Click here to download our curriculum booklet - Lincoln Minster School

Lincoln Minster
School
KEY STAGE 5
CURRICULUM
Options booklet
for AS/A2 level
courses
This booklet is intended for
pupils currently in Year 11
(who will be entering Year 12
in September 2012) and their
parents.

THE LINCOLN MINSTER SIXTH FORM
The Sixth Form Community at LMS
The Sixth Form is changing at LMS, and as such a decision to study here is a decision to join an exciting,
vibrant and dynamic learning community. Lincoln Minster offers a unique and enviable study experience to
each pupil who joins our Sixth Form.
Accepting the challenge of becoming a Year 12 pupil with us here at LMS, would be to make a positive
decision. The quality of our Sixth Form Centre and the facilities we offer are quite exceptional. Pupils now
have at their disposal an impressive Common Room, ICT Resources Centre, and a designated Supervised
Silent Study Suite.
Our vision is to cultivate an independent learning community where each pupil feels a sense of belonging;
motivated and determined to make the most of every opportunity. The staff team at LMS is utterly committed
to offering you the very best quality of teaching, learning and academic support. The exceptional quality of our
pastoral care will ensure that your time in our Sixth Form is spent productively, whilst being successful,
fulfilling and enjoyable. Together, we will work towards promoting your progress, through providing an
enriching, engaging and challenging study programme.
The Sixth Form Curriculum
AS and A2 studies are difficult but immensely rewarding, requiring a high level of motivation and
responsibility; determination is crucial, as is a willingness to be involved fully in academic study. A-levels are
not for those who lack commitment or are afraid of hard work! Our pupils will be expected to embrace and
adapt to a variety of teaching styles and learning strategies which might be different from those they will have
encountered at GCSE level. The expectation is that our pupils will become increasingly enterprising and
emerge as skilled, knowledgeable and competent independent learners.
Providing a curriculum which is rich in academic rigour, breadth and variety is essential. We offer an extensive
choice of A-level courses and are confident that we meet the needs and requirements of our pupils. Meeting
and talking to staff and pupils who teach and study these courses will help you in the decision making process.
You will need to gain an overview of the structure and subject content of the A-levels that might be of interest
to you and receive guidance on how then to select your final A-level choices.
How Do I Qualify for a Place in the Sixth Form at LMS?
The minimum requirement for progression into the Sixth Form is five „good‟ passes at GCSE level, at grades
A*, A, B or C. It is important to stress the desirability of grades A or B in those subjects to be taken at A-level.
It is important to note, however, that C grades do not prohibit the possibility of further study. We will always
seek to support the development of learning and understanding and enable our pupils to make concrete
progress which exceeds their own expectations. If you are in any doubt about your ability or suitability to study
particular courses which interest you, then please talk to your teachers, who knowing you and your potential
and will be able to offer appropriate advice and encouragement.
1

Reports and Progress Reviews
In Year 12, every Sixth Former will receive one short summary academic report, which will detail and
comment upon the results of Mock examinations in November. A full report at the end of the Lent term will
then be issued which will provide an overview of the academic performance of each pupil in preparation for
external AS examinations. Pupils will also receive half-termly Progress Reviews in order to supplement
information provided at Parents‟ Evening in December. By prior appointment, parents can use the Period 10
sessions (4.00pm – 5.00pm) to raise any concerns that cannot be dealt with by a telephone call or meeting with
the Assistant Heads of Year or Head of Sixth Form. Pupils can also, by prior arrangement, meet with subject
teachers in Period 10 sessions to discuss any subject based concerns. Clarity and honesty is a vital element of
this type of feedback. An honest appraisal of skills and potential, along with continuing strategies for
development is essential in ensuring that post Sixth Form aspirations are achieved.
Enrichment Programme
Universities and employers are searching for candidates who possess a range of skills; a willingness to lead and
participate, as well as those with solid academic results. Negotiating your way through a highly competitive
market place can be difficult and so we aim to equip and encourage pupils to develop a most impressive CV –
one which will get them noticed for all the right reasons.
Every pupil will, therefore, participate in a comprehensive Key Stage 5 PSHE Programme, together with a
broad and diverse Enrichment Programme, with options ranging from: Critical Thinking Skills, Self-Defence,
Grub-on-a-Grant, Stress-Busting and Relaxation, the Bluffer‟s Guide to Music, Fitness and Agility, Asset
Languages, Drama and Communication, Art Appreciation, Independent Living (budgeting & personal finance,
ironing, sewing, sexual health, relationships, drugs and alcohol and personal safety), and visits to Universities
to attend personalised workshops in order to prepare for the UCAS application process.
Extra-Curricular Activities
Participation in a full range of extra-curricular activities, such as: Music, The pupil led „Jeremiah Gospel
Choir‟, Drama, Sailing, the Duke of Edinburgh Award scheme, Young Enterprise, the Magna Carta Debating
Society, the Film Society, Project India, the United Nations Student Conference in New York, European
Citizenship Conference in Paris and The Earl Grey Society, and Culture Club, to name but a few! They all
come highly recommended by our own pupils. Such activities will broaden your horizons immeasurably and
create a real sense of belonging to a community and inspire a sense of decency through your contributions.
Each and every aspect of Sixth Form life is aimed at preparing and equipping our pupils to realise their full
potential within the context of further study at university and within the world of work.
Pastoral Care
The rigours and pressures pupils face as they embark on their next „big step‟, are numerous and complex. It is
crucial, therefore, that our pupils are properly cared for, respected, encouraged and guided wisely at all
junctures.
We operate a comprehensive pastoral care programme for our Sixth Formers. Each pupil will be assigned their
own experienced personal Tutor as well as being a member of a Tutor Group. Pupils will have contact with
their Tutor once a day, at the very least. In addition, the progress of each pupil is reviewed monthly during
allotted individual Tutorials. The quality of our pastoral care system was highly praised during our last school
inspection and is something we are very proud of. We strive to develop the „best in everyone‟ and are
committed to providing the very best for our pupils and continue to improve.
2

