develop
Chemical knowledge and understanding by inquiry, research and exploration of concepts.
The precise, effective and confident use of scientific language and the ability to express that information
creatively with others.
The necessary skills to engage competently and effectively in chemical experimentation and the confidence to
explore unknown territory with an open mind.
The ability to critically analyse and evaluate scientific information and complex problems to make valid
scientific explanations and conclusions.
The necessary mathematical, graphical and ICT skills that enable the chemist to explore and interpret
information and data effectively.
Bromsgrove is an international school, and our international students offer their fellow students in the chemistry class
a wealth of knowledge and understanding as well as a cultural and ethical heritage in science education gained from
many countries. This is a natural reflection of the scientific world where chemists acknowledge and build upon the
achievements of others internationally.
Each course will also require students to consider not only the factual knowledge, but the ways in which that body of
knowledge has been developed and the assumptions on which it relies.
The teaching and learning environment will utilise a range of methods, including teacher-led explanation and
discussion of chemical principles, student problem solving activity sheets including calculations, practical
demonstrations, practical work by students (illustrative and/or investigative), student presentations, videos and CD-
ROMS, homework tasks (short answer, research, extended answer including essays), reading assignments and
practical write ups. Students collaborate with other sciences and IBDP schools when completing a Group 4 Project.
For more information contact Mrs F K Bateman
Physics, SL and HL
These courses are intended to build on the knowledge and skills developed on a GCSE Physics or Science/Additional
Science course or an equivalent level studied outside the United Kingdom. Students will develop knowledge and
understanding in a manner in keeping with the ‘Learner Profile’. This will include development of:
a knowledge and understanding of the laws and vocabulary of physics (recognising both the experimental
and theoretical basis of the subject, the international cooperation that has underpinned the subject and
considering the limitations and modification of physics models);
experimental and investigative skills (following instructions, designing experiments, manipulating
apparatus safely and effectively, recording and analysing data appropriately, recognition and analysis of
uncertainties and drawing conclusions – series of practical based exercises will be undertaken which will
both support theory of each topic and develop experimental skills);
mathematical and graphical skills (as appropriate to the assessment at SL or HL)
the ability to analyse, evaluate and synthesize scientific data (offering the opportunity to tie in with Theory
of Knowledge focussing on Scientific Method and its limitations);
information and communication technology appropriate to physics (to include video capture, data logging,
presentation software, the use of spreadsheets, internet search techniques, computer modelling and
animations/simulations).
27

Students will be provided with a series of learning opportunities including demonstrations, individual and group
experiments and open-ended investigations. They will complete formal write-ups of practical work and will collaborate
with other sciences and IBDP schools when completing a Group 4 Project.
For more information contact Dr M Thompson
Biology, chemistry and physics share a common assessment pattern
HL
SL
External Assessment (4½ hours) 76% (3 hours) 76%
Paper 1 (1 hour) 20% (¾ hour) 20%
Paper 2 (2¼ hours) 36% (1¼ hours) 32%
Paper 3 (1¼ hours) 20% (1 hour) 24%
Internal Assessment
Investigations based on the five
subject criteria and the group 4
project. 24%
Investigations based on the five
subject criteria and the group 4
project. 24%
Environmental Systems and Societies, SL
This course presents a lively and stimulating series of integrated lessons, full of case studies, practical activities and a
field course to allow students to fully understand the often complex and controversial issues which underpin the
interaction between people and their immediate and far-reaching environment.
The course follows a system based approach in which scientific methodology and investigative research are coupled
with a development of the understanding of the influence of socio-economic and political actions on local and global
environmental issues. With material integrated to include international and historical perspectives, students will be
encouraged to think critically and make connections to other subjects and to both topical global and local
environmental issues. As such it is a complete course with its own distinctive philosophy and will be supported by high
quality teaching materials. It presents the key concepts with a structured approach and encourages the learning of
wider synoptic and evaluative skills. The IBDP Environmental Systems and Societies course is therefore about turning
students into mature and effective environmental ‘thinkers’ armed with the knowledge, understanding and skills to
analyse, evaluate and synthesise solutions to new situations in the often controversial environmental arena.
Assessment takes the form of external written examinations (80%) and internal assessment of practical work (20%).
The students will complete the Group 4 project along with Biology, Chemistry and Physics students.
Internal Assessment: Practical work 20% (30 hours): Pl - planning, DCP – data collection and processing, DEC
– discussion evaluation and conclusion, PS – personal skills. Topic tests, regular file reviews, field course
handbook, mock written examinations.
External Assessment: two written examinations
Paper 1: Short answer and data response (1 hour) 30%
Paper 2: Case study and two structured essay questions (from a choice of 4) (2 hours) 50%
For more information contact Dr A R Johns
28

SUBJECT GROUP 5: MATHEMATICS
Overview of Mathematics
Mathematical Studies SL
Mathematics SL
Mathematics HL
This course is available only at standard level, and is equivalent in status to
mathematics SL, but addresses different needs. It has an emphasis on applications of
mathematics, and the largest section is on statistical techniques. It is designed for
students with varied mathematical backgrounds and abilities. It offers students
opportunities to learn important concepts and techniques and to gain an
understanding of a wide variety of mathematical topics. It prepares students to be
able to solve problems in a variety of settings, to develop more sophisticated
mathematical reasoning and to enhance their critical thinking. The individual project
is an extended piece of work based on personal research involving the collection,
analysis and evaluation of data. Students taking this course are well prepared for a
career in social sciences, humanities, languages or arts. These students may need to
utilise the statistics and logical reasoning that they have learned as part of the
mathematical studies SL course in their future studies.
Students taking this course should have achieved a minimum of a grade B in IGCSE
Mathematics or equivalent.
This course caters for students who already possess knowledge of basic
mathematical concepts, and who are equipped with the skills needed to apply simple
mathematical techniques correctly. The majority of these students will expect to need
a sound mathematical background as they prepare for future studies in subjects such
as chemistry, economics, psychology and business administration.
Students taking this course should have achieved a minimum of a grade A in IGCSE
Mathematics or equivalent.
This course caters for students with a good background in mathematics who are
competent in a range of analytical and technical skills. The majority of these students
will be expecting to include mathematics as a major component of their university
studies, either as a subject in its own right or within courses such as physics,
engineering and technology. Others may take this subject because they have a strong
interest in mathematics and enjoy meeting its challenges and engaging with its
problems.
Students taking this course should have achieved a strong grade A* in IGCSE
Mathematics or equivalent.
Mathematical Studies, SL
The course syllabus focuses on important mathematical topics that are interconnected. The syllabus is organised and
structured with the following tenets in mind: placing more emphasis on student understanding of fundamental
concepts than on symbolic manipulation and complex manipulative skills; giving greater emphasis to developing
students’ mathematical reasoning rather than performing routine operations; solving mathematical problems
embedded in a wide range of contexts; using the calculator effectively.
The course includes project work. Each student completes a project, based on their own research; this is guided and
supervised by the teacher. The project provides an opportunity for students to carry out a mathematical study of their
choice using their own experience, knowledge and skills acquired during the course. This process allows students to
take sole responsibility for a part of their studies in mathematics.
The students most likely to select this course are those whose main interests lie outside the field of mathematics, and
for many students this course will be their final experience of being taught formal mathematics. All parts of the syllabus
have therefore been carefully selected to ensure that an approach starting from first principles can be used. As a
consequence, students can use their own inherent, logical thinking skills and do not need to rely on standard
algorithms and remembered formulae. Students likely to need mathematics for the achievement of further
qualifications should be advised to consider an alternative mathematics course.
29

Owing to the nature of mathematical studies SL, less formal, shared learning techniques will be employed to be more
stimulating and rewarding for students. Lessons will use an inquiry-based approach, starting with practical
investigations where possible, followed by analysis of results, leading to the understanding of a mathematical principle
and its formulation into mathematical language. This type of approach is likely to assist students in their understanding
of mathematics by providing a meaningful context.
External Assessment
Paper 1: 15 short questions (1½ hours, 40%)
Paper 2: 6 extended response questions (1½ hours, 40%)
Internal Assessment
The project is an individual piece of work involving the generation of measurements or collection of information, and
the analysis and evaluation of the information or measurements. It is internally assessed and moderated by the IBO
and worth 20% of the total mark.
For more information contact Mr D Tamplin
Mathematics, SL
The standard level course focuses on introducing important mathematical concepts through the development of
mathematical techniques. The intention is to introduce students to these concepts in a comprehensible and coherent
way, rather than insisting on the mathematical rigour required for mathematics HL. Students should, wherever possible,
apply the mathematical knowledge they have acquired to solve realistic problems set in an appropriate context.
The internally assessed component, the exploration, offers students the opportunity for developing independence in
their mathematical learning. Students are encouraged to take a considered approach to various mathematical
activities and to explore different mathematical ideas. The exploration also allows students to work without the time
constraints of a written examination and to develop the skills they need for communicating mathematical ideas.
This course does not have the depth found in the mathematics HL courses. Students wishing to study subjects with a
high degree of mathematical content should therefore opt for a mathematics HL course rather than a mathematics SL
course. Students with only a basic understanding of simple mathematical techniques and principles should opt for a
Mathematical Studies SL course.
External Assessment
Paper 1: non-calculator (1½ hours, 40%)
Paper 2: calculator (1½ hours, 40%)
Internal Assessment
One task, following a line of inquiry chosen by the student, will be internally assessed and moderated by the IBO being
worth 20% of the total mark.
For more information contact Mr D Tamplin
Mathematics, HL
The course focuses on developing important mathematical concepts in a comprehensible, coherent and rigorous way.
This is achieved by means of a carefully balanced approach. Students are encouraged to apply their mathematical
knowledge to solve problems set in a variety of meaningful contexts. Development of each topic should feature
justification and proof of results. Students embarking on this course should expect to develop insight into mathematical
form and structure, and should be intellectually equipped to appreciate the links between concepts in different topic
areas.
The internally assessed component, the exploration, offers students the opportunity for developing independence in
their mathematical learning. Students are encouraged to take a considered approach to various mathematical
activities and to explore different mathematical ideas. The exploration also allows students to work without the time
constraints of a written examination and to develop the skills they need for communicating mathematical ideas.
30

This course is a demanding one, requiring students to study a broad range of mathematical topics through a number of
different approaches and to varying degrees of depth. Students wishing to study mathematics in a less rigorous
environment should therefore opt for one of the standard level courses, mathematics SL or mathematical studies SL.
External Assessment
Paper 1: Non-calculator (2 hours, 30%).
Paper 2: (2 hours, 30%).
Paper 3: Assessment of optional topic (1 hour, 20%).
Internal Assessment
One task, following a line of inquiry chosen by the student, will be internally assessed and moderated by the IBO being
worth 20% of the total mark.
For more information contact Mr D Tamplin
31

SUBJECT GROUP 6: ARTS
Visual Arts (syllabus A), SL and HL
The aims of the Visual Arts Course at both levels are to:
Provide students with opportunities to make personal, cultural and aesthetic choices through the production of
meaningful visuals.
Promote visual and contextual knowledge of art from various cultures throughout history.
Promote an awareness of artistic interdependence.
Encourage an inquiring and integrated approach towards visual arts in their historical and contemporary forms.
Encourage the pursuit of quality through experimentation and purposeful creative work in a variety of
expressive media.
Enable students to learn about themselves and others through individual and possible collaborative
engagement with the visual arts.
The core elements of the course deal with opportunities for practice in using various media and the acquisition of
studio skills and techniques, an introduction to basic art concepts, ways of extending research into practical work and
an introduction to the practice of arts criticism and analysis. Great import is given to the progression students make
and marks are generously awarded for investigation, extra-curricular links and documentation of personal findings. The
emphasis of the Syllabus A course at both HL and SL is on workbook research with 60% of the assessment allocated to
this. The remaining 40% allocated to studio work. Syllabus B at both HL and SL has the 60% weighting on studio work
and the remaining 40% is awarded for workbook research. Students are entered for either A or B according to
individual strengths after the first year’s study. Work is assessed by teachers and moderated by an external examiner.
There is also a filmed interview with the student by a member of staff to be submitted to the moderators.
For more information contact Ms S J McWiliams
Music, HL and SL
IB Diploma students participate in some lessons in common with AS and/or A2 (performance & composition) students
whilst also receiving additional independent tuition in preparation for the common Musical Perception & Analysis
component. A key aspect of this course is to explore a diverse variety of music drawn from the many different
traditions throughout the world, both familiar and unfamiliar. The study of music should inculcate listening skills
whereby students develop the ability to recognise, speculate, analyse, identify, discriminate and hypothesize about the
music they listen to. Students should gain a historical perspective and understanding of how music exists and is learnt
by different cultures. Students will have the opportunities to develop as both composers and performers and they will
be encouraged to critique and respect the multitude of genres contained in World Music.
HL is most suitable for the specialist music student, in particular strong performers who have achieved or are close to
achieving a standard equivalent to ABRSM Grades 7/8, who may pursue music at university or conservatoire level.
For SL the minimum standard required is around Associated Board Grade 5.
Core Content:
Musical perception and analysis, involving study of a set work and critical analysis of
unprepared excerpts; musical investigation; for Higher Level solo performance and
composition is also required
Optional Topics: HL: None. SL: either solo performance or composition
or group performance.
Internal Assessment:
HL (50%) - Solo performance (25%) and
Composition (25%)
SL (50%) - solo performance or composition
or group performance
External
Assessment:
HL (50%)
Listening paper (2½ hours, 30%)
Musical investigation comparing two genres
(maximum 1500 words, 20%)
HL (50%)
Listening paper (2½ hours, 30%)
Musical investigation comparing two genres
(maximum 1500 words, 20%)
For more information contact Mr J R Kingston
32