Core Values
We hold true to a central set of core values that underpins all that we do in the Sixth Form:
Inclusivity, Belonging, and Respect - we value the contributions everyone can make to the school and wider
community, and how together all our goals can be met.
Honesty, Clarity and Decency - we are open about our attitudes and values whilst taking into account the
views and needs of others in everything we do.
Enterprise, Determination and Independence - we understand that as individuals we are the most
responsible for the development of our own talents and pursue every opportunity to do so with passion.
This is an exciting time for the Sixth Form at Lincoln Minster. The future always holds a certain fear of the
unknown, but you can rest assured that these values will ensure the success of all of those who decide to
become a part of our community. I look forward to welcoming you to your future.
Mr Tom Hill
Head of Sixth Form
3

WELCOME: from the Head Student
I would like to welcome you very warmly to Lincoln Minster School Sixth Form. Please feel free to
ask myself or any of the other prefects if you have any queries regarding our Sixth Form. You are in
the process of making an extremely important decision for your or your child‟s future, so I appreciate
that you will want to be as well informed as you possibly can be.
As clichéd as it may sound, I remember attending the same Open Evening almost two years ago now,
and the time has flown by! So I feel that the emphasis must be placed on valuing every single day.
The key to success in the Sixth Form is a sustained approach and consistently high standard of school
work; AS and A2 levels are not suited to „cramming‟. Our Sixth Form environment facilitates this
independent study and encourages its pupils to utilize their time effectively.
I currently study Chemistry, Biology and Philosophy, and the aspirations that I have in terms of
where and what I hope to study have been encouraged realistically and positively by staff and the
culture of the Sixth Form. As a direct result of my time at Lincoln Minster School, I feel that I can
embark on the next stage of my education with confidence, independence and enthusiasm. This year
we have eight Oxbridge applicants, and from Medicine to Law, Drama to Graphics, the school ethos
„The Best in Everyone‟ is evident through the rich and diverse variety of courses that our students are
in the process of applying for.
I hope that Lincoln Minster School will be the place where you can realise your individual hopes and
aspirations, and then strive to achieve these, aided by strong teaching and pastoral support. Immersing
yourself in our vibrant Sixth Form culture will facilitate your own personal development, so do not
hesitate to join clubs and societies; such experiences will shape you into a well rounded individual
and influence your views and attitudes forever.
With my very best wishes,
Eleanor Green
Head Student
4

Curriculum Information
In September 2012 you will be the fifth year of students to study the new National Curriculum. The 14 to 19
curriculum is very much about giving you the opportunity to study a wider range of subjects, whilst at the same
time retaining the overall depth of the traditional A level courses. The sixth form curriculum is modular in
character and divided into two separate qualifications. Pupils are entered for a one year course (AS) in Year 12
and then if suitable progress has been made they are then entered for another one year course (A2).
AS levels: which you will study in Year 12, and
A2 levels: which you will study in Year 13.
By passing both of these levels, you will be awarded an A level in that subject. The AS modules will be at a
lower sixth standard and will contain the more straightforward material from A level courses. The A2 modules,
however, will contain more challenging work from the syllabuses.
The aim behind these proposals is to encourage more able students to consider taking four AS levels in Year
12, prior to completing three A2 levels in Year 13. This is the normal pattern not only for students at Lincoln
Minster School, but in the majority of schools and colleges throughout the country. The advantage of taking
four AS levels is that it gives more breadth to your education. Scientists could continue with a foreign
language, for example, while arts or humanities students could take mathematics or a creative subject beyond
GCSE.
The above model is not compulsory, the majority of students will complete three subjects at A2, some will
complete two. There is an indication that a proportion of students may only start with three AS levels and
complete all three at A2 level. Whatever you decide we will help you choose courses that are appropriate to
your interests and abilities.
Subject Choices
You must give careful thought to your choice of which subjects to study in the sixth form; more advice on this
is given later in this booklet. A wide range of subjects are available to you:
Art History
Biology ICT
Business Studies Mathematics
Chemistry Music
Dance Photography
Drama & Theatre Studies Physics
English Psychology
French Religious Studies
Food Technology Sociology
Further Mathematics Spanish
Geography Sports & Physical Ed
Graphics Travel and Tourism
5