RECOMMENDED IB SUBJECT
CHOICES FOR MAJOR UK
UNIVERSITY COURSES
33

RECOMMENDED IB SUBJECT CHOICES FOR MAJOR UK UNIVERSITY COURSES
The table below gives an indication of subject combinations recommended for some popular degree courses;
you must, however, visit university websites for current information.
University
course to be
studied
Medicine,
Veterinary
Science,
Dentistry
Engineering,
Architecture,
Physics,
Maths
English
Literature
Suggested subjects in each IB Group
(CAPITALS = HL, Lower Case = SL
/ = alternatives, bold = strongly suggested)
1 2 3 4 5 6
Any language
course:
French B/
German B/
Spanish B/
Latin
ECONOMICS/
GEOGRAPHY/
HISTORY or
any other
Group 3
subject
CHEMISTRY
& BIOLOGY
(or PHYSICS
but check
university)
Maths
Visual Arts/
Music /Elective
For medicine and related degrees, 2 HL sciences are usual and Maths SL is recommended. Only
take Maths HL if your maths is very good. London medical schools prefer a Group 3 HL as well to
show that you can write essays. You can select any other SL subjects to show your breadth of
interests.
English
Literature
Any
ECONOMICS
or any Group 3
subject
PHYSICS
CHEMISTRY
MATHS
Visual Arts/
Music/Elective
These degrees normally expect Physics and Maths HL but many will accept Maths SL and a few will
take you with Maths Studies and Physics. Visual Arts helps with Architecture applications.
Languages
ENGLISH
LITERATURE/
English
Literature
Any 1 or 2
languages at
B level
Any Any MATHS STUDIES Any
You may take up to 3 languages in the IBDP (including English).
Business,
Economics,
Management
ENGLISH
LITERATURE/
English
Literature
Any 1 or 2
languages at
B level
ECONOMICS/
Economics
Any
MATHS/
Maths/
Maths
Studies
It is not necessary to study Economics to apply for a related degree. Some universities even prefer
it if you have not. But these are popular subjects as they are new to all in the Sixth Form and very
relevant to the world of work.
Any
History,
Geography,
Social
Sciences (Law,
Politics,
Anthropology
etc)
ENGLISH
LITERATURE/
English
Literature
Any
HISTORY/
GEOGRAPHY/
relevant
Group 3
subject
Any Maths Studies Any
Arts
(History of Art,
Music,
Philosophy,
Classics etc)
ENGLISH
LITERATURE/
English
Literature
Any Any Any Maths Studies Any
Maths,
Computing
English
Literature
Any
Any
PHYSICS/any
science
MATHS
Any
34

If you are
unsure of
what you
would like
to study…
Suggested subjects in each IB Group
(CAPITALS = HL, Lower Case = SL
/ = alternatives, bold = strongly suggested)
1 2 3 4 5 6
.. and you
want to keep
several doors
open
ENGLISH
LITERATURE
One or two B
language
courses in
your best
languages
HISTORY/
GEOGRAPHY/
ECONOMICS
Any SCIENCE
Maths (if your
maths is fairly
strong)
Any Group 6
Subject
.. and you
like reading
and writing
essays
ENGLISH
LITERATURE
Any
language
course
HISTORY BIOLOGY Maths Studies
Any Group 6
subject
.. and you
want subjects
with a lower
writing load
English
Literature
An ab initio
language
GEOGRAPHY
Environmental
Systems and
Societies
Maths Studies
VISUAL ARTS
35

THE A LEVEL/BTEC PROGRAMME
37

THE SIXTH FORM CORE PROGRAMME
Lower Sixth pupils studying A level and BTEC qualifications to achieve a depth of study in a number of specialised areas
will also participate in the Bromsgrove School Core Programme. The aim of this programme is to allow Lower Sixth
pupils the opportunity to develop their breadth of knowledge and understanding across a broad curriculum and to be
able to utilise this knowledge to think critically and flexibly. Independent learning will be encouraged throughout the
Lower Sixth course with a final extended project opportunity and a lecture week after the examination period in the
summer. All pupils will be able to take part in debates and also to experience more university-style lectures and
seminars as part of the programme, which will be supported by and linked to the Head of Year and Lower Sixth Tutor
programmes.
The Core Studies Course
The course is focused upon developing pupils’ intellectual horizons – with a firm focus on university entry. Pupils
receive a series of lectures from a specialist teacher on The Arts, Science and Philosophy, Politics and Economics
and this is then followed up with a weekly seminar class to discuss the issues arising from each lecture.
The key philosophy behind this course is to ensure an engagement with what CP Snow calls ‘The Two Cultures.’ We do
not want, nor do the best universities want us, to churn out pupils who only have an interest in the Arts or in the
Sciences. The aim of the Core Studies Programme is to give pupils access to knowledge they may not need to think
about as part of their A Level or BTEC studies.
Examination Opportunities
Core Studies broadly follows the syllabus guidelines for the AQA General Studies ‘A’ specification. Although universities
rarely include General Studies in formal offers of three A level grades, a General Studies qualification shows breadth
and ability beyond the confines of subject-specific A levels and is very favourably looked upon by many good
universities. This helps to boost the university application alongside the many extracurricular enrichment experiences
that Bromsgrove pupils will be encouraged to participate in and contribute to. Pupils have gained an A* in A2 General
Studies in the Lower Sixth – quite clearly this is an impressive accolade to put in a university application.
In the Upper Sixth, the Sixth Form Core Programme offers pupils the opportunity to continue broadening their
knowledge and skills by studying AS level Critical Thinking as an addition to their three core subjects. Alternatively,
there is the possibility to take some Critical Thinking classes in preparation for Oxbridge entrance.
The OCR AS level in Critical Thinking focuses on and develops pupils’ reasoning powers. The course aims to “improve
thinking skills by attending to them explicitly and by teaching them in ways which enable candidates to transfer them to
other academic studies and to everyday life”. In essence it helps students to “interrogate” or analyse a text, any text, to
determine how valid its claims are, how reliable it is and what assumptions underpin it, and it also sharpens the skills
required to construct an argument.
The Sixth Form Core Programme offers our Sixth Formers a wealth of opportunities to expand their knowledge and
skills to deal with life in an increasingly competitive and dynamic world.
38

A LEVEL AND BTEC SUBJECTS
39

ART
WHY STUDY ART?
The creative industries are the future of this country. We produce world class designers, architects, fashion designers
and theatre designers. It is one of the most exciting and dynamic industries in which to be involved and is the fastest
growing area of commerce. Consequently, Art and Design at Bromsgrove School is a very popular subject at AS and A
level. It is our aim that pupils take pride in their endeavours and are confident to articulate ideas whether through
practical work, group discussion or critical analysis. The course is both rigorous and rewarding, preparing pupils for a
possible future in the international market. The course is broad, encompassing the disciplines of drawing, painting,
printmaking, textiles, sculpture, ceramics, photography and digital media. We are fortunate in having a very well
resourced department and a significant number of pupils study art at both further and higher levels as a springboard
for a career in some aspect of art and design; others use it to broaden their academic horizons. Our pupils are just as
likely to be double mathematicians and scientists as they are to be undertaking solely arts based subjects. The Art
Department is open seven days a week, affording great opportunities for enrichment work carried out beyond normal
lesson time. The department is staffed by a team of people with widely varying areas of expertise with a common
denominator; zeal for and dedication to the subject.
Art and Art (Textiles) follow the same syllabus for the first half of the Michaelmas Term. Students are able to opt for
either course and be entered for the area in which they show greater strengths. There is an essential element of selfdirection
and exploration at AS level so it is feasible to opt for Art, pursue a course of study that relies on the analysis of
textile artists and be entered for the Textiles examination in the Summer Term.
AIMS OF THE COURSE
To develop an understanding of art as a visual language; a form of communication. Using the formal elements of line,
tone, colour, texture, pattern, shape and form, pupils are asked to widen creative thought and action so that they are
better able to identify where their talents and interests lie. Pupils will be able to develop their personal style through
handling a range of materials, relating their own work to that of other artists and designers. They will explore the
holistic nature of art and design activity and its place in a multi-cultural society.
SKILLS NEEDED FOR AND DEVELOPED IN THE COURSE
An ability to draw will enhance practical skills of all disciplines offered. Another very important attribute which pupils
can bring to the course is an open mind and a willingness to work outside their comfort zone in areas in which they may
feel less confident. Pupils will be identifying and solving problems, developing their creativity and learning how to think
laterally - which will help them whatever their future studies. Art can be regarded as the oil that emulsifies all other
subjects and will enhance any area of study. Pupils will also be carrying out research from a wide variety of sources
and visits to galleries and museums enable pupils to experience art first hand. Working alongside practising artists is
fast becoming a prominent feature of the course. Pupils will work in a wide range of media with staff who have deep
involvement in differing areas. Experimentation is a must, particularly at AS level, and pupils will be expected to
demonstrate the appropriate and necessary manipulative skills needed to combine and exploit a range of materials
and approaches which reflect contemporary practice.
REQUIREMENTS FOR STARTING THE COURSE
A minimum of a B grade in GCSE Art or GCSE Art (Textiles). In exceptional cases, a strong and rich personal portfolio
may be presented in lieu of a formal qualification.
Course followed: Art (unendorsed)
Examination Board: Edexcel
40

CONTENT OF THE COURSE UNITS
AS Unit 1:
AS Unit 2:
Art and Design Coursework. This unit offers rich opportunities for the development of visual
language. Pupils will be expected to build on and develop their recording skills and demonstrate
skilful use of the formal elements. The unit will take the form of a thematic based study and pupils
will be expected to demonstrate critical analysis by reviewing, modifying and refining their work as it
progresses. They are also required to show insight into selected works from contemporary, historical
and cultural contexts.
Art and Design Externally Set Assignment. This unit represents the culmination of the AS course
and will build on knowledge, skills and understanding gained from experiences in Unit 1. The unit is
also thematically based and the examination paper will be issued to centres in January. The delivery
of the unit will be planned with appropriate guidance and technical support, to ensure pupils
achieve the best possible grades, reflecting their true potential. The timed element of 8 hours will
be carried out in the summer term of the AS year.
A2 Unit 3: Art and Design Coursework. This unit incorporates two linked elements: a) Practical Work and b)
Personal Study. Practical work for unit 3 aims to provide opportunities for pupils to pursue their own
creative, visual ideas in a chosen area of art, craft and design. Pupils will demonstrate the ability to
resolve issues and ideas that emerge as an inevitable part of the process of creating art and design
work. The Personal Study requires pupils to produce an illustrated critique on a selected aspect of
art, craft and design. Pupils are required to research, evaluate, analyse and establish coherent and
sustainable links between their own practical work for this unit and that of historical and
contemporary references. The written research is to inform the practical work.
A2 Unit 4:
Art and Design Externally Set Assignment. This unit represents the culmination of the A2 course
and will build on knowledge, skills and understanding gained from experiences in Unit 3. The unit is
also thematically based and the examination paper will be issued to centres in January. The delivery
of the unit will be planned with appropriate guidance and technical support, to ensure pupils
achieve the best possible grades, reflecting their true potential. The timed element of 12 hours will
be carried out in the summer term of the A2 year.
METHODS OF ASSESSMENT
Unit 1: Internally set and marked; externally moderated 60% of AS (30% of A2)
Unit 2: Externally set; 8 hour exam; internally marked, externally moderated 40% of AS (20% of A2)
Unit 3: Internally set and marked, externally moderated 30% of A2
Unit 4: Externally set; 12 hour exam; internally marked, externally moderated 20% of A2
APPROPRIATE SUBJECTS TO ACCOMPANY ART
Art (Textiles) and/or Design & Technology are particularly useful for those intending a future career in art and design;
otherwise art will enrich any course of study.
CAREER OPPORTUNITIES
Fine Art: Painting, sculpture, ceramics, textiles, printmaking, photography, filmmaking
Graphic Design: Illustration, product design, advertising, publishing
Theatre and Film: Set design, animation and computer animation, costume design, special effects designer, film/video
director, games designer, art director for advertising
Fashion Design including textiles, couture, footwear design, fine art textiles, yarn construction, textiles for industry
Interior Design, stylist
Architecture, interior architecture
Museum or gallery curator
Picture and costume restoration/conservation
Art historian/critic, archivist
Teaching/lecturing in Art and Design
For more information contact Ms S L Morgans
41

ART (TEXTILES)
WHY STUDY TEXTILES?
Textiles was successfully introduced in September 2005. Textile Design involves the creation, selection and
manipulation of fabrics, threads and papers across a variety of practices. Contemporary textile work is often a fusion of
activities that bring together different features of textile disciplines, often embracing both traditional and current
technologies. The tools used in textiles are wide ranging, encompassing traditional hand crafts and computer-aided
technology. Reflecting current trends and movements, pupils are just as likely to utilise the aesthetic qualities of hand
embroidery as they are heat-press foil embossing. Natural and manufactured materials ranging from paper, wire,
tissue and plastics, to recycled materials and more conventional fabrics are used to address aspects of design in
fashion, furnishing and fine art. In the context of this specification, disciplines include constructed textiles, dyed
textiles, printed textiles, fine art textiles and fashion textiles. Pupils will be required to work in one or more of these
disciplines. Staff in the textiles department are artists with fervour for the subject and a confirmed delight in the
handling and manipulation of fabrics.
Art and Art (Textiles) follow the same syllabus for the first half of the Michaelmas Term. Students are able to opt for
either course and be entered for the area in which they show greater strengths. There is an essential element of selfdirection
and exploration at AS level so it is feasible to opt for Art, pursue a course of study that relies on the analysis of
textile artists and be entered for the Textiles examination in the Summer Term.
AIMS OF THE COURSE
To develop an understanding of textiles through visual thinking and its language, of creative thought and action so that
students will be able to identify where their talents and interests lie. Pupils will be able to develop their personal style
through handling a range of materials, using textiles to present a personal, coherent and informed response,
demonstrating understanding of continuity and change in textiles in different genres, styles and traditions. Pupils will
explore the holistic nature of textile activity and its place in a multi-cultural society.
SKILLS NEEDED FOR AND DEVELOPED IN THE COURSE
A solid grounding in drawing is an essential staple of this option and pupils will develop skills during the course in,
amongst others, constructed textiles; weaving, embroidery, appliqué and felt making; dyed textiles including batik and
printed textiles including mono-print, heat transfer and silkscreen. Fine art textiles includes accessing the necessary
manipulative skills needed to combine and exploit a range of materials and approaches which reflect contemporary
fine art textile practice. For fashion textiles, pupils will be required to demonstrate an understanding of historical and
contemporary trends through methodical research and the construction of garments made from self-designed and
produced fabrics. Pupils will also be carrying out research from a wide variety of sources, and visits to galleries and
museums enable pupils to experience creative textile work first hand. Working alongside practising textile artists is fast
becoming a prominent feature of the course.
REQUIREMENTS FOR STARTING THE COURSE
A minimum of a B grade in GCSE Art or GCSE Art (Textiles). In exceptional cases, a strong and rich personal portfolio
may be presented in lieu of a formal qualification.
Course followed: Art (Textiles)
Examination Board: Edexcel
42