These will be presented in pools of subjects from which you may choose one out of each pool. These pools
have been established after discussions with pupils, staff, careers advisors and Universities.
In addition to the subjects in Year 12 or Year 13, there are also many chances for students to broaden their
studies with non-academic opportunities. Some of these will include Physical Education, Careers, Information
Communication Technology, Young Enterprise, India Project and H.O.S.T. (our Romanian charity).
The actual subject pools will be confirmed early in February. You will be asked to make provisional choices at
the end of February. If a subject does not have sufficient students to make it viable, we reserve the right to
withdraw it from our program for that year. Obviously, we will keep you fully informed of developments and
advise you of alternatives that will suit your needs.
An example option blocks pattern for Year 12 is set out on the following page. However, this is just one model
and next year‟s pattern will be different according to the „best fit‟ for the majority of the students committed to
staying in our Sixth Form.
Option Blocks
An example of possible
options (Assuming
sufficient demand) and
the most balanced
combinations.
A B C D E
Mus ICT Art Maths Drama
Eng Geog Phys Socio Chemistry
Graphics Psych Biol Photo Sports Studies
Spanish French Hist Biol Food Tech
Trav & Tour F.Math Rel.St Bus.St History
Geog Graphics
Please note that this is only a starting point for the process of determining next year‟s option blocks.
What subjects can I choose?
This booklet lists the subjects on offer. You need to consider your career aspirations, your particular strengths
and weaknesses, and your interests. Talk to your subject teachers, tutors, parents, careers specialists and take
some time to think about your future!
We do our utmost to be flexible but we have to ensure that your choice is realistic and compatible with the
overall timetable. You will be asked to make choices from the subject pools by the end of March. As with Key
Stage 4 Options, once the pools are formed you may change your choices only within subject pools, and of
course subject to the availability of a place.
Mr Simon Grocott
Director of Studies
6

Examinations
When you join Lincoln Minster School Sixth Form you will find yourself faced with many new and exciting
challenges. However, do not lose sight of the ultimate goal at the end of your two years of study: to achieve the
best possible examination results to enable you to access the next stage of your educational career or training.
Examinations are a regular feature of the Sixth Form, and you may well find that the first unit of assessment in
one, or all, of your subjects is in January of Year 12 – so there‟s no time to sit around!
There are two main examination sessions during the year – January and May/June – and most examinations
last 1 – 2 hours. Most GCE A Levels are examined in 4 modules, one of which may be coursework.
Today, the Examination Boards offer a range of services to enable you to gain the best possible results in your
external examinations. These range from extra time to return of scripts and resit opportunities. The
Examination Office administers these services and there is frequent contact between myself and the Sixth Form
tutors and students.
You will also find useful information and reminders in the VLE, from which you can download and print off a
variety of examination related forms.
If you have a problem or query regarding your examinations do please contact the Examinations Office as
early as possible to discuss it. I am sure that either I, my Deputy, Mr Hart, or my Assistant Mrs Glynn will be
able to help you.
If you have joined us from another centre, please provide me with copies of your previous external
examination results when you first arrive. These are needed for my records, and to enable me to enter you for
an examination with the Unique Candidate Identifier you have used before.
I wish you every success in your studies, and good luck in your examinations!
Mrs Angela Pullen
Examinations Officer
7

Why is it important to dress smartly at Sixth Form?
Dressing smartly at Sixth Form is essential in order to perform to the best of your ability and to take work
seriously. The dress code for Sixth Form prepares us for life in the business world. We are given more choice
and freedom but we still have a code which must be respected.
How we dress reflects our personality and there is plenty of scope within the dress code to express ourselves
whilst abiding by the rules which are essentially common sense and represent what most employers would
expect from their staff. The teachers are on hand to remind us of the importance of the Sixth Form dress code
as at the end of the day, we are representing Lincoln Minster School.
Dress Code:
Ladies
Gentlemen
Appropriate skirt, smart dress or smart suit trousers
No low neck line/visible cleavage
No vest tops
Smart shoes – appropriate for a school environment
Smart jacket/blazer
Smart suit with jacket/blazer
Buttoned shirt with tie
Smart sensible shoes (no trainers)
8

SUBJECT INFORMATION
2012-2013
9

Art AS/A2
H161/H561OCR Fine Art
Why Choose Art?
Teaching approaches
The course is orientated towards Fine Art. However, within this main area of study candidates will be
given the opportunity to pursue different specialisms such as printmaking, painting and drawing, 3
dimensional design, sculpture and Photography. The “Personal Investigation” may be in any
specialist art and design field and can be a combination of practical explorations and written research.
The two-year course represents a gradual progression of activity leading from a highly taught centre
of activity in the first term to individual and student centered activity in the later part of the course.
Art and Design is essential for anyone who wishes to undertake further studies in Art and Design at
University (Art College) or for those of you who are looking to take up a career for which an art and
design background is relevant. We send students to leading art institutes, such as Central St Martins
and Chelsea.
Entry requirements
The nature of Art and Design requires students with a genuine interest in the subject and a high
degree of self-motivation. A large amount of the work for assessment is completed outside the
timetable structure. You must be keen, well-motivated and be able to work on extended research
assignments. If you have an aptitude for the subject and if you are creative you may have the basic
skills to succeed, but hard work and determination is the key to success. AS/A level Art and Design is
not an easy option and you should be prepared to work hard to succeed in developing your abilities.
AS Units
Unit F410-F416: Coursework Portfolio
• Candidates produce a portfolio of work from starting points/topics or themes to include
figurative painting, life drawing, sculpture.
• The focus is on including work that shows exploration, research, acquisition of techniques and
skills.
Unit F410-F416: Controlled Assignment
• Candidates select one starting point from an early release question paper.
• Candidates are to be given at least three weeks in which to plan and prepare.
• Candidates are then given five hours of controlled time to work on developing
their ideas to realization(s)/outcome(s).
10

“Controlled Assignment “ Yr 13
A2 Units
Unit F431-F436: Personal Investigation
11
“Personal Investigation”
• Candidates submit one major practical project that has personal significance.
• The investigation includes a related personal analysis that must be between 1000 to 3000
words.
Controlled Assignment Yr 13
15 hour examination with additional prep work