CONTENT OF THE COURSE UNITS
AS Unit 1:
AS Unit 2:
A2 Unit 3:
A2 Unit 4:
Art and Design Textiles Coursework. This unit offers rich opportunities for the development of
visual language. Pupils will be expected to build on and develop their recording skills and
demonstrate skilful use of the formal elements, including line, tone, colour, shape, pattern, texture,
form and structure. The unit will take the form of a thematic based study and pupils will be expected
to demonstrate critical analysis by reviewing, modifying and refining their work as it progresses.
They are also expected to show insight into selected works from contemporary, historical and
cultural contexts.
Art and Design Textiles Externally Set Assignment. This unit represents the culmination of the AS
course and will build on knowledge, skills and understanding gained from experiences in Unit 1. The
unit is also thematically based and the examination paper will be issued to centres in January. The
delivery of the unit will be planned with appropriate guidance and technical support, to ensure
pupils achieve the best possible grades, reflecting their true potential. The timed element of 8 hours
will be carried out in the summer term of the AS year.
Art and Design Textiles Coursework. This unit incorporates two linked elements: a) Practical Work
and b) Personal Study. Practical work for unit 3 aims to provide opportunities for students to pursue
their own creative, visual ideas in a chosen area of art, craft and design. Pupils will demonstrate the
ability to resolve issues and ideas that emerge as an inevitable part of the process of creating art
and design work. The Personal Study requires pupils to produce an illustrated critique on a selected
aspect of art, craft and design with a textile bias. Pupils are required to research, evaluate, analyse
and establish coherent and sustainable links between their own practical work for this unit and that
of historical and contemporary references. The written research is to inform the practical work.
Art and Design Textiles Externally Set Assignment. This unit represents the culmination of the A2
course and will build on knowledge, skills and understanding gained from experiences in Unit 3. The
unit is also thematically based and the examination paper will be issued to centres in January. The
delivery of the unit will be planned with appropriate guidance and technical support, to ensure
pupils achieve the best possible grades, reflecting their true potential. The timed element of 12
hours will be carried out in the summer term of the A2 year.
METHODS OF ASSESSMENT
Unit 1: Internally set and marked; externally moderated 60% of AS (30% of A2)
Unit 2: Externally set; 8 hour exam; internally marked, externally moderated 40% of AS (20% of A2)
Unit 3: Internally set and marked, externally moderated 30% of A2
Unit 4: Externally set; 12 hour exam; internally marked, externally moderated 20% of A2
APPROPRIATE SUBJECTS TO ACCOMPANY ART (TEXTILES)
Art and/or Design & Technology are particularly useful for those intending a future career in art and design; otherwise
art will enrich any course of study.
CAREER OPPORTUNITIES
Fine Art: Painting, sculpture, textiles, printmaking
Illustration, product design, advertising, publishing, fashion marketing
Theatre and Film: Set design, costume design, special effects designer, and art director for advertising
Fashion Design including textiles, couture, footwear design, yarn construction, textiles for industry
Interior Design, stylist
Architecture, interior architecture, surface pattern design
Museum or gallery curator
Picture and costume restoration/conservation
Art historian/critic, archivist
Teaching/lecturing in Art, Design and Textiles
For more information contact Ms S L Morgans
43

BIOLOGY
WHY STUDY BIOLOGY?
“Biology has always occupied a special position among the sciences because its aims are to understand the living
processes that go on within and around us. Today, in a world of dwindling resources, there are many crucial challenges
for the future biologist. The botanist, geneticist, microbiologist and zoologist all have a part to play.” (From a university
prospectus).
Biology is fundamental to so much of our everyday existence. A study of biology at A level develops a deeper
understanding of the relevance of biology to our lives. This course is both modern and exciting and covers a wide range
of biological information, thus preparing students effectively for their future careers.
AIMS OF THE COURSE
The course offered by the Edexcel examination board is much more than just another A level specification. It is a
complete course with its own distinctive philosophy and supported by its own high quality teaching materials. Edexcel
biology is about turning A level students into mature and effective biologists. A good biologist should not only be armed
with a knowledge of biological principles, but should also have the skills to use that knowledge in new situations. The
course presents the key concepts underpinning biology today combined with a structured approach to learning the
wider skills needed by the modern biologist.
SKILLS NEEDED FOR AND DEVELOPED IN THE COURSE
Students displaying a keen interest and an active involvement will find the subject highly rewarding. The ability to
organise their work and to spend time working independently, both within and away from the classroom, are desirable
qualities. The demands of the course are high, but are equally rewarding for those prepared to meet the challenge.
REQUIREMENTS FOR STARTING THE COURSE
GCSE Biology: a minimum of a B grade, with at least a B grade in the third unit
IGCSE Biology: a minimum of a B grade
IGCSE Double Award Science: a minimum of a B grade in the biology component
GCSE Science and GCSE Additional Science: a B grade or above in each, including B grades or above in the biology
components.
.
Course followed: Biology
Examination Board: Edexcel
CONTENT OF THE COURSE UNITS
Topic 1:
Topic 2:
Topic 3:
Lifestyle, Health and Risk.
This looks at the biology related to the heart and circulation, provides an introduction to the
ways in which diet and lifestyle factors may contribute to the development of cardiovascular
disease and introduces biochemistry. Ideas about correlation and causation and the concept of
risks to health are also covered.
Genes and Health.
This topic looks at the symptoms and causes of cystic fibrosis, and what is happening at a
molecular level with respect to protein structure and synthesis. Enzymes, membrane transport,
genetic inheritance, gene therapy and some ethics are also covered.
The Voice of the Genome.
This topic considers the development of an egg into an organism. It covers cell structure,
gametes, DNA replication and mitosis. Stem cells and their potential in medicine provide further
ethical debate.
44

Topic 4:
Topic 5:
Topic 6:
Topic 7:
Topic 8:
Biodiversity and Natural Resources
This looks at the ways in which plants have overcome the problem of being anchored to one
place, and how man has exploited the ingenuity of plants. Plant cell structure, cellulose
biochemistry and the role of the xylem in support and transport are covered.
On the Wild Side.
This topic builds an appreciation that photosynthesis is the primary process that underpins the
majority of ecosystems. The topic continues by looking at whether climate change will lead to
extinction of species, or evolution by natural selection, and looks at the evidence for global
warming and its effects on plants and animals.
Infection, Immunity and Forensics.
This topic explores the techniques used by forensic pathologists to determine the cause of death
of organisms, including humans, and investigates the battles that are taking place between
invading pathogens and their hosts.
Run for your Life
This topic is centred on the physiological adaptations that enable humans, particularly sports
people, and other animals to undertake strenuous exercise. It links homeostasis, muscle
physiology and performance and summarises respiration biochemistry. It looks at medical
technology and how it enables more people to participate in sport, as well as the ethical
positions with respect to the use of drugs by athletes.
Grey Matter
This topic begins by considering how plants detect and respond to changes in their environment.
It progresses to demonstrate how an understanding of brain structure and functioning is
relevant to such issues as the response to stimuli, and the development of vision and learning.
Ethical debate about the use of animals for medical research is required in this topic.
METHODS OF ASSESSMENT
AS: Unit 1 (June): Written examination on Topics 1 and 2 (1½ hrs)
Unit 2 (June): Written examination on Topics 3 and 4 (1½ hrs)
Unit 3 (June): Visit/Issue report
A2: Unit 4 (June): Written examination on Topics 5 and 6 (1½ hrs)
Unit 5 (June): Written examination on Topics 7 and 8 (1¾ hrs)
Unit 6 (June): Experimental investigation report
APPROPRIATE SUBJECTS TO ACCOMPANY BIOLOGY
Biology will match well with a wide range of subjects at A level, ranging from the obvious scientific combinations of
chemistry and physics to the humanities, languages and business studies.
CAREER OPPORTUNITIES
Biology is relevant to careers in medicine, veterinary science, dentistry, pharmacy, physiotherapy, nursing physiology,
genetic engineering, marine biology, fisheries and environmental science to mention just a few. The new Edexcel
biology course is excellent currency in meeting the requirements of these university courses just as any other
traditional A level biology course would.
For more information contact Dr A S Woollhead
45

BUSINESS STUDIES
WHY STUDY BUSINESS STUDIES?
The business studies course has been designed to encourage students to develop a critical understanding of
organisations, the markets they serve and the process of adding value. This involves the internal workings and
management of organisations and, in particular, the process of decision-making in a dynamic external environment.
AIMS OF THE COURSE
To develop knowledge and critical understanding of the way businesses are organised, structured, financed and
operated.
To encourage students to understand business structure and behaviour as well as problems which arise and
decisions which are made from the perspective of all stakeholders.
To develop knowledge and critical awareness of the local, national and international contexts in which businesses
operate.
To develop skills of communication, application of number and information technology appropriate to and used
within business behaviour.
To develop skills of working with others and contributing to the work of teams.
To develop awareness of the nature and significance of change within the context of business and of ways in which
response to change can be enabled.
All key skills are developed.
SKILLS NEEDED FOR AND DEVELOPED IN THE COURSE
REQUIREMENTS FOR STARTING THE COURSE
Pupils are expected to have at least a B grade in both Mathematics and English GCSEs or IGCSEs (or a B grade in
Business GCSE) to study the subject in the Sixth Form.
Course followed: Business Studies
Examination Board: OCR
CONTENT OF THE COURSE UNITS
AS: Unit 1 An introduction to Business. This considers the way in which businesses operate and the effect
of the external business environment. The unit is studied within the context of local, national
and international constraints on business structure, objectives and environment.
Unit 2 Business Functions. This considers the functional areas within business including marketing,
finance, production, personnel and distribution
There is a variety of assessments with structured questions, data response and case studies. One of the papers
involves the use of a pre-released case study.
In the A2 course there are two units of assessment, but elements of choice exist.
One unit chosen from Units 3 - 6
Unit 3
Unit 4
Unit 5
Unit 6
Marketing. A focus on market research, the marketing mix, models of marketing and marketing
planning
Accounting. Sources of finance through to final accounts-balance sheets; cash flow and profit and loss.
People in Organisations. Leadership, communication, industrial relations, motivation, training etc.
Business Production. Scale of production, costs, quality, stock control, technology, efficiency.
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One mandatory unit
Unit 7
Strategic Management. This unit draws the course together with a consideration of the strategic
decisions that can impact upon firms. A pre-released case study will test all aspects of the course. The
emphasis of the course is strategy, its nature, development, implementation and a critical evaluation in
the context of specific organisational and business situations. Candidates recognise potential conflicts
between the objectives of different stakeholders when making strategic decisions.
A variety of assessment techniques is used. Depending on numbers (and they are usually very high!) it is intended to
offer the full range of options.
APPROPRIATE SUBJECTS TO ACCOMPANY BUSINESS STUDIES
Any subject goes well with business studies. All subjects are currently combined with it but languages, mathematics,
geography and biology are particularly popular.
CAREER OPPORTUNITIES
Students who study business studies can look forward to a wide range of career options including accountancy;
personnel; marketing research; public relations; advertising; account management (sales).
Every year, more Bromsgrove School students go on to study Business or Management at university than any other
subject.
For more information contact Mr J M Wingfield
47

CHEMISTRY
WHY STUDY CHEMISTRY?
Chemistry underpins everything in our modern lifestyle. There are few things that we use which have not, at some
stage, been made, processed or monitored by chemists. The study of chemistry at A level develops not only a deeper
understanding of the relevance of chemistry to our lives, but also the high-level skills of analytical thought which are
valued by employers in all areas of the world of work.
AIMS OF THE COURSE
To provide a rigorous and in-depth course which stimulates and satisfies the needs both of those whose future lies in
the chemical sciences or related fields and of those who will not pursue chemistry beyond A level. This is achieved
through the unique Salters approach, which develops chemical knowledge through chemical “storylines”, thereby
making the subject highly relevant by placing it in the context of its practical applications.
SKILLS NEEDED FOR AND DEVELOPED IN THE COURSE
A keen interest in and enthusiasm for chemistry; an ability to work independently, both at learning a large body of
factual chemical information and at drawing together and consolidating different areas of the course; an ability to
organise private study time effectively.
REQUIREMENTS FOR STARTING THE COURSE
GCSE Chemistry: a minimum of a B grade, with at least a B grade in the third unit
IGCSE Chemistry: a minimum of a B grade
IGCSE Double Award Science: a minimum of a B grade in the chemistry component
GCSE Science and GCSE Additional Science: a B grade or above in each, including B grades or above in the chemistry
components.
Course followed: Chemistry B (Salters)
Examination Board: OCR
CONTENT OF THE COURSE UNITS
Unit F331:
Chemistry for
Life
Unit F332:
Chemistry of
Natural
Resources
Unit F333:
Chemistry in
practice
Unit F334:
Chemistry of
materials
The Elements of Life. A study of the elements in the body, the solar system and the universe.
The development of the Periodic Table.
Developing Fuels. Properties of fuels. Controlling auto-ignition; the role of petrol additives.
Controlling exhaust emissions. Alternative fuels.
Elements from the Sea. Extraction of elements from the sea. Environmental implications of
mineral extraction.
The Atmosphere. Ozone depletion, the greenhouse effect and global warming.
The Polymer Revolution. Polythene and other thermoplastics. Conducting, light-emitting and
dissolving polymers.
Assessment of experimental skills.
What’s in a Medicine? Aspirin and other medicines based on natural products. Spectroscopic
techniques of analysis. Development, testing and formulation of medicines.
The Materials Revolution. Nylon, polyesters, aramids and Kevlar. Problems of disposal of
polymers.
The Thread of Life. Amino acids. Biological importance of proteins. Enzymes. DNA.
Engineering proteins for particular needs.
The Steel Story. Manufacture of steel. Types of steel. Rusting and its control. Redox
chemistry and electrochemical cells.
48

Unit F335:
Chemistry by
Design
Unit F336:
Chemistry
Individual
Investigation
Agriculture and Industry. Nutrient needs of crops. Nitrogen cycle and nitrogenous fertilisers.
Pesticides.
Colour by Design. Chemical origins of colour. Paints and pigments. Chemistry in the art
gallery. Dyes and dyeing.
The Oceans. Oceans and climate. Special properties of water. Chemical processes in the
oceans. Oceans and the history of life.
Medicines by Design. Alcohol and its effects on the body. The basis of pharmacological
activity. Computer design of drugs. Synthesis of new drugs. Use of spectroscopic techniques
to elucidate molecular structure.
An extended Individual Investigation.
METHODS OF ASSESSMENT
AS: Unit F331: Written examination on Unit F331 (1¼ hours)
Unit F332
Unit F333
Written examination on Unit F332 (1¾ hours). This includes one question on an
Advance Notice Article which is issued to candidates four weeks before the examination
date.
Assessment of experimental skills. Candidates are assessed on five experimental skills;
competence; measurement; analysis and evaluation; observation; interpretation. This is
internally assessed throughout the course during normal experimental work, and is
externally moderated.
A2 Unit F334 Written examination (1½ hours). This unit is synoptic.
Unit F335
Unit F336
Written examination (2 hours). This unit is synoptic.
Extended individual practical investigation. Candidates are assessed on eight skill
areas (chemical ideas; methods, communication; observations and measurement;
analysis and interpretation; evaluation; manipulation; demand) by means of a complete
investigation which pupils plan and carry out themselves. This takes 3 – 4 weeks. It is
internally assessed and externally moderated.
APPROPRIATE SUBJECTS TO ACCOMPANY CHEMISTRY
Physics, biology and mathematics are the obvious accompaniments to chemistry, especially for those progressing to
degree courses in the physical, biological, medical or veterinary sciences.
CAREER OPPORTUNITIES
Chemistry A level is essential for medicine, veterinary science, dentistry, pharmacy and chemical engineering, and is
often required for physiotherapy and nursing.
For more information contact Mr C A Dowling
49