Units F441-F446: Controlled Assignment
• Candidates select one starting point from an early release question paper,
• Candidates are to be given at least three weeks in which to plan and prepare.
• Candidates are then given 15 hours of controlled time to realize their ideas to culminate in a
final outcome or outcomes.
Many students choose 3 Art subjects and apply directly to universities, bypassing the
foundation course.
Art entries 2011:
James Shore: Unconditional offer to study Landscape architecture Leeds
Sian Patterson: Direct entry Newcastle University
Libby Owen Jones: Direct entry Loughborough
Phil Eager Direct entry Lancaster
Adam Waghorne Lincoln (Foundation in Art and Design)
Molly Lyon Falmouth (Foundation Art and Design)
Subject: Art and design A2 level
Year of
exam
Student
numbers
Predicted
A-C %
Predicted
A-E %
12
LMS
A-C
%
LMS
A-E %
National
A-C %
National
A-E %
2010 9 77.7 100 77.7 100 80.3 98.4
2011 8 87.5 100 87.5 100 81.2 98.8
Subject: Art AS level
Year of
exam
Student
numbers
Predicted
A-C %
Predicted
A-E %
LMS
A-C
%
LMS
A-E %
National
A-C %
National
A-E %
2010 13 77 92.3 77 92.3 68.4 86.9
2011 7 86 100 86 100 71.3 94.8

The department runs two residential study trips for 6 th form students.
13
“Private
Viewing”
For Yr 13
students.
A four day trip to Paris to experience the art treasures held in the abundance of Galleries and
Museums.
A three day residential trip to London to study Paintings, Sculpture, Photography and Graphic
Design.
Both trips run at the beginning of the October half term.
Life Drawing
Students benefit from additional “Life Drawing classes” which run on a Saturday from 10.00 –
4.00pm and on a Wednesday evening 7.00pm – 9.00pm.

Biology
Why study Biology at AS/A level?
Studying biology gives you the opportunity to understand the living world. It lets you understand the
processes that control living organisms and give you insights into the nature of life on earth. You will
study fascinating topics, learning interesting facts. In addition biology is a rigorous scientific
discipline and training in it will give you a real understanding of the nature of science; how we use
scientific method to begin to understand the world around us. Lessons in biology will also give you
an opportunity to discuss real world issues with ethical, moral and social dimensions based on a solid
understanding of the science that underpins these topics. Rapid developments in biotechnology,
ecology, medicine and applied genetics are changing the world we live in; as a citizen of the 21 st
century you will need to make informed choices. Studying biology will give you the information that
you will need whether you chose to follow a carrier in science or not. It will help you to develop an
independent approach to your studies and will help to develop communication and presentation skills.
Biology is not an easy option but the hard work it requires is more than paid back in the pleasure it
will bring you as you see the world around you in a different light.
What can it lead towards?
As well as providing an understanding of living systems biology opens many doors to a wide range of
future career options. Medicine, Veterinary sciences, Dentistry, Nursing and Pharmacy all need an
understanding of biology. Students often go into other fields such as Ecology, Biotechnology,
Genetics, Microbiology, Pharmacology, Radiography, Food Sciences, Dietetics, Physiotherapy, Plant
Studies, Zoology, Marine Biology; the list is very long and highlights how useful a qualification in
biology can be.
How is it studied at LMS?
At present we study the OCR course leading to AS and A2 qualifications. The AS course is split into
three units namely, „Cells, Exchange and Transport‟, „Molecules, Biodiversity and Health‟ and a
practical unit. A2 also tests practical skills and in addition two modules, „Communication,
Homeostasis and Energy‟ and „Control, Genomes and Environment‟. Practical skills in both AS and
A2 are practiced through the course and are formally assessed by the teachers using tasks set by the
examination board. Practical activities, which form an essential part of the course, are also taught
during a residential Field Trip which is a very enjoyable experience and is often a highlight of the
year.
Students are taught by two biology teachers who share the responsibility for each of the units of work.
Useful combinations
Biology is a fascinating topic in its own right but it is also a very helpful subject in combination with
other subjects where it shares common strands. Biology compliments Chemistry, Physics,
Mathematics, Geography, Psychology and Food technology.
Is biology for you?
This is a fascinating and rewarding subject to study. If you are interested in the living world around
you, if you want to understand the science behind cutting edge scientific discoveries in medicine and
the changing face of the ecology of the world you will enjoy biology at A level. For some people it
will lead to a specific career in science but an understanding of biology will always be useful to you
as a human being.
14