CLASSICAL CIVILISATION
WHY STUDY CLASSICAL CIVILISATION?
This is an enjoyable course which combines many elements of other subjects and so provides an excellent opportunity
for pupils who want to include a sense of breadth in their profile. Since study is based upon English translations of the
ancient authors and on visual/archaeological sources, no knowledge of the Greek or Latin languages is required. The
course not only provides an insight into the Classical world and its influence on our own modern world, but also
develops useful skills which are transferable to other subjects, degree courses and careers.
AIMS OF THE COURSE
To acquire, through studying a range of sources, knowledge and understanding of aspects of Classical
civilisation
To develop awareness of the continuing influence of the Classical world on later times and of the similarities
and differences between the Classical world and later times
To develop and apply analytical and evaluative skills at an appropriate level
To make an informed, personal response to the material studied
SKILLS NEEDED FOR AND DEVELOPED IN THE COURSE
Pupils need to have an interest in the culture and literature of the ancient Greek and Roman worlds as well as the
ability to work independently. The course develops skills such as analysis, evaluation, comparison and communication.
REQUIREMENTS FOR STARTING THE COURSE
A minimum of a B grade in GCSE Classical Civilisation (or a minimum of a B grade in History or English Literature if the
pupil did not study GCSE Classical Civilisation).
Course followed: Classics: Classical Civilisation
Examination Board: OCR
CONTENT OF THE COURSE UNITS
Unit CC2:
Homer’s Odyssey and Society
Unit CC4:
Greek Tragedy in its Context
Unit CC8:
Art and Architecture in the Greek
World
Unit CC10:
Virgil and the World of the Hero
The Odyssey is studied as a piece of literature in the context of the
society and values which it represents. The main focus is on Homer’s
characterisation, narrative techniques and themes.
The production of Greek tragedy and its importance to the life of fifth
century BC Athens is the context for a literary study of four plays by the
three great tragedians of the age (Aeschylus’ Agamemnon, Sophocles’
Ajax, Euripides’ Medea and Trojan Women).
This unit surveys the development of vase-painting, sculpture and
architecture in the Greek world, focusing not only on its artistic merit,
but also on its cultural and religious function.
A study of the Aeneid alongside four books of the Iliad enables
comparison of the narrative styles and themes of Virgil and Homer
respectively. Focus is also on the political and historical background in
which Virgil was writing.
50

METHODS OF ASSESSMENT
AS Unit CC2: examination (50% of AS marks, 25% of A2 marks) 1½ hours
Unit CC4: examination (50% of AS marks, 25% of A2 marks) 1½ hours
A2 Unit CC8: examination (25% of A2 marks) 2 hours
Unit CC10: examination (25% of A2 marks)
2 hours
APPROPRIATE SUBJECTS TO ACCOMPANY CLASSICAL CIVILISATION
Classical Civilisation accompanies any subject. It complements English, history, politics, drama and Latin particularly
well, but also offers a useful contrast to the sciences.
CAREER OPPORTUNITIES
The breadth of the subject means that graduates find employment in a huge variety of careers, including law,
journalism, accountancy, computing, teaching, librarianship, banking, commerce and museum work.
For more information contact Mr A G McClure
51

DESIGN AND TECHNOLOGY: Resistant Materials
WHY STUDY DESIGN AND TECHNOLOGY?
As we design we orientate ourselves towards the future. Without design & technology there would be no new or
improved things, companies would have nothing to manufacture and productivity would end. Designers have great
influence on the success of our future and the way we live. They respond to human needs and can bring about positive
change in products systems and environments.
AIMS OF THE COURSE
To provide an opportunity for students to develop awareness in all design activity including sensitivity to
aesthetic factors, refinement and accuracy in the choice of materials
To improve students skill and knowledge in the use of ICT, CAD, CAM and associated design and make
activities.
To help students understand the properties and characteristics of a variety of materials
To develop students expertise and skill within a workshop setting
To help students to develop their analytical and critical skills
To help students develop ideas imaginatively and creatively
To build students’ confidence and ability when undertaking problem solving tasks.
SKILLS NEEDED FOR AND DEVELOPED IN THE COURSE
An interest in and enthusiasm for design over a broad spectrum; an ability to work both independently and as part of a
design team; an ability to research topics in depth, analyse findings, make design decisions, be creative and innovative,
generate a wide range of appropriate solutions and realise a final product.
REQUIREMENTS FOR STARTING THE COURSE
A minimum of grade B in any GCSE Design & Technology subject
Course followed: Design and Technology Product Design: Resistant Materials Examination Board: Edexcel
AS level
CONTENT OF THE COURSE UNITS AND METHOD OF ASSESSMENT
Unit
1
6RM01
2
6RM02
Title & Overview
Coursework unit: Portfolio of Creative Skills. In this unit
students are given the opportunity to develop their creative,
technical and practical skills. Students will produce one portfolio
with three distinct sections which will demonstrate their creativity
and flair when investigating, designing and manufacturing
Examination Paper (1½ hours): Design and Technology in
Practice. In this unit students will develop a knowledge and
understanding of a wide range of materials and processes used
in the field of Design and Technology. Students will also learn
about industrial and commercial practices.
Total
Mark
Percentage
weighting
towards AS
90 60%
70 40%
Assessment
Internally
assessed,
externally
moderated.
Externally
assessed
52

A2 level
Unit
3
6RM03
4
6RM04
Title & Overview
Examination Paper (2 hours): Designing For The
Future. In this unit students will develop their
knowledge and understanding of a range of modern
design and manufacturing practices and contemporary
design issues. It is increasingly important that students
develop an awareness of the impact of design and
technological activities on the environment. Sustainable
product design is a key feature of modern design
practices.
Coursework unit: Creative Design. In this unit students
are given the opportunity to apply the skills they have
acquired and developed throughout this course of study,
to design and make a product of their choice that
complies with the requirements of a resistant material.
The design problem should provide opportunities for a
client or user-group to have input into decision making
at various stages of the design.
Total
Mark
Percentage
weighting towards
A
70 20%
90 30%
Assessment
Externally
assessed
Internally
assessed,
externally
moderated.
APPROPRIATE SUBJECTS TO ACCOMPANY DESIGN & TECHNOLOGY
The sciences, art, media studies, ICT, business studies, mathematics.
CAREER OPPORTUNITIES
The study of design and technology creates exciting routes for progression and could lead to great career opportunities
within architecture, engineering, engineering design, automotive design, environmental design, product design and
many others.
For more information contact Mr O A Matthews
53

DESIGN AND TECHNOLOGY: Graphic Products
WHY STUDY DESIGN AND TECHNOLOGY?
As we design we orientate ourselves towards the future. Without design & technology there would be no new or
improved things, companies would have nothing to manufacture and productivity would end. Designers have great
influence on the success of our future and the way we live. They respond to human needs and can bring about positive
change in products systems and environments.
AIMS OF THE COURSE
To provide an opportunity for students to develop awareness in all design activity including sensitivity to
aesthetic factors, refinement and accuracy in the choice of materials
To improve knowledge of and skill in the use of ICT, CAD, CAM and associated design and make activities
To help students to develop their understanding of graphic products through projects which examine
corporate identity, advertising, architectural modelling and packaging.
To help students to develop their analytical and critical skills
To help students develop ideas imaginatively and creatively
To build students’ confidence and ability when undertaking problem solving tasks.
SKILLS NEEDED FOR AND DEVELOPED IN THE COURSE
An interest in and enthusiasm for design over a broad spectrum; an ability to work both independently and as part of a
design team; an ability to research topics in depth, analyse findings, make design decisions, be creative and innovative,
generate a wide range of appropriate solutions and realise a final product.
REQUIREMENTS FOR STARTING THE COURSE
A minimum of grade B in any GCSE Design & Technology subject
Course followed: Design and Technology Product Design: Graphic Products.
Examination Board: Edexcel
CONTENT OF THE COURSE UNITS AND METHOD OF ASSESSMENT
AS level
Unit
1
6GR01
2
6GR02
Title & Overview
Coursework unit: Portfolio of Creative Skills. In this unit
students are given the opportunity to develop their creative,
technical and practical skills. Students will produce one portfolio
with three distinct sections which will demonstrate their creativity
and flair when investigating, designing and manufacturing
Examination Paper (1½ hours): Design and Technology in
Practice. In this unit students will develop a knowledge and
understanding of a wide range of materials and processes used
in the field of Design and Technology. Students will also learn
about industrial and commercial practices.
Total
Mark
Percentage
weighting
towards AS
90 60%
70 40%
Assessment
Internally
assessed,
externally
moderated.
Externally
assessed
54

A2 level
Unit
3
6GR03
4
6GR04
Title & Overview
Examination Paper (2 hours): Designing For The
Future. In this unit students will develop their
knowledge and understanding of a range of modern
design and manufacturing practices and contemporary
design issues. It is increasingly important that students
develop an awareness of the impact of design and
technological activities on the environment. Sustainable
product design is a key feature of modern design
practices.
Coursework unit: Creative Design. In this unit students
are given the opportunity to apply the skills they have
acquired and developed throughout this course of study,
to design and make a product of their choice that
complies with the requirements of a graphic product.
The design problem should provide opportunities for a
client or user-group to have input into decision making
at various stages of the design.
Total
Mark
Percentage
weighting towards
A
70 20%
90 30%
Assessment
Externally
assessed
Internally
assessed,
externally
moderated.
APPROPRIATE SUBJECTS TO ACCOMPANY DESIGN & TECHNOLOGY
The sciences, art, media studies, ICT, business studies, mathematics
CAREER OPPORTUNITIES
The study of design and technology creates exciting routes for progression and could lead to great career opportunities
within graphic design, web site design, architecture, media studies, stage and set design, illustration design, product
design and many others.
For more information contact Mr O A Matthews
55

DRAMA AND THEATRE STUDIES
WHY STUDY DRAMA AND THEATRE STUDIES?
Drama and Theatre Studies is an academically rigorous subject, suitable for those with an avid curiosity about all
aspects of theatre practice. The course will afford students an opportunity to study the subject in both its literary and
practical forms, through the study of plays, writers and practitioners. The AS and A2 courses offer students the
opportunity to gain an in-depth knowledge and understanding of the development of theatrical performance,
researching and analysing the social, historical and cultural contexts in which writers, practitioners and performers
have developed their form, for both artistic and political ends, and making connections through one thousand years of
theatre practice, from the Tragedies of Ancient Greece, to the present day.
Placing the development of their own practical work firmly within a secure knowledge and understanding of the
historical development of theatre, students will be able to make intelligent and informed choices about form, writing,
directing and acting style, in order to shape and develop their own work, ready for examination.
AIMS OF THE COURSE
To develop their interest and enjoyment in drama and theatre as participants and as informed members of an
audience, fostering an enthusiasm for and critical appreciation of the subject.
To develop understanding and appreciation of the significance of social, cultural and historical influences on the
development of drama and theatre.
To experience a range of opportunities to develop a variety of dramatic and theatrical skills, enabling them to grow
creatively and imaginatively in both devised and scripted work.
To integrate theory and practice through their understanding of critical concepts and the discriminating use of
specialist terminology.
SKILLS NEEDED FOR AND DEVELOPED IN THE COURSE
An enquiring mind, with an interest in developing their interest and love of theatre as a literary, practical and
experimental art form. To appreciate theatre as an evolving and expressive art form throughout history, in response to
social and political change. To improve communication, through written analysis and practical performance.
REQUIREMENTS FOR STARTING THE COURSE
Candidates need not have studied GCSE Drama prior to this course, though this is preferred. Candidates must have
the confidence to experiment and perform practically with a variety of theatrical forms, beyond that of ‘naturalistic’
performance, within their study group and in front of an audience.
Course followed: Drama and Theatre Studies
Examination Board: Edexcel
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AS LEVEL
6DR01
Unit 1
Exploration
of Drama
and Theatre
6DR02
Unit 2
Theatre Text
in
Performance
A2 LEVEL
6DR03
Unit 3
Exploration
of Dramatic
Performance
6DR04
Unit 4
Theatre Text
in Context
CONTENT OF THE COURSE UNITS
Internally assessed unit which requires students to explore two
contrasting play texts, learning how to analyse plays in a variety of
ways, and becoming familiar with the way texts can be realised in
performance. At least one of the plays must be studied in the light
of a recognised, influential theatre practitioner, or company, e.g.
Artaud, Brecht, Grotowski, Boal or Stanislavsky, The Moscow Arts
Theatre, or Complicite. Students are also required to experience a
live theatre performance and submit an evaluation.
This unit offers students the chance to demonstrate performance
skills. It requires students to contribute to a performance of a
published play by a known writer. Additionally, students must offer
either a monologue or duologue from a different play to that
offered in the first section and provide a concept of the
interpretation of their chosen roles.
This internally assessed unit requires students to create an
original and unique piece of theatre. The knowledge and
understanding gained in the AS units can now be applied to a
created production. Students will be required to complete an
evaluation, in the form of written evidence, on both the process
and performance of their work.
This unit requires the detailed study of one set play text in a
director’s role (choosing from Aristophanes Lysistrata; Christopher
Marlowe Dr Faustus; Georg Buchner Woyzeck) and one prescribed
historical period of theatrical development namely 525 BC– AD
65; 1564-1720; 1828-1914. A live performance of a play from
the chosen period must be experienced and evaluated and a
comparison made with the original staging conditions.
Assessment and weighting
Internally assessed and externally
moderated. Assessed through
both practical work and a set of
Exploration Notes based on
individual research and response
to the practical work.
AS 40% A Level 20%
Externally assessed performance
by a visiting examiner.
AS 60% A Level 30%30
Internally assessed performance
in front of an identified audience
and written evaluation. Unit
externally moderated.
A2 Level 60% A Level 30%
Externally assessed examination
in the form of a 2 hour 30 minute
written paper in three sections; A,
B and C.
A2 Level 60% A Level 30%
APPROPRIATE SUBJECTS TO ACCOMPANY DRAMA AND THEATRE STUDIES
English, media studies, history and other humanities subjects are particularly appropriate.
CAREER OPPORTUNITIES
Successful students of theatre are recognised as being creative, organised and confident ‘team players’, many of
whom also possess excellent leadership potential; combining both analytical and presentational skills, students of
theatre appeal to both universities and employers alike. As well as pursuing a career in either theatre performance or
production, the skills acquired through the study of theatre provide an excellent foundation for work in broadcasting,
business management, law, journalism, education and psychology.
For more information contact Mrs T A James
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ECONOMICS
WHY STUDY ECONOMICS?
Economics begins with the basic problem of scarcity in the face of unlimited wants, arguably the basis of all problems.
Solving this problem is what drives communities, governments and the A level course. As the economic environment
changes so do the issues, and as a consequence economics is an extremely dynamic course. It is impossible to be
unaffected by economics and at the very least there is a certain satisfaction to be gained from understanding the
reasons behind it. It also develops skills that are increasingly important in a changing world.
AIMS OF THE COURSE
To encourage students to develop an understanding of key economics theories and concepts that will enable them
critically to evaluate issues, problems and institutions that affect everyday life. There is a strong emphasis on the
application of the theory to real-world phenomena and its values and limitations in doing so. Students will also be
encouraged to develop a critical approach to methods of enquiry and to draw on data from local, national and
international sources.
SKILLS NEEDED FOR AND DEVELOPED IN THE COURSE
An inquisitive mind and a genuine interest in current economic issues are probably the most important skills to have on
starting the course. However the ability to express your ideas orally and on paper would be a distinct advantage. The
course places a strong emphasis on skills of discussion, argument and evaluation with the support of data
interpretation.
REQUIREMENTS FOR STARTING THE COURSE
As a result of the emphasis on written assessment and graphical analysis, B grades or above in GCSE English and
Mathematics are required.
Course followed: Economics
AS level
Examination Board: OCR
CONTENT OF THE COURSE UNITS
Two mandatory units
Unit 1
Markets in Action
Unit 2
The National and
International Economy
This is a micro-economics unit that ensures candidates gain an appreciation of the
allocation of resources, the market model and selected aspects of what makes
markets efficient or sees them fail.
This unit sees candidates introduced to how levels of macro-economic activity are
determined and also investigates key national and international economic indicators,
policies and problems.
A2 level
An optional unit chosen from:
Unit 3
Economics of Work and
Leisure
Unit 4
Transport Economics
The principal focus here is on understanding and analysing labour market concepts
and issues. Leisure industries are considered in terms of models of market structure
and the way leisure needs can impact on the supply of labour.
The focus here is on economic concepts and issues which are applied to a variety of
transport contexts. Transport industries are considered in terms of models of market
structure, particularly with a consideration of contestability.
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A final compulsory unit:
Unit 5
The Global Economy
This unit provides the conceptual framework for the understanding, analysis, and
evaluation of macro-economic performance in national, regional and global contexts.
The key topics are comparative economic performance indicators and policies, trade
and integration, development and sustainability and the economics of globalisation.
METHODS OF ASSESSMENT
AS: Unit 1: Unseen case study based examination (1½ hours)
Unit 2:
Unseen case study based examination (1½ hours)
A2: Optional Units: Unseen case study based examination with a choice of essay question (2 hours)
Unit 5:
Pre-issued case study based examination (2 hours)
APPROPRIATE SUBJECTS TO ACCOMPANY ECONOMICS
Economics would complement any combination of subjects.
CAREER OPPORTUNITIES
Accountancy, finance, economic analysis, management
Economics is also regarded as an excellent non-career specific qualification.
For more information contact Mr J M Wingfield
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ENGLISH LITERATURE
WHY STUDY ENGLISH LITERATURE?
English is more than an academic subject. Although it is an excellent vehicle for learning about literature and
improving a student’s general cultural awareness, it is one of the best methods of developing vital skills for life and
careers. The ability to think, to infer, to draw conclusions from nuance and subtlety is at the heart of English. Its
subjectivity means that assertions must be supported, opinions defended, and beliefs maintained against opposition.
All this is preparation not only for exams, but for the wider world.
AIMS OF THE COURSE
To develop a love of, and interest in, literature and culture. To improve both written and oral communication skills and
analytical ability. To complement and enhance other AS and A2 level combinations.
SKILLS NEEDED FOR AND DEVELOPED IN THE COURSE
English nurtures skills of reading, interpreting and communicating information through the close study of literary texts.
Students need to engage in discussion and debate to reach a synthesis of ideas.
REQUIREMENTS FOR STARTING THE COURSE
Normally, B grades or better in GCSE English and English Literature.
Course followed: English Literature
Examination Board: OCR
AS LEVEL
F661
Poetry and Prose
1800-1945
F662
Literature post-1900
CONTENT OF THE COURSE UNITS
Works of poetry and prose ranging from
W B Yeats to Mary Shelley are examined
with a view to developing critical literary
skills and greater understanding of the
contexts in which texts are produced,
together with the variety of possible
interpretations
Through this study of literature,
including a work published or performed
after 1990, candidates learn to
compare texts and gain confidence in
their use of literary critical concepts and
terminology. Candidates have the
opportunity to follow areas of individual
interest and enjoyment.
Assessment and weighting
2 hour exam
AS level 60%
A Level 30%
Coursework
AS level 40%
A Level 20%
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A2 LEVEL
F663
Drama and poetry pre-
1800
F664
Texts in Time
The study of Shakespeare is a key focus
as is the study of a heritage literary text,
involving critical analysis of structure,
form, meaning and consideration of
others’ interpretations. Candidates are
encouraged to compare and contrast
texts written between 1300 and 1800.
This unit allows learners to fully develop
their research skills and synthesise their
knowledge and understanding in an
extended individual study of literary texts
across genres. It gives candidates an
appreciation of the cultural and
contextual influences upon readers and
writers and the ways in which texts
relates to literary traditions, movements
and genres.
Assessment and weighting
2 hour exam
A Level 30%
Coursework
A Level 20%
English complements all other A level subjects.
APPROPRIATE SUBJECTS TO ACCOMPANY ENGLISH
CAREER OPPORTUNITIES
English is welcomed as a qualification for many careers, but is relevant to any with a strong element of written
communication, such as journalism, law or business management. Careers in the arts, including performance arts or
arts administration, are also popular destinations for those studying English, as are teaching, lecturing or writing.
For more information contact Mrs K C Linehan
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GEOGRAPHY
WHY STUDY GEOGRAPHY?
1. To become better informed about a wide range of relevant global environmental issues.
2. To extend literacy, numeracy and graphicacy skills.
3. To understand in depth the reasons for spatial variations in the quality of life.
AIMS OF THE COURSE
To develop an understanding of the inter-relationships between people and their environments; to appreciate the
dynamic nature of geography, in particular how people respond to the unpredictability of natural events; to understand
how human activity can affect natural processes.
SKILLS NEEDED FOR AND DEVELOPED IN THE COURSE
A keen interest in and enthusiasm for geography; an ability to work independently and in groups; the self-discipline to
be able to complete a fieldwork investigation. All Lower Sixth geographers must attend a residential field course
which is held over the first weekend of the October half-term (Friday – Monday evening) at Betws-y-Coed in North
Wales.
REQUIREMENTS FOR STARTING THE COURSE
A minimum of a grade B in GCSE Geography as well as at least a B grade in both GCSE English and GCSE Mathematics.
Course followed: Geography
Examination Board: AQA
CONTENT OF THE COURSE UNITS
Unit 1:
AS
Unit 2:
AS
Unit 3:
A2
Unit 4B:
A2
Physical and Human Geography
Rivers, floods and management – The study of river processes and management.
Coastal environments – The study of coastal processes and management.
Population change – The investigation of contemporary issues, such as ageing populations.
Energy issues –The study of conflicts over energy supply, sustainable energy and conservation.
Applied Geography
A geographical skills paper based on the content of unit 1. Skills include: investigative, cartographic,
graphical, ICT and statistical.
Contemporary Geographical Issues
Plate tectonics and associated hazards – The study of volcanoes, earthquakes and tsunamis.
Ecosystems: challenge and change – The study of local and global ecosystems.
World cities – The study of decline and regeneration within urban areas.
Development and globalisation – The study of development issues, patterns and processes.
Geographical Issue Evaluation
The analysis, synthesis and evaluation of geographical information which extends from the
specification content. An advanced information booklet is pre-released 2 months prior to the
examination.
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METHODS OF ASSESSMENT
AS: Paper 1 Written examination on Unit 1 (2 hours).
70% total AS marks, 35% total A level marks.
Paper 2
Written examination on Unit 2 (1 hour).
30% of total AS marks, 15% of total A level marks.
A2: Paper 3 Written examination on Unit 3 (2½ hours)
30% of total A level marks.
Paper 4:
Written examination on Unit 4 (1½ hours)
20% of total A level marks.
APPROPRIATE SUBJECTS TO ACCOMPANY GEOGRAPHY
Geography will combine with any other A level subject. Each year there are sixth formers studying geography and two
arts or two science subjects.
CAREER OPPORTUNITIES
Geography is welcomed as a background subject for a wide range of careers including; cartography, meteorology and
teaching or more general careers such as accountancy, surveying, human resources or journalism.
For more information contact Miss F E Diver
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GOVERNMENT AND POLITICS
WHY STUDY GOVERNMENT AND POLITICS?
Politics is not just for politicians. We study power – its use and abuse. We construct argument and deploy detail.
These skills have a sustaining influence and relevance across the curriculum and the professions. It is a fascinating
course, which will be of real interest to those who want to know how and why they are governed. More than this it is a
practical exercise in reflecting on how things are being done – and how they could be so much better.
Give pupils the cost of the subscription fee and let them justify a choice of political party. Offer them too the prospect
of an alternative: save your money and spend it not on a party but on membership of a pressure group. What decision
will they take? More importantly how will they justify their decisions and what assessment of the political system of the
UK will they be making in the process? This is the journey we embark on within just five weeks of starting our study of
politics. By Christmas we are challenging assumptions about the government of the UK and attempting to measure the
health of our UK democracy. It is not a journey for the faint-hearted.
AIMS OF THE COURSE
The AS course equips pupils with the knowledge and skills to assess government in the UK. At A2 level pupils sharpen
their analytical skills further by studying how government and politics function in the USA and making comparisons with
politics in the UK.
SKILLS NEEDED FOR AND DEVELOPED IN THE COURSE
Three key skills are of paramount importance on this journey: personal motivation to pursue the quest; the ability to
seek, read and use the signposts along the way; and finally a healthy cynicism to watch out for the deceptions, the
myths and the spin. Additional recommendations include:
Independent learning, reading and writing
Effective research skills and use of printed information as well as that to be found on the internet
An ability to assimilate information and analyse it
The skills to argue and structure a case
An awareness of alternative arguments and an ability to synthesize a case.
REQUIREMENTS FOR STARTING THE COURSE
An enthusiasm for the news, and for reading and for answering questions thoughtfully with use of supporting detail. At
least a grade B in GCSE English Language. A willingness to appreciate that to understand a Prime Minister like Gordon
Brown you have to consider the political career of Tony Blair! The ability to read a quality assessment of modern UK
politics like that provided by Anthony Sampson in Who runs this place? or perhaps Peter Stothard’s paperback: 30 days
- a month at the heart of Blair’s War.
Course followed: Government and Politics
Examination Board: Edexcel
CONTENT OF THE COURSE UNITS
AS: Unit 1: People and politics: searching for the answers to these questions:
Why are political participation and democracy important?
Do elections guarantee democracy?
What is the role of political parties?
How important are pressure groups?
Unit 2: Governing in the UK:
What is the nature of the UK constitution?
What is the role of Parliament?
Who has power within the executive?
Do judges deliver justice and freedom?
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A2 Unit 3: Representation in the USA:
Elections and voting
Political parties
Pressure groups
Racial and ethnic politics
Unit 4: Governing the USA:
The Constitution and the Supreme Court
Congress
The Presidency
The federal bureaucracy
Federalism
METHODS OF ASSESSMENT
All of the units are assessed by structured questions and short essays at AS level leading to fuller essays at A2 level.
There is no coursework component in this course at present.
APPROPRIATE SUBJECTS TO ACCOMPANY POLITICS
Politics goes well with any other subject either to complement the knowledge of the scientist or broaden the analytical
power of the social scientist. Perhaps economics is a perfect complement but all students can feel empowered by the
subject. No previous experience is necessary.
CAREER OPPORTUNITIES
This subject can be seen as a foundation for a broad range of careers although recently those who have gone on to
study politics at university seem then to have gone on to into law. Accountancy also claims many in the end. But there
are ex-politics students working in Washington DC, commanding troops in the Royal Marines, advocating pressure
group politics at Westminster and another running his own company whilst participating in local district and county
council politics.
For more information contact Mr J Stateczny
65