Business Studies AS/A2
Business Studies is accessible to every student, as everyone will work for or run some form of
business.
Business Studies is directly relevant to almost all careers and forms a component of many modern
degrees – whether this be traditional subjects such as marketing, law, personnel, economics or
accountancy; or with other combinations such as social sciences, politics, languages or media.
Business Studies continues to be the largest growth area of academic and vocational study.
A thorough insight into the nature of business is highly beneficial.
The nature of the course
As the business economy changes around us, students studying this subject will explore how different
businesses work in a modern context – whether this is local sole traders or multinational
organisations.
The course draws upon the real world at local, national and global level. The course is taught through
a blend of theory and application of real case studies. Students will be encouraged to read widely,
develop a critical approach to current affairs and embrace relevant business programmes such as “The
Apprentice” and “Dragon‟s Den”.
Students are encouraged to subscribe to “Business Review” publication, written specifically for AS
and A2 students. Guest speakers, debate, presentations, research and the opportunity to witness
business activity will be integrated throughout the course. Whilst NO previous study at GCSE level is
necessary for this course, a grade „C‟ or above is required for those who have.Those who have a
GCSE in Business Studies will find the approach very similar, although the content more demanding.
Business Studies is a dynamic subject that has few „right‟ answers. What is more important is the
ability to justify your conclusions in the context set in the examination room. There is no coursework
and all examinations will be based on a case study which may be issued before the examination.
Assessment
With a recent change in all subject syllabuses, the structure of the course has meant that students will
sit two AS modules and two A2 modules. Coursework is no longer a formal requirement. Students
will learn about the following:
• The nature and classification of business
• Objectives and business behaviour
• External influences and the economy
• Marketing
• Accounting and finance
• People in business
• Operations management
• Business strategy and critical thinking
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Career Education Information, Advice & Guidance
Throughout the Sixth Form students will participate in a programme of Careers Education
Information, Advice & Guidance activities. The aim of the careers programme is as follows:
To ensure that before leaving the Sixth Form, each student has made a clear decision about the
next stage of their career, based on a realistic appraisal of their abilities and interests.
Decisions are rational and can be justified in terms of the criteria of the student concerned.
Each student should understand his/her own criteria and be able to describe them.
Decisions have been made after considering a range of accurate information.
Students recognise the degree of realism, or lack of it, which is inherent in their ideas, and can
identify barriers to achieving their aims.
Students have a plan for putting their ideas into effect, and a contingency plan in case the first
course of action does not bring success.
To achieve this, students are entitled to receive careers sessions on a variety of career planning
activities. Careers sessions are in place for Year 13 students to take part in between late September
and January 15 th (which is the closing date for UCAS applications). Careers Adviser support is in
place during these sessions to assist students in completing their UCAS applications, and also
advising those students who are not progressing onto H.E. Students are treated as individuals and in
turn their Post 18 plans are explored fully and planned effectively.
Year 12 students‟ careers sessions begin from January 19 th and continue through to May. Prior to
students beginning these sessions they would have the option to complete a „Centigrade‟
questionnaire through Cambridge Occupational Analysts (COA). The findings from the
questionnaire allow the students to effectively continue their research into H.E and career areas, in
turn enabling students to make a well informed and realistic decision regarding their career planning.
Students‟ individual ideas are explored from degree courses to employment or Gap Year
opportunities; taking into account financial elements for all options.
As entry to H.E becomes more competitive, and universities are looking for much more than just
academic qualifications, we encourage our Y12 students to take up work shadowing during the
summer (for 1-2 weeks) and before they return to school for Y13. This type of life experience is
paramount during the university selection process, and may be the deciding factor. Students make
their own arrangements for work shadowing, which is an excellent tool for building independence.
Sixth Form students are also provided with information from guest speakers throughout the academic
year particularly from career areas that may be difficult to enter or are highly competitive and major
businesses who offer Advanced Apprenticeships. In addition Gap Year providers will be talking to
students, and can offer a wide range of structured experiences abroad, where students also have the
opportunity to obtain additional certified qualifications as well as valuable life experiences.
16

Sixth Form is an extremely important time for students, where they are encouraged as young adults to
take independent ownership of their career planning by:
taking part in designated career sessions
talking to tutors and subject teachers
talking to Mrs Burnett (6 th Form Centre Manager and Head of Careers)
talking to Mr Hill (Head of 6 th Form)
to attend the Higher Education Convention and University Open Days to obtain a broad range
of information required to enable them to make well informed realistic decisions about their
future career path.
In the last 3 years these are the subject areas students have matriculated into:-
Animation Design Film & TV Production Microbiology with Virology
Architectural Studies Forensic Science Modern Languages
Art and Design French & Russian Music
Bio Chemistry Geography & Geology Paramedic Science
Biomedical Science Graphic Design & Photography Philosophy
Business Management History ancient & medieval Photography
Business and Spanish History Politics/International relations
Chemistry History & Politics Psychology (& Forensics)
Chemical Engineering Hospitality Business Management Retail Marketing
Chinese Studies Journalism Sociology
Civil Engineering Landscape Architecture Sports Development
Dentistry Law Sport & Exercise Science
Dietetics & Nutrition Law with Psychology Sports Performance
Digital Art & Technology Management (& Marketing)
Sports & Tourism
Management
Drama Mathematics Stage Management
Drama & Theatre Studies Math & Astrophysics Study of Religions
Education Math & Physics Systems Engineering
Engineering (systems) Medical Engineering Wildlife Conservation
English Medicine
European Studies
Fine Art
Media Production
17

Universities students were accepted for over a 3 year period:
Anglia Ruskin University SOAS
University of Birmingham* University of Southampton*
University of Bradford University of Sussex
University of Brighton St Andrews University
University of Bristol* St Martins, London
Canada University College London*
University of Cumbria Kings College, London*
Bishops Grosseteste University of Central Lancaster
Brunel University University of Leeds*
Cardiff University* Leeds Metropolitan
University of Cambridge* Leicester University
Canterbury University University of Lincoln
Central, Birmingham London College of Fashion
University of Derby Loughborough University
DeMontfort University, Leics Newcastle University*
University of Durham University of Northumbria
University of East Anglia University of Nottingham*
University of Exeter Nottingham Trent University
Greenwich University University of Oxford*
University of Hertfordshire Oxford Brookes University
University of Hong Kong Royal Scottish Academy of Music
Hong Kong Uni of Sci. & Tech. Reading University
University of Hull Royal Holloway
Imperial College, London* University of Sheffield*
University of Keele Sheffield Hallam University
Oxford School of Drama University of Western England
Plymouth University University of Westminster
Queen Mary's, London University of Winchester
Royal Academy of Dramatic Arts University of York
Royal Academy of Music
University of Kent
*Russell Group Universities
18

Chemistry AS/A2
Examination Board: OCR
Why Choose Chemistry?
Chemistry is as up to date as the clothes you wear, the food you eat, the air you breathe and the car you ride in.
Almost every aspect of your daily lives if affected or controlled by Chemistry. Chemists create new materials
and test existing ones. They are involved in engineering, fuel technology, electronics, space travel and every
other form of modern science. A world without chemists and chemistry would be a very difficult place in
which to live.
Entry Requirements
Those who have taken the 21st Century GCSE Science and Additional Science would be expected to have
gained „B‟ grades in both. For those taking GCSE Separate Sciences, a grade B in Chemistry and one other
science subject would be the expectation. Supporting grades in mathematics are also a requirement.
The course is designed to enable candidates to:
• develop essential knowledge and understanding of the concepts of Chemistry and the skills needed
to use them in new and challenging situations;
• develop an understanding of the link between theory and experiment;
• sustain and develop their enjoyment of, and interest in Chemistry;
• recognise the value of Chemistry to society and how it may be used responsibly;
• develop problem solving skills.
Course Description
The Advanced Subsidiary forms 50% of the assessment weighting of the full A Level. AS is assessed at a
standard between GCSE and A Level and can be taken as a stand-alone specification or as the first part of the
full A Level course. Assessment is by means three units taken at AS and a further three at A Level as detailed
in the table below:
LEVEL UNIT UNIT TITLE
EXAMINATION DURATION &
MARKS
AS F321 Atoms, Bonds & Groups 1h (60 marks)
AS F322 Chains, Energy & Resources 1.75h (100 marks)
AS F323 Practical Skills in Chemistry 1 Coursework (40 marks)
A2 F324 Rings, Polymers and Analysis 1.25h (60 marks)
A2 F325 EQUILIBRIA, Energetics & Eleements 2h (100 marks)
A2 F326 Practical Skills in Chemistry 2 Coursework (40 marks)
19

Drama & Theatre Studies
Examination Board: Edexcel
Drama and Theatre Studies at A’ level – a Course Outline
We follow the Edexcel specification for the GCE in Drama and Theatre Studies, chosen specifically
for its excellent balance between the practical and academic elements of theatre.
Drama and Theatre Studies as a discipline is an excellent preparation for many future careers. In
addition to those students intending to pursue a life as performers, technicians and designers, others
will find the skills learnt complement university degrees in Law, Languages, English, History and
Philosophy – indeed, it is hard to think of a career in which it is not beneficial to have the ability to
communicate, analyze and work effectively alone or with others.
The AS course provides an opportunity to study plays from the point of view of a director, designer,
performer and critic. The qualification is designed to enable you to acquire a knowledge and
understanding of the language of drama and theatre as well as to develop your performing and
analytical skills.
• In devising theatre, you will alternate roles between being playwright, performer, designer and
director and apply your knowledge of different theatre forms and structures gained from
Advanced Subsidiary to the creation of your own work.
• In performing theatre, you will be required to apply your knowledge, skills and understanding
within the structure of a director‟s interpretation of a play and to operate at a highly
intellectual level as well as at a highly skilled practical level.
Unit 1 (AS) Exploration of Drama and Theatre
Content summary:
This unit will introduce you to the content of plays written for the theatre. You will
learn how to analyze plays in a variety of ways so that you become familiar with the way text can be
interpreted for realization in performance. This unit is internally assessed and externally moderated.
20

Unit 2: AS Theatre Text in Performance
Content summary:
You will have the chance to demonstrate your skills in a performance environment, as actor,
technician or designer. The first section requires students to offer either a monologue or duologue;
this is chosen by the student with advice from teachers. The second section requires students to
contribute to a performance of a professionally published play by a known writer. The play is chosen
by teachers, with input from students. The module is externally examined.
Unit 3: A2 Exploration of Dramatic Performance
Content summary:
This unit requires the creation of a unique and original piece of devised theatre. The knowledge and
understanding gained in the AS units can now be applied to a created production. All elements of this
unit are internally assessed and externally moderated.
A2 Unit 4: Theatre Text in Context
Content summary:
This externally examined written unit requires the detailed study of one set play text and one
prescribed historical period of theatrical development. This unit will be externally set and assessed in
the form of a 2 hour and 30 minute written paper in three sections.
Extra-Curricular
Students have the opportunity to audition for the Senior Production in December. Recent productions
have included Guys and Dolls, The Crucible, West Side Story and Ibsen‟s Pillars of the Community.
Past AS students have led entries into the National Youth Shakespeare festival, forming their own
theatre company, and in the summer of 2009 a group of students took a production to the Edinburgh
Fringe Festival. Visiting groups and individuals give talks and lead workshops to extend students‟
knowledge and skills. There will also be an opportunity to show your practical exam pieces to a wider
audience in the Lent term.
21