HISTORY
WHY STUDY HISTORY?
The study of history offers an insight into the past of our own and other societies, institutions and ideas: these have
their own intrinsic interest and also help us to understand the present. The methods used in the study of history
develop skills which can be transferred into other areas.
AIMS OF THE COURSE
We aim to develop a lasting interest in history and to promote deep understanding and a sound knowledge. This is
done through considering the nature of historical sources and the ideas and methods of historians. These involve a
variety of approaches and interpretations, as well as an awareness of change and continuity.
SKILLS NEEDED FOR AND DEVELOPED IN THE COURSE
In addition to extending an already considerable interest in the past, you will refine your skills of essay-writing, source
analysis, balanced interpretation and quick thought. A substantial amount of reading, written work and discussion will
be necessary for this.
A minimum of a grade B in GCSE History.
REQUIREMENTS FOR STARTING THE COURSE
Course followed: History
Examination Board: Edexcel
CONTENT OF THE COURSE UNITS
AS: Unit 1 Option F: The expansion and challenge of Nationalism.
The collapse of the Liberal State and the Triumph of Fascism in Italy 1896-1943. This
covers the weaknesses of the political system in Italy, the impact of World War 1, power
and control of Fascist Italy and the building of the new Roman Empire.
and
From Second Reich to Third Reich: Germany 1918-45. This covers the fall of the second
Reich and the rise of the Third Reich, Nazi economic solutions and the impact of World
war II on Germany.
Unit 2
Option A: Early modern British History; Crown and authority.
Crown, Parliament and Authority in England, 1588-1629. This covers the war with Spain
1588-1604, early Stuart foreign policy, the financial difficulties of the crown and the
changing relations between the crown and Parliament.
A2: Unit 3 Option A: Revolution and Conflict in England.
Revolution, Republic and Restoration: England 1629-67. This covers the personal rule of
Charles I, the first and a second civil wars, the search for a settled government 1646-53
and the restoration of the monarchy in 1660
Unit 4
Historical Enquiry
CW45: Dictatorship and Revolution in Russia and the Soviet Union, 1825-2000.
This enquiry will address a key aspect of a chosen theme over a period of at least 100
years.
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CONTINUITY BETWEEN GCSE AND AS
You will already be accustomed to structured essays and source-based questions from your GCSE course; these are
continued at AS, although at a higher level and with greater depths of interpretation and knowledge.
METHODS OF ASSESSMENT
AS: Unit 1 Two essay questions (1 hour 20 minutes)
Unit 2 Two source based questions (1 hour 20 minutes)
A2: Unit 3
Two essays one using sources and own knowledge and one using own knowledge (2
hours)
Unit 4 Two extended essays
APPROPRIATE SUBJECTS TO ACCOMPANY HISTORY
History is a meeting point between the various parts of the curriculum. It can therefore be combined effectively with
almost any subject from the arts and sciences.
CAREER OPPORTUNITIES
History at A level is suitable for a very wide range of university degree courses (especially history, law and any of the
social sciences). Historians are also highly adaptable, doing well in careers in law, teaching, journalism, finance,
administration, management, marketing, library and museum work, and broadcasting. Many enter politics.
For more information contact Mrs C Ellis-Owen
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LATIN
WHY STUDY LATIN?
Like most arts subjects, Latin is not a vocational subject, but rather an academic discipline which uses the language
and subject matter to develop a range of personal skills which are useful for other AS courses and valued by higher
education institutions and employers, who recognise the breadth of the subject. A successful Latin candidate will not
only have a well-developed linguistic ability and understanding through analysis of a logical language and its influence
on modern languages; he or she will also have a developed imagination and wide-ranging experience of many issues
raised by the literature and culture of ancient Rome as well as an ability to formulate a considered response to them.
AIMS OF THE COURSE
To build on the knowledge, understanding and skills required for GCSE Latin
To develop an understanding of elements of Classical civilisation, literature and language which have had a
profound effect on modern societies
To develop a level of competence in the Latin language and a sensitive and analytical approach to language
generally
To read, understand and make an informed personal response to literature in the original language
SKILLS NEEDED FOR AND DEVELOPED IN THE COURSE
Pupils need to have enthusiasm for and a keen interest in the Latin language and the literature and culture of the
Classical world. They need to possess a sense of inquiry which will enjoy the varying challenges of both detailed
linguistic analysis and wider cultural opinions.
A minimum of a grade B in GCSE Latin.
REQUIREMENTS FOR STARTING THE COURSE
Course followed: Latin
Examination Board: OCR
CONTENT OF THE COURSE UNITS
Unit L1: Latin Language
Unit L2: Latin Verse and Prose
Literature
Unit L3: Latin Verse
Unit L4: Latin Prose
Unseen Latin prose to be translated into English. The required grammar
for this paper is specified and there is a defined AS vocabulary list.
Questions are asked on the translation, content, context and literary
style of two prescribed texts. The verse text is an extract from Ovid’s
Amores III. The prose text comes from Cicero’s speech In Verrem II.
Candidates are required to demonstrate their knowledge, understanding
and appreciation of a verse set text (Virgil). Section B tests the
understanding of an unseen passage of Ovid through translation and
comprehension.
Candidates are required to demonstrate their knowledge, understanding
and appreciation of a prose set text (Tacitus or Sallust). Section B tests
the understanding of an unseen passage of Livy through translation and
comprehension.
METHOD OF ASSESSMENT
AS Unit L1 (examination) (50% of AS marks, 25% of A2 marks) 1½ hours
Unit L2 (examination) (50% of AS marks, 25% of A2 marks) 1½ hours
A2 Unit L3 (examination) (25% of A2 marks) 2 hours
Unit L4 (examination) (25% of A2 marks)
2 hours
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APPROPRIATE SUBJECTS TO ACCOMPANY LATIN
Latin can be combined with any subject, acting as a perfect companion to other arts subjects or as a useful contrast to
the sciences. Subjects which complement it particularly well are English, modern languages, classical civilisation,
history and mathematics.
CAREER OPPORTUNITIES
Graduates in the subject find employment in a huge variety of careers ranging from law, finance, politics and the Civil
Service to teaching, journalism and entertainment. Current high-profile Latinists include J.K. Rowling (author), Boris
Johnson (politics) and Nick Owen (journalism).
For more information contact Mr A G McClure
69