English Literature AS/A2
The study of English Literature at AS and A level is both challenging and immensely rewarding. For
students who enjoy reading, analysing and exploring literary texts this subject provides the
opportunity to develop the necessary skills to communicate understanding and insight in a range of
texts and to make meaningful connections between them. The course encourages students to develop
interest in and enjoyment of English Literature, through reading widely, critically and independently,
across centuries, genre and gender.
At the beginning of the course students are invited to question what is meant by „Literature‟ and
consider how we decide what is and is not worthy of study. The course begins by looking at defining
moments in our literary heritage and students start to understand the importance of the historical and
social context in which texts are both written and received. Students develop their ability to respond
with knowledge and understanding to literary texts of different types and periods and learn to evaluate
the effect of context.
Through extensive reading and class discussion students hone their ability to confidently articulate
independent opinions and judgements. Through exploration of the interpretations of literary texts by
other readers and writers, as well as their peers, they broaden their own understanding of texts and
gain the confidence to argue a point of view with clarity and self-assurance. Students move towards
articulating a mature understanding of the significance of differing critical positions and learn to make
sophisticated judgements based upon informed consideration of various possibilities.
AS English Literature
At AS level students will explore „The Struggle for Identity in Modern Literature‟. Two novels, two
drama texts and a wide range of poetry, form the basis of the wider reading for coursework and the
context question part of the examination, whilst the study of Carol Ann Duffy‟s „The World‟s Wife‟
provides the close reading study for the examination. Students are expected to read independently;
contribute to class discussions and develop their ability to write in a focused, articulate manner with a
clear sense of argument and purpose.
Unit 1: Texts in Context
60% of AS, 30% of A level
2 hour written examination (open book) – 90 marks
Unit 2: Creative Study
40% of AS, 20% of A level
Coursework – 60 marks
22

A2 English Literature
A level study invites students to move from a defined area of study to the whole of Literature from
Chaucer to the present day. Students‟ literary studies are both widened and deepened as they become
autonomous readers. The topic for the A2 course is „Love Through the Ages‟. This includes
romantic love but is not restricted to that single definition. The examination requires students to
comment upon, and make connections between, texts which have been previously unseen, whilst
referring to their own wider reading when making comparisons and contrasts. Here is an examination
which provides students with the opportunity to put their skills into practice. The coursework
element of A2 involves an extended study of three texts (approximately 3000 words in length) where
students are able to develop their research and drafting skills, explore differing interpretations and
make meaningful comparisons.
Unit 3: Reading for Meaning
30% A level
2 hour examination (closed book) – 80 marks
Two questions involving unprepared extracts and wider reading.
Unit 4: Extended essay and Shakespeare study
20% of A level
Coursework – 70 marks
Extended comparative essay of 3000 words
What do you need to be successful in your study of English Literature at this level?
You need to love reading; be inquisitive about the art of writing; get excited about concepts and ideas;
want to share your opinions with others and be prepared to modify your ideas in the light of further
study.
Why should you study English Literature?
Apart from the fact that great Literature contains a vast range of human experience and, in
investigating the thoughts, feelings and lives of others; you will learn more about yourself and the
world in which you live; through analysing what makes great writing so effective you will learn to
express your own thoughts more articulately, which is a great asset, regardless of the career path you
choose to follow.
23

Design and Technology AS/A2: Food Technology
Examination Board: AQA
A Level Food Technology is an excellent preparation for students wishing to pursue careers in
nutrition, food science, sports science, food technology and food manufacturing.
What’s covered
Health promotion
Social factors
Lifestyles & cultural influences
Current health concerns & special diets
Media & current issues
Food choices & environmental issues
Issues affecting the design of new products
� Product development
� Stages of food production
� Communicating and representing ideas
� Design methods
� Design processes
Macro & Micro nutrients
Water and its importance
Relationship between diet and health
Energy
Food additives
Processes and Manufacture
Food safety & hygiene
Health, Safety and Quality
Food Labeling
This specification has been designed to encourage candidates to take a broad view of Design,
Technology, Food Science and Nutrition, to develop their capacity to design and make products and
to appreciate the complex relations between design, materials, manufacture and marketing. In total
four modules are completed, two are completed in the lower sixth form and two further modules are
completed in the upper sixth form. Each year a piece of course work is completed, to allow pupils to
consolidate and develop further knowledge and understanding of the subject
24

AS Level (lower 6 th form)
Unit 1: Materials, components and application
In this unit candidates gain an understanding of a broad range of ingredients and components.
This is the taught part of the qualification, which will end in an exam during the summer. This
module makes up 50% of you total AS marks for the year and 25% of your final A level
qualification.
Unit 2: Learning through design and making
This is a design and make unit where the AS knowledge of the subject is applied to the designing and
making of the candidates own projects. Various coursework titles are discussed, researched and
developed. This module makes up 50% of you total AS marks for the year and 25% of your final A
level qualification.
A2 (upper 6 th form)
Unit 3: Design and manufacture
Candidates will learn about food science, processing and manufacture.
This module makes up 25% of the whole A level qualification, which is combined with the marks
from the AS level in the lower sixth form.
Unit 4: Designing and making practice
Knowledge of the AS and A2 subject content is applied to the design and manufacture of the
candidates own project. This module makes up 25% of the whole A level qualification, which is
combined with the marks from the AS level in the lower sixth form.
25