MATHEMATICS AS LEVEL
WHY STUDY MATHEMATICS AT AS LEVEL?
Mathematics is a unique subject that both stands as a creative subject in its own right, but also underpins science,
engineering and much of business studies and other social sciences. The mathematical skills of being able to think
abstractly, logically and deductively, to construct a rigorous argument and to draw sound conclusions from appropriate
evidence are highly desirable and transferable to many different settings. You will learn how to analyse data so that you
can judge the value of statistical arguments, you will develop an appreciation of how motion can be modelled and you
will learn the techniques that will enable you to extend the study of the subject, or its dependent subjects.
Mathematics increasingly becomes algebraically rather than arithmetically based.
Those wishing to study Further Mathematics A level should note that we do not teach an equivalent introductory AS
level. The procedure is to study A level Mathematics in the Lower Sixth, and then A level Further Mathematics in the
Upper Sixth. Pupils who embark on a full Further Mathematics course can later opt to reduce this to AS level Further
Mathematics: this is usually done to ensure that a grade A in Mathematics A level is achieved.
AIMS OF THE COURSE
1. To develop an interest in mathematics.
2. To develop an appreciation of the value of mathematics in the modern world.
3. To develop an ability to think abstractly and logically.
4. To encourage a sense of achievement in meeting an intellectual challenge.
5. To lay foundations for the further study of the subject and dependent subjects.
6. To develop the ability to model real-life situations and the ability to appreciate that assumptions must be made
in order to do this.
SKILLS NEEDED FOR AND DEVELOPED IN THE COURSE
An interest in mathematics; sound algebraic skills; a readiness to rise to challenges and to see them through to a
successful conclusion; sound organisational skills and a readiness to set time aside to learn critical facts and
techniques.
REQUIREMENTS FOR STARTING THE COURSE
A minimum of a grade B in Higher Level GCSE or IGCSE Mathematics, although an A or A* is preferable.
Course followed: Mathematics
Examination Board: Edexcel
CONTENT OF THE COURSE UNITS
The course consists of two pure mathematics units and one applied unit. The two pure units are C1 Introduction to
Advanced Mathematics, which seeks to ensure foundations from GCSE are secure, and C2 Concepts for Advanced
Mathematics, which introduces many of the major themes that run through the AS and A2 courses. The applied unit is
either Mechanics 1 or Statistics 1, the choice (made at the end of September) being entirely up to the pupil depending
on which will best serve his or her needs.
METHODS OF ASSESSMENT
Each unit is assessed by a written examination of 1 hour 30 minutes.
APPROPRIATE SUBJECTS TO ACCOMPANY MATHEMATICS
Physics is a good subject to accompany mathematics for those interested in pursuing science or engineering. Business
studies and geography also go well. Mathematics however will fit well into all combinations.
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CAREER OPPORTUNITIES
Mathematics A level is essential for further mathematical study, engineering or most physics courses. It is highly
desirable for other science courses, economics, business studies or geography. It can lead on to such subjects as law.
It is generally seen as a highly desirable A level to have, not least because of its increasing rarity value. Degree level
mathematics can lead on to many varied careers which value the logical, analytical training that mathematics involves.
For further information contact Mr N C J Riley
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MATHEMATICS A LEVEL
WHY STUDY MATHEMATICS?
Mathematics is a unique subject that stands as a creative subject in its own right, but which also underpins science,
engineering and much of business studies and other social sciences. The mathematical skills of being able to think
abstractly, logically and deductively, to construct a rigorous argument and to draw sound conclusions from appropriate
evidence are highly desirable and transferable to many different settings. You will learn how to analyse data so that you
can judge the value of statistical arguments, you will develop an appreciation of how motion can be modelled and you
will learn the techniques that will enable you to extend the study of the subject, or its dependent subjects.
Mathematics increasingly becomes algebraically rather than arithmetically based.
Those wishing to study Further Mathematics A level should study A level Mathematics in the Lower Sixth. A level
Further Mathematics will then be covered in the Upper Sixth. Pupils who embark on a full Further Mathematics course
can later opt to reduce this to AS level Further Mathematics: this is usually done to ensure that a grade A in
Mathematics A level is achieved.
AIMS OF THE COURSE
1. To develop an interest in mathematics.
2. To develop an appreciation of the value of mathematics in the modern world today.
3. To develop an ability to think abstractly and logically.
4. To learn, understand and be able to use a range of mathematical skills and techniques.
5. To encourage a sense of achievement in meeting an intellectual challenge.
6. To lay foundations for the further study of the subject or the study of dependent subjects.
7. To develop the ability to model real-life situations and the ability to appreciate that assumptions must be made
in order to do this.
SKILLS NEEDED FOR AND DEVELOPED IN THE COURSE
An interest in mathematics; sound algebraic skills; a readiness to rise to challenges and to see them through to a
successful conclusion; sound organisational skills and a readiness to set time to learn critical facts and techniques.
REQUIREMENTS FOR STARTING THE COURSE
A minimum of a grade B in Higher Level GCSE or IGCSE Mathematics, although an A or A* is preferable. Reasonable
success at AS level if you are continuing from that stage.
Course followed: Mathematics
Examination Board: Edexcel
CONTENT OF THE COURSE UNITS
For pupils studying A2 mathematics in the Upper Sixth, having completed AS mathematics in the Lower Sixth, the
course consists of three further units, two in pure mathematics and one in applied. The two pure units are C3 Methods
for Advanced Mathematics and C4 Application of Advanced Mathematics, which together complete the coverage of the
national mathematics common core. Pupils can choose their applied unit from Mechanics 2 or Statistics 2 (if they have
completed Mechanics 1 or Statistics 1 in the Lower Sixth) or Decision Mathematics 1. (Decision Mathematics is the
branch of the subject that underpins business studies and related subjects.)
For pupils in the Lower Sixth who are undertaking the first year of the double mathematics course (A level mathematics
in the Lower Sixth followed by Further Mathematics in the Upper Sixth) the course consists of four pure units (C1 to C4),
two mechanics units (Mechanics 1 and 2) and Statistics 1. If a set proves particularly able there may be acceleration
to cover further units. This ensures that at least seven units are covered in order to allow the award of Mathematics A
level at the end of the Lower Sixth by a variety of methods, thus increasing the likelihood of an A grade.
METHODS OF ASSESSMENT
Each unit is assessed by a written examination of 1 hour 30 minutes.
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APPROPRIATE SUBJECTS TO ACCOMPANY MATHEMATICS
Physics is a good subject to accompany mathematics for those interested in pursuing science or engineering.
Economics, business studies and geography also go well. Mathematics can also accompany lots of other subjects,
fitting well into all combinations.
CAREER OPPORTUNITIES
Mathematics A level is essential for further mathematical study, engineering or most physics courses. It is highly
desirable for other science courses, business studies or geography. It can lead on to such subjects as law. It is
generally seen as a highly desirable A level to have, not least because of its increasing rarity value. Degree level
mathematics can lead on to many varied careers, being highly regarded by many employers who value the logical,
analytical training and other skills that mathematics develops.
For further information contact Mr N C J Riley
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FURTHER MATHEMATICS
WHY STUDY FURTHER MATHEMATICS?
Mathematics is a hugely broad subject that includes branches that are utterly different other than that they make use
of symbolisation and that they involve logical and analytical processes. Single mathematics A level of necessity
concentrates mostly on those topics within the subject that are needed in its role as a service provider for other
subjects or further study. Further mathematics enables some appreciation of the breadth of the subject to be
developed. It enables abstract ideas to be studied in rather more depth. It enables applied ideas to be studied in depth
that will give study of mathematically based higher education courses a flying start. Since able mathematicians can
work more quickly through ideas and their mathematics is more advanced at the start of the course, they will not find
the single subject particularly challenging; this course gives then something to get their teeth into.
AIMS OF THE COURSE
1. To develop interest in and enjoyment of the subject.
2. To develop an appreciation of the breadth and depth of mathematics.
3. To develop an ability to think abstractly and logically in depth.
4. To encourage a sense of achievement in meeting an intellectual challenge.
5. To develop an advanced base for further study.
6. To develop affection for the subject.
SKILLS NEEDED FOR AND DEVELOPED IN THE COURSE
These are essentially the same as those needed for single mathematics, but developed to a higher degree. Pupils
studying further mathematics need to take full responsibility for their own learning and to take initiative when (if) they
hit difficulty.
REQUIREMENTS FOR STARTING THE COURSE
The course is Mathematics A level in the Lower Sixth and Further Mathematics A level in the Upper Sixth. The
requirement to start the course is IGCSE Mathematics grade A*, but preferably some mathematical study beyond
GCSE, such as the units C1 and C2 (as covered by Set 1 in the Fifth Form). Normally Further Mathematics A level is
only studied if a grade A has been achieved in the Lower Sixth or if an A can be guaranteed through retakes in the
Upper Sixth. If this is not the case, it is usual to aim for AS Further Mathematics instead, which allows time to
concentrate on achieving the A in Mathematics.
Course followed: Mathematics
Examination Board: Edexcel
CONTENT OF THE COURSE UNITS
A minimum of six further units are studied in addition to those covered in the Lower Sixth Mathematics A level course.
These are a selection from Further Pure Mathematics 1, 2 and 3 Mechanics 3 and 4, Statistics 2 and 3 and Decision
Mathematics 1. These ensure that pupils study mathematics to the necessary breadth and depth both to be
thoroughly prepared for the study of the subject at university and to have a clear idea of the huge range of its
application.
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METHOD OF ASSESSMENT
Each further mathematics unit is assessed by a written examination of one hour 30 minutes.
APPROPRIATE SUBJECTS TO ACCOMPANY FURTHER MATHEMATICS
Traditionally physics, and possibly chemistry or economics, but a variety of options is feasible.
CAREER OPPORTUNITIES
As for mathematics only more so!
For further information contact Mr N C J Riley
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MODERN FOREIGN LANGUAGES
FRENCH, GERMAN, SPANISH
WHY STUDY MODERN FOREIGN LANGUAGES?
As part of the European Union, our common future lies within Europe. Knowledge of one or more European languages
will enable you to play a more active and productive active role in this future. We cannot fully understand, or easily do
business with, our European partners unless we have a knowledge of their language. Competence in a modern
language opens up a whole new culture, tradition and literature to be explored, and is essential in a wide range of
professions.
AIMS OF THE COURSE
Pupils will develop their language skills to a high level of competence. They will gain insights into the culture and
civilisation of the countries studied, and will gain the confidence to communicate effectively in both speaking and
writing.
SKILLS NEEDED FOR AND DEVELOPED IN THE COURSE
Pupils need an interest in communication in both oral and written forms in the chosen language. They need to wish to
acquire knowledge and enjoy the intellectual challenges involved in learning a modern language. These include
memorisation, organising information and seeking to understand others and their perspectives. Above all, a keenness
for the language and its culture is vital.
REQUIREMENTS FOR STARTING THE COURSE
We would recommend an A grade at GCSE level, but would look sympathetically at candidates with a B grade in the
chosen language.
For pupils taking French, German or Spanish at AS or A2 level, we are aware of the importance of a sustained period of
exposure to the language and its culture during the course. Examination results show that the oral, worth 30% is
significantly improved by exchange visits and stays, and the enjoyment and experience per se motivate pupils to
achieve higher examination results. Therefore participation in the exchange visits to France, Germany or Spain are
compulsory parts of the AS and A2 courses, in which all pupils must participate. The Headmaster alone is able to
provide dispensation from these exchanges where vital work is undertaken towards success in public examinations.
Course followed: Modern Foreign Languages
Examination Board: AQA
CONTENT OF THE COURSE UNITS
AS Unit 1:
AS Unit 2:
A2 Unit 3:
A2 Unit 4:
Listening, Reading and Writing
Speaking Test
Listening, Reading and Writing
Speaking Test
Topics covered in the course include, the media, sport and leisure, popular culture and personal relationships for AS,
education and global issues, the environment and the multicultural society for A2. At least one literary text will be
covered for A2, primarily with a view to Unit 3, along with a study of a historical topic or a film. Dedicated oral lessons in
small groups are given in addition to the standard AS level or A level lesson allocation. We have a languages assistant
in all three languages offered.
The department is keen to encourage Oxbridge entrance and willingly provides the necessary teaching for this. We
have had a number of Oxbridge successes in modern languages in the recent past.
METHODS OF ASSESSMENT
Unit 1 is a two hour paper involving listening, reading and writing. Unit 2 is a fifteen minute oral examination following
20 minutes preparation time. These units make up AS level. Unit 3 is a two and a half hour written paper where cultural
topics are tested along with reading, writing and listening. Unit 4 is another fifteen minute oral.
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APPROPRIATE SUBJECTS TO ACCOMPANY MODERN FOREIGN LANGUAGES
Languages are suitable subjects for almost any combination at AS and A2. Many universities appreciate the European
dimension to education and work and other subjects combined with modern languages. The study of French and
German or French and Spanish is especially encouraged, and history, English and politics are particularly suitable
partners.
CAREER OPPORTUNITIES
People with good modern language qualifications have gone on to careers in interpreting, translating, the Foreign
Office, law, media and television as well as in business and industry. AS or A2 languages are a strong commendation
for a wide range of professional fields.
For more information contact, Mr M A C Beet, Miss M M Smith or Mr R Watkins
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MUSIC
WHY STUDY MUSIC?
We all use music. The study of what it is, how it works and how to create it opens our minds to one of the richest of all
artistic mediums. Music is made from exquisitely fashioned patterns, and through understanding and control of these
you can express who you are, what concerns you, and what you aspire to be. Music is, potentially, a life-long study;
through deepening your understanding of it, you learn to respond to other people’s music, as well as your own, with
increased perception and enthusiasm. The diversity of the subject means that music also has profound benefits for the
general development of intellectual flair and self-confidence.
AIMS OF THE COURSE
The AS/A2 specification seeks to build on GCSE by improving creative and performing work through a much more
advanced understanding of the techniques used in composing music. Analysis of music is therefore a key component.
Focus is directed towards how the key ingredients of music – melody, harmony, rhythm, texture, timbre and form –
have been utilised in creating different styles over time. The revised specification (new from September 2008) includes
some compulsory classical set works, but allows for an exciting breadth of study and for those with an interest in music
technology to develop their skills.
SKILLS NEEDED FOR AND DEVELOPED IN THE COURSE
Pupils need to be intrigued as to how music of contrasting styles works. An almost mathematical ability to see pattern
in music is a big advantage, as is an interest in the resulting aesthetic quality of music. Notation plays a key part, and
(at the very least) a willingness to master the reading of musical notation is essential.
REQUIREMENTS FOR STARTING THE COURSE
A minimum of a grade B in GCSE Music is normally required, but pupils who have not taken Music at GCSE are
welcome on the course if they have sufficient grounding in practical music. Since performing is involved in the
assessment at both AS and A2, candidates need some proficiency on an instrument (or voice) – ideally of grade V
(ABRSM) standard or above – or, alternatively, an advanced skill in using sequencing and recording technology.
Keyboard skills are an advantage too. We would expect pupils on the course to be active in extra-curricular musicmaking
as an important ‘hands-on’ experience that can inform the learning process in the classroom.
Course followed: Music
Examination Board: AQA
CONTENT OF THE COURSE UNITS
Unit 1:
Unit 2:
Influences on Music
Based on two Areas of Study:
Western Classical tradition (compulsory)
(set work: Beethoven Symphony no. 1, Movements 1 & 2)
and one of…
Choral Music in the Baroque
Music Theatre 1940-80
British Popular Music from 1960
Composing: Creating musical ideas
one of:
Compositional techniques (i.e. harmony and counterpoint)
Free composition to a given brief
Arranging of a set melody
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Unit 3:
Unit 4:
Unit 5:
Unit 6:
Performing: interpreting musical ideas
two from:
Solo performance on an instrument
Solo vocal performance
Solo performance on a second instrument
Ensemble performance
Technology-based performance using sequencing
Technology-based performance with multi-track and close microphone recording
Music in Context
Based on two Areas of Study
The Western Classical tradition (compulsory)
(set work: either Elgar’s 1 st Symphony or Shostakovich 5 th Symphony)
and one of…
English Choral Music in the 20 th century
Chamber Music from Mendelssohn to Debussy
4 decades of Jazz and Blues (1910-1950)
Composing: Creating musical ideas
one of:
Compositional techniques (Bach chorale and Haydn string quartet)
Free composition to a given brief
Arranging a piece of classical music in a pop, rock or jazz style
Performing: A musical performance
A programme of 10-15 minutes which can include either or both
acoustic and technology-based performances
METHODS OF ASSESSMENT
AS Unit 1: Written examination paper in June (1¾ hours) 15%
Unit 2: Coursework submitted by 15 th May 15%
Unit 3: Performances recorded and submitted by 15 th May 20%
A2 Unit 4: Written examination paper (2¼ hours) 20%
Unit 5: Coursework submitted by 15 th May 15%
Unit 6: Performance recorded and submitted by 15 th may 15%
APPROPRIATE SUBJECTS TO ACCOMPANY MUSIC
Music combines naturally with many other subjects. Clearly there is an affinity with science subjects, Mathematics in
particular. Music is in many ways a language, and often modern linguists flourish with music. Music is also a vital part
of culture, and thus combines well with English literature and History (these subjects can be very helpful in units 1 and
4 which involve some essay writing).
CAREER OPPORTUNITIES
For some, an A level in Music may be a stepping stone to studying the subject at music college or university. Careers in
music are diverse, and in addition to the obvious ones as a performer or teacher, include film composing, music
therapy, librarian, arts management, and recording engineering. For those considering other subjects in higher
education, music can provide a rich counterbalance to one’s main studies and supports well an application to
university for other degree courses. There is many a doctor or lawyer with an A level in Music.
For more information contact the Director of Music, Mr J R Kingston
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PHYSICAL EDUCATION
WHY STUDY PHYSICAL EDUCATION?
A level Physical Education will appeal to those students who have reached a high level of performance in a range of
physical activities and who have the ability and the desire to acquire a detailed appreciation of the background to such
activities. The course develops a knowledge and understanding of the ideas and processes relevant to a selection of
physical education activities, looking in depth at physiological, psychological and socio-cultural aspects that impact
performance. The course also looks at how to develop a balanced active and healthy lifestyle.
AIMS OF THE COURSE
The course aims to provide a knowledge and understanding of the conceptual basis, structure and function of a
representative selection of physical education activities while developing understanding and problem-solving skills
including interpretation and evaluation. The structure of the course will help develop planning and practical skills for
effective performance in addition to fostering an ability to relate practice to theory and theory to practice. An
understanding of the scientific, socio-cultural and environmental factors which influence physical education will also be
developed, while the course will provide an experience which is valuable both as a means of personal development and
as a foundation for employment or more advanced study.
SKILLS NEEDED FOR AND DEVELOPED IN THE COURSE
A keen interest in and enthusiasm for physical education. An ability to work independently is essential although it is
equally important to be able to work effectively with others as a member of a team. The course will provide an
opportunity to develop and demonstrate the key skills of communication, analysis and evaluation of performance.
Students will also acquire a large body of factual information and improve their own learning and performance in
addition to enhancing their problem-solving skills.
REQUIREMENTS FOR STARTING THE COURSE
A high level of performance in a range of physical activities and/or coaching or officiating. We would recommend good
B grades in both GCSE Science and GCSE Additional Science or a B grade in GCSE Biology. Pupils who do not quite
fulfil this requirement but who can demonstrate potential in other appropriate areas may be accepted on to the course.
Course followed: Physical Education
Examination Board: OCR
CONTENT OF THE COURSE UNITS
Unit 1:
Unit 2:
An Introduction to Physical Education. In this unit pupils develop a greater understanding of the structure
of the human body and how it responds during the performance of a variety of physical activities. Pupils
also develop an understanding of how they can effectively acquire and improve their movement skills in a
variety of physical activities. This unit is also directly concerned with the philosophical and sociological
investigation of institutional education and sport. Candidates will study major issues such as excellence in
sport as well as sub-cultural issues such as “deviance in sport”.
Coursework: Acquiring, developing and evaluating practical skills in PE. This unit focuses on the
acquisition and development of physical skills. Throughout this unit pupils will add to and update a personal
Performance Portfolio, with the ultimate aim of using this information to help to improve their own practical
performance.
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Unit 3:
Unit 4:
Options:
Historical studies in Physical Education. Pupils acquire an understanding of and appreciation of the
relatively unsophisticated nature of early nineteenth century popular recreation and examine the
developments through the emergence of a public school ethos of athleticism towards the adoption of more
sophisticated forms of rational recreation which reflect an emerging industrial society.
Comparative studies in PE and Sport. Pupils acquire an understanding of the nature of PE and sport in
other countries. The three countries reviewed in detail are UK, Australia and the United States.
Psychology of Sport Performance. Pupils investigate the important role that the human mind has prior to
and during performance. They gain an understanding of the theoretical concepts that may improve personal
performance.
Exercise and Sport Physiology. Exercise Physiology examines how the structure and function of the body
change as a result of exercise. Pupils are able to relate their knowledge and understanding to the
performance of elite athletes involved in global competition and begin to consider the ethical questions
surrounding performance enhancement.
Coursework: The Improvement of Effective Performance and Critical Evaluation of Practical Activities
with Synoptic Assessment. In this unit candidates develop skills which are subsequently assessed in
performance situations. This application of skills to varying conditions and circumstances requires the
candidate to extend and expand the skills previously acquired. Synoptic assessment requires students to
be able to draw on and apply subject matter from physiological, psychological and socio-cultural disciplines
in order to prescribe and prioritise strategies to improve the performance observed.
METHODS OF ASSESSMENT
AS: Paper G451 Written examination on Unit 1 (2 hours) 60% AS 30% A
Coursework
Assessment of performance in two activities or performing
one and coaching/officiating in another activity
Based on demonstration of specified techniques and
observation analysis of techniques.
Internally assessed - externally moderated
40% AS 20% A
A2: Paper G453 Written examination on Unit 3 (2½ hours) 35% A
Coursework
Assessment of performance in one chosen activity or
coaching one activity or officiating one activity
Based on effective performance and understanding
performance through observation, analysis and the
application of knowledge.
Internally assessed - externally moderated
APPROPRIATE SUBJECTS TO ACCOMPANY PHYSICAL EDUCATION
15% A
There are no obvious accompaniments to physical education although those students who are also studying biology
benefit considerably from the association with the applied anatomy and physiology components of the course.
CAREER OPPORTUNITIES
Many pupils who study physical education will pursue careers in sport, leisure management, physiotherapy, sports
journalism or teaching physical education at some level. However the multi-disciplinary nature of the course is
compatible with a wide range of career choice.
For further information contact Mr A D Langlands
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PHYSICS
WHY STUDY PHYSICS?
The universe is a mysterious place. From the microscopic world of sub-atomic particles to the macroscopic world in
which we live, and beyond, its complexity appears to stretch beyond the limits of any understanding. Yet here is
physics, undefeated but respectful of this impossible puzzle, patiently through the centuries furthering its
understanding. Maybe physics will never come close to understanding the universe in its entirety, maybe the more
puzzles we solve the more questions we generate, but the road to understanding is both elegant and fruitful. Elegant in
its rationale, in its patience to model all of what we see around us and all of what we do not; and fruitful in what it
develops, for did not the study of physics, not by design but by pure thirst for understanding, yield the technology we
take for granted today? Who would not want to study physics?
AIMS OF THE COURSE
To sustain and develop enjoyment of, and interest in, physics and to bring together knowledge of ways in which
different areas of physics relate to each other. This is achieved through a broadly based subject content that is up-todate
with examples of modern physics and its applications, to communicate the results clearly and logically.
SKILLS NEEDED FOR AND DEVELOPED IN THE COURSE
Many of the skills developed in GCSE Science, GCSE Additional Science and GCSE physics are enhanced further in AS
and A2 physics. You will be able to understand the fundamentals of physics and you will have an awareness of physics
in a wider context. In addition, you will be able to work independently and communicate effectively about topics you
have studied. In practical work you will develop the ability to devise and plan safe experiments, and to communicate
the results clearly and logically. In short, you will have commitment and interest.
REQUIREMENTS FOR STARTING THE COURSE
A minimum of a B grade in GCSE or IGCSE Mathematics and a minimum of either:
Grade B in the physics component of GCSE Additional Science or IGCSE Double Award Science, or
Grade B in GCSE or IGCSE physics.
Course followed: Physics
Examination Board: AQA
CONTENT OF THE COURSE UNITS
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Particles, Quantum Phenomena and Electricity. (Particles and radiation. Electromagnetic radiation and
quantum phenomena. Current electricity.)
Mechanics, Materials and Waves. (Moments. Projectile Motion. Work, energy and power. Newton’s
laws. Materials. Basic wave theory.)
Experimental work. (Practical exercises are designed to develop practical skills, but they also require
candidates to use their theoretical knowledge of physics and to apply it to a practical situation.)
Fields and Further Mechanics. (Momentum. Circular motion. Oscillations. Work and Energy. Electric
and Gravitational Fields. Magnetic fields. Capacitance.)
Nuclear Physics, Thermal Physics and Astrophysics. (Radioactivity. Nuclear Energy. Thermal Physics.
Lenses and Optical Telescopes. Non-optical Telescopes. Classification of Stars. Cosmology.)
Experimental work. (Practical exercises are designed to develop practical skills, but they also require
candidates to draw on knowledge, understanding and skills gained throughout their study of A level
Physics and apply them to a particular experimental context.)
METHODS OF ASSESSMENT
AS: Unit 1: Written examination on Unit 1 (1¼ hours, contains short answer and structured questions)
Unit 2: Written examination on Unit 2 (1¼ hours, contains short answer and structured questions)
Unit 3: Practical examination (1 hour, internally assessed practical exam)
A2: Unit 4: Written examination on Unit 4 (1¾ hours, contains multiple choice, short and structured questions)
Unit 5: Written examination on Unit 5 (1¾ hours, contains short answer and structured questions)
Unit 6: Practical examination (1 hour, internally assessed practical exam)
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APPROPRIATE SUBJECTS TO ACCOMPANY PHYSICS
Mathematics with mechanics and chemistry are the subjects frequently combined with physics. However physics can
also be combined with a range of other subjects for those wishing to maintain a breadth of study.
CAREER OPPORTUNITIES
Physics A level is essential for admission to physics degree courses and most engineering degree courses. It is very
useful for numerous courses including accountancy, agriculture, archaeology, architecture, biology, chemistry,
dentistry, geology, journalism, law, mathematics, medicine, pharmacy, psychology and veterinary science - indeed for
any course that likes entrants to have an analytical A level.
For more information contact Mr D J Whiting
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RS: PHILOSOPHY, ETHICS AND BIBLICAL STUDIES
WHY STUDY RS: PHILOSOPHY, ETHICS AND BIBLICAL STUDIES?
At its best, RS: Philosophy, Ethics and Biblical Studies is a varied and demanding discipline that has the potential to
capture the imagination and develop the enquiring mind. We seek to nurture a spirit of intellectual curiosity through
challenging accepted norms and enquiring into the capacity of human reason and understanding. Our approach is nonconfessional,
critical, and academic although students often engage with ultimate questions on a fundamental and
personal level.
AIMS OF THE COURSE
We aim to provide an academic and rigorous way of engaging with philosophy, ethics and religion. We seek to consider
ultimate questions of life, providing the necessary language and literacy for dealing with philosophical and religious
enquiry and experience. We think that many ideas are more interesting than one; detailed arguments are more
challenging than ill-considered views; intellectual risk taking is more inspiring than treading the well-worn path of
academic safety. This course aims to uphold these ideals.
SKILLS NEEDED FOR AND DEVELOPED IN THE COURSE
A commitment to think deeply and precisely.
The skill to select and use evidence appropriately.
The ability to analyse and critically evaluate arguments.
Clarity of expression in written and oral communication.
Self motivation in reading, research and independent study.
A willingness to investigate and interpret philosophical and religious concepts.
REQUIREMENTS FOR STARTING THE COURSE
Students of Philosophy, Ethics and Biblical Studies will have a genuine interest in asking questions: questions of
meaning and purpose concerning the universe and human existence. They will enjoy discovering the ideas of others
and drawing conclusions of their own. Grade B or above in GCSE English and/or Religious Studies would be
advantageous. For students new to the school, it is possible to study this course at Sixth Form level without having
taken a GCSE course in Religious Studies.
Course followed: Religious Studies
Examination Board: Edexcel
CONTENT OF THE COURSE UNITS
AS UNIT 1 – FOUNDATIONS
PHILOSOPHY OF RELIGION
THE FOURTH GOSPEL
Why is there something rather than nothing?
“I am the Way”… to where?
Using the cosmos to prove the existence of God.
A critical examination of the ‘I am’ sayings of Jesus.
Design always implies a designer: Really?
Miracles are simply signs, nothing more.
Proving God’s existence through beauty and design. A study of the meaning and significance of the miracles.
A God who allows man to suffer is not worthy of Women should be seen and not heard.
worship.
An investigation into Jesus’ relationship with women.
Encountering evil/Justifying God: A critical investigation.
Miracles: A logical contradiction?
A study of the acceptance and rejection of miracles.
Follow the Light wherever it leads.
An analysis of the nature and demands of discipleship.
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ETHICAL THEORY
How do we make moral decisions?
A critical enquiry into the different methods of ethical
decision making. Deontological and consequential ethical
theories are taught and then applied to medical ethics.
AS UNIT 2 – INVESTIGATIONS
APPLIED ETHICS
Medical ethics and the moral minefield.
A research based study where students can select a topic
of interest from abortion, euthanasia, transplantation,
assisted reproduction and genetic engineering.
A2 UNIT 3 – DEVELOPMENTS
PHILOSOPHY OF RELIGION
THE FOURTH GOSPEL
‘God exists’: True by definition?
Would the real Jesus please stand up?
Examining analytic methods for proving God’s existence. Studying Christology in the Prologue.
It’s all in the mind.
Why was the Gospel written?
Does religious experience prove the existence of God? Uncovering the purpose of John.
When you’re dead, you’re dead.
Conflict and drama in Jesus’ Israel.
Considering the philosophical case for Life after Death. Considering clashes with religious and political authority.
Religious Language? It is all hot Ayer!
The final chapter in a remarkable life.
Investigating meaning in language about God.
A study of the crucifixion and resurrection of Jesus.
A2 UNIT 4 – IMPLICATIONS
A set text based study where students will consider: the consequences of holding certain opinions, views or beliefs; how
people’s lives might be affected if a certain belief were widely held or a certain value widely applied; the implications in
terms of how far particular beliefs and values might affect people’s understanding of religion and human experience.
God-talk is evidently nonsense.
A J Ayer
Can we know God by experience?
P Donovan
The emergence of modern
philosophy of religion.
M Westphal
METHODS OF ASSESSMENT
All units are assessed by essay writing in external examinations. For units 1 and 3 students will answer three questions,
either two Philosophy of Religion questions and one Fourth Gospel question or the other way round. This provides the
opportunity for students to specialise. For units 2 and 4 students will answer one essay question only.
APPROPRIATE SUBJECTS TO ACCOMPANY RELIGIOUS STUDIES
RS: Philosophy, Ethics and Biblical Studies is a complementary subject for other humanities and arts based courses.
Equally many of our students are scientists and mathematicians who are seeking balance and breadth in their subject
choices.
CAREER OPPORTUNITIES
This subject acts as an excellent preparation for professions which demand problem solving, attention to detail and
intellectual rigour. The study of ethics allows future medics to reflect on the important moral questions facing
contemporary policy and practice within the medical profession. The study of philosophical method acts as a training
ground for future careers in the legal and business world where skilled argument, clarity of thought, and critical
analysis are required for success. A careful and thorough reading of Biblical texts encourages attention to detail and
sensitivity of interpretation which translate well to careers in social and public life.
For more information contact Mrs K T Hands
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BTEC NATIONAL CERTIFICATE IN SPORT (DEVELOPMENT,
COACHING AND FITNESS)
WHY STUDY BTEC SPORT?
BTEC Sport will appeal to those students who have reached a high level of performance in a range of physical activities
and who have the ability and the desire to acquire a detailed appreciation of the background to such activities. The
course develops a knowledge and understanding of the ideas and processes relevant to a particular sport, in the
development, coaching and fitness of that sport. Pupils will look in depth at the physiological, psychological and sociocultural
fitness aspects that impact the development of their, and others, performance.
AIMS OF THE COURSE
The course aims to provide a knowledge and understanding of the conceptual basis, structure and function of a
representative selection of sporting activities while developing understanding and problem-solving skills including
interpretation and evaluation. The structure of the course will help develop planning and practical skills for effective
performance in addition to fostering an ability to relate practice to theory and theory to practice. An understanding of
the scientific, socio-cultural and environmental factors which influence sports development, coaching and fitness will
also be developed, while the course will provide an experience which is valuable both as a means of personal
development and as a foundation for employment or more advanced study.
SKILLS NEEDED FOR AND DEVELOPED IN THE COURSE
Pupils must have a keen interest and enthusiasm for sport. An ability to work independently is essential although it is
equally important to be able to work effectively with others as a member of a team. The course will provide an
opportunity for pupils to develop and demonstrate the key skills of communication, analysis and evaluation of their
own, and others, performance. Students will also acquire a large body of factual information and improve their own
learning and performance in addition to enhancing their problem-solving skills.
REQUIREMENTS FOR STARTING THE COURSE
A high level of performance in a particular sport, in coaching, officiating, and the fitness related to that sport. We would
recommend good B grades in both GCSE Science and GCSE Additional Science or a B grade in GCSE Biology. Pupils
who do not quite fulfil this requirement but who can demonstrate potential in other appropriate areas may be accepted
on to the course.
Course followed: BTEC Sport
Examination Board: Edexcel
CONTENT OF THE COURSE UNITS
Unit 1:
Unit 2:
Unit 3:
Unit 4:
Unit 5
Unit 6
Unit 7
Unit 8
The Principles of Anatomy and Physiology in Sport. In this unit pupils develop a greater understanding of
the structure of the skeletal system, muscular system, cardiovascular system, respiratory system, energy
systems and how these systems respond to exercise.
The Physiology of Fitness. In this unit pupils will learn the key factors that influence health and safety in
Sport; how to carry out a risk assessment; how to maintain the safety of participants and colleagues in a
sports environment; how to plan a safe sports activity.
Assessing Risk in Sport. In this unit pupils will learn and understand the fitness requirements of different
sporting activities. Pupils will understand the methods of physical fitness training, and be able to plan,
monitor and evaluate their own fitness training programme.
Fitness Training for Sport. In this unit candidates will learn the roles, responsibilities and skills of sports
coaching. Pupils will understand the techniques used by coaches to improve performance of athletes. Pupils
will be able to plan and deliver a sports coaching session.
Sports Coaching. Candidates will learn the key concepts, learn about the key providers, understand how
quality is measured in sports development, and know about sports development in practice.
Sports Development. Pupils will understand a range of laboratory-based and field-based fitness tests. They
will also understand health screening, and able to prepare for, conduct and analyse the results of
appropriate fitness tests.
Fitness Testing for Sport and Exercise. The aim of this unit is to enable learners to gain an understanding
of fitness testing and the importance of health screening and health monitoring tests.
Practical team sports. Candidates will be able to use skills, techniques and tactics, understand the rules
and regulations, assess their own performance, and the performance of teams in a selected team sport.
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Unit
15
Unit
17
Unit
18
Unit
22
Instructing physical activity and exercise. Pupils will understand the principles of safe and effective
exercise sessions, be able to design an exercise programme, plan and lead an exercise session, review the
design of an exercise programme and the leading of an exercise session.
Psychology of sports performance. Pupils will understand the effects of personality and motivation in
sports performance and the relationship between stress, anxiety, arousal and sports performance. They will
understand group dynamics in sports performance and be able to plan a psychological skills training
programme to enhance sports performance.
Sports Injuries. Pupils will understand how common sports injuries can be prevented by the correct
identification of the risk factors, know about a range of sports injuries and their symptoms and how to apply
methods of treating of sports injuries. They will be able to plan and construct treatment and rehabilitation
programmes for two common sports injuries.
Rules, regulations and officiating in sport. Pupils will understand the rules, laws and regulations of a
selected sport, understand the roles and responsibilities of officials involved in a selected sport, be able to
analyse the performance of officials in a selected sport and be able to officiate in a selected sport.
METHODS OF ASSESSMENT
BTEC Coursework Internally assessed - externally moderated 100%
APPROPRIATE SUBJECTS TO ACCOMPANY BTEC SPORT
There are no obvious accompaniments to BTEC sport, although those students who are also studying biology benefit
considerably from the association with the applied anatomy and physiology components of the course.
CAREER OPPORTUNITIES
Many pupils who study BTEC Sport will pursue careers in sport, leisure management, physiotherapy, sports journalism
or teaching physical education at some level. However the multi-disciplinary nature of the course is compatible with a
wide range of career choice.
For further information contact Mr A D Langlands
87

RECOMMENDED AS/A LEVEL
SUBJECT CHOICES FOR MAJOR
UK UNIVERSITY COURSES
89

RECOMMENDED AS/A LEVEL SUBJECT CHOICES FOR MAJOR UK UNIVERSITY COURSES
The table below gives an indication of subject combinations recommended for some popular degree courses; you must,
however, consult university websites for current information.
University course
to be studied
Suggested AS/A level subjects
(bold = strongly recommended, lower case = advisable)
1 2 3 4
Medicine CHEMISTRY BIOLOGY A strong academic subject Any subject
Veterinary Science CHEMISTRY BIOLOGY A strong academic subject Any subject
Dentistry CHEMISTRY BIOLOGY A strong academic subject Any subject
Biology BIOLOGY CHEMISTRY Another science Any subject
PE/Sport PE BIOLOGY Any subject Any Subject
Physiotherapy BIOLOGY Physical Education Any subject Any Subject
Engineering MATHS PHYSICS Design subject Any subject
Physics PHYSICS MATHS Any subject Any subject
Maths/Computing MATHS FURTHER MATHS PHYSICS Any subject
Languages LANGUAGE LANGUAGE Any subject Any subject
Business &
Management
Any subject
Social science e.g.
Business Studies
Any subject
Any subject
Economics MATHS Economics Any subject Any subject
English ENGLISH Literary subject Any subject Any subject
History HISTORY Literary subject Any subject Any subject
Geography GEOGRAPHY Science subject Any subject Any subject
Social Sciences (Law,
Politics, RS, Classics,
Anthropology)
Psychology
ESSAY BASED
subject
SCIENCE
BASED subject
ESSAY BASED subject Any subject Any subject
ESSAY BASED subject Any subject Any subject
Architecture ART & DESIGN Maths or Physics Any subject Any subject
Art ART & DESIGN Another arts subject Any subject Any subject
Drama DRAMA Another arts subject Any subject Any subject
Music MUSIC Another arts subject Any subject Any subject
If you are unsure
of what you would
like to study…
..and you want to keep
lots of doors open
..and you like reading
and writing essays
.. and you want
subjects with a lower
writing load
Science
subject
English
Suggested AS/A level subjects
(bold = strongly recommended, lower case = advisable)
1 2 3 4
Arts subject Social science Any subject
History/Geography
RS/Politics/Classics/Any
language
Any subject
Science Art based subject Maths Any subject
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