Geography AS/A2
Examination Board: AQA
Geography is a wide-ranging subject, which brings together the study of people and their
environment. It relates to the many social, economic and environmental problems of the
contemporary world and allows consideration of different perspectives. New insights are afforded by
topics as varied as glacial landforms, tobacco transnationals and the nature of climate patterns in the
United Kingdom.
Physical Geography tends to be a concrete factual subject whereas Human Geography gives scope for
discussion, argument and even disagreement! Out of the classroom, you will need to be prepared to
spend time reading and writing notes to build up your knowledge as well as putting this knowledge to
the test by answering past examination questions.
Fieldwork is an integral part of Geography at AS or A2 level. Within the AS year fieldwork may
include an investigation of the Humber estuary, visit to the London Docklands and the site of the
2012 Olympics and GIS mapping following a natural hazard within the local area. The culmination of
the AS year is a unique fieldwork experience in Saas Grund, Switzerland. This opportunity provides a
satisfying culmination for one year AS students whilst paving the way forward for students
continuing to A2.
At AS or A2 Level, Geography combines particularly well with Sociology, History, Biology,
Information Communication Technology and Languages and it also complements Mathematics,
English, Home Economics and Physics. Geography is accepted at universities as a Science or an Arts
subject and will gain entry to almost any degree course. Former geographers have gone on to a variety
of degree courses including Geography at Cambridge, Oxford, Bristol and Durham, Land
Management, Business Studies, Philosophy, History, Medicine and Law.
Geographers are both literate and numerate. Geography A-level is an increasingly important
qualification for many careers such as Tourism, Conservation, Management, Journalism and
Marketing. You will develop skills that are of value both for further education courses and demanded
by many employers.
The basic guide to studying AS/A2 Level Geography
How?
The unfit can read books, magazines, newspapers, watch TV and videos, browse the Internet, sit on
the beach and watch the waves… The fit can walk and learn.
What?
Geography is all about humankind and their world.
Why?
Because the world is foreign, fascinating, amazing, unfamiliar, different, exotic and, on occasions,
even fun!
26

The Bare Facts
The AS/A2 Geography course followed is examined by AQA (2030). The course provides natural
progression from GCSE to GCE level, ensuring that there is development of content, for example
„Rivers‟ and „Population‟ whilst the course also offers new challenges relevant to a modern society
such as „Health‟, Cold Environments‟ and „Conflicts‟. Practical fieldwork and wider Geographical
Skills are examined in specialist papers in both the AS and A2 years; these will be assessed in the
January external examination series of Year 12 and 13 respectively. Physical and Human Geography
content is examined in the summer of the AS year and Contemporary Geographical Issues in the
summer of the A2 year. The summer examinations include structured and more open-ended
questions, including an essay response at A2.
Switzerland Field Course
Geography at any level is about throwing windows open and asking questions. Geography makes the
outside world make sense. Hence fieldwork – to get us out there, seeing, doing, investigating,
discussing …
Yes of course the A2 examination is always in our thoughts – and the practical paper is covered by all
the investigations experienced. But much of the A-level theory is reinforced and enhanced too. If
stunning locations like Zermatt and Sion, and incomparable landscapes like the Aletsch Glacier and
the Matterhorn don‟t sort it all out in your head then, frankly, you‟re not a true anorak! You‟ve
chosen the wrong option.
Yes it‟s hard work – but like white-water rafting, the buzz on successful completion lasts a long, long
time. You‟ll find qualities in yourself that you didn‟t know were there – the capacity to lead groups,
to gather data at first hand, to work with others towards a common goal, to present findings with
confidence, to laugh with rather than at …
The Switzerland Field Course has evolved over nearly 20 years of new examinations, experience and
contacts in the Alps. It really brings the best out of everyone. For most it‟s the highlight of their
school days and for many promotes a lifelong love of this amazing country. It certainly doesn‟t seem
to do the A-level results much harm either!
Photo caption: This year‟s Sixth Form Geographers enjoying the snow at over 4,000m above sea
level, Saas Fee, Switzerland, July 2011
27

Graphics AS/A2
H162/H562 OCR Graphic Communication
Why choose Graphics?
Graphics is a course aimed at creative students with a genuine interest in new media and design. The course
will mainly cover the following areas of study: Animation, Illustration, and Poster Design (Text & Image
manipulation).
Throughout the course, students will need to respond practically, to a variety of design briefs using both
traditional and new media industry standard software packages such as Flash MX for computer animation,
Photoshop Creative Suite for digital image and text manipulation and Illustrator for vector illustration.
Technology will therefore be an integral part of the course underpinning the outcome of most projects, in one
way or another. You do not necessarily need to have any knowledge of the software packages above
mentioned. A number of workshops have been designed to ensure that students, at all different levels, feel
comfortable using the different software needed to undertake the coursework tasks.
Despite the ICT element, students must be aware that the share of tasks will be 50% ICT and 50%
development of traditional media: drawing, painting, modeling.
Course details
The AS/A2 Graphics course explores the Design process of question-answer by training students to respond to
practical briefs and respond to them visually through still and moving imagery.
The unit specification will run in parallel with the Art AS/A2 course, and they are broken down as follows:
AS Units
Unit F410-F416: Coursework Portfolio
• Candidates produce a portfolio of work from starting points/topics or themes, music graphics,
illustration and animation.
• The focus is on including work that shows exploration, research, acquisition of techniques and skills.
Unit F410-F416: Controlled Assignment
• Candidates select one starting point from an early release question paper,
• Candidates are to be given at least three weeks in which to plan and prepare.
• Candidates are then given five hours of controlled time to work on developing their ideas to
realization(s)/outcome(s).
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Controlled Assignment (In Part)
Jasmine Coupland
Will Lismore
29

A2 Units
Unit F431-F436: Personal Investigation
• Candidates submit one major practical project that has personal significance.
• The investigation includes a related personal study that must be between 1000 to 3000 words.
“Skateboarding magazine” designed by Joe Price
“Graphic Novel cover design” by Sam Wilkins
Units F441-F446: Controlled Assignment
• Candidates select one starting point from an early release question paper,
• Candidates are to be given at least three weeks in which to plan and prepare.
• Candidates are then given 15 hours of controlled time to realize their finals into a final outcome or
outcomes.
30

Graphic Novel Work by Francis Jesson
Many students choose 3 Art subjects and apply directly to universities, bypassing the foundation course.
Subject: Graphics A2 level
Year
of
exam
Student
numbers
Predicted
A*-C %
Predicted
A-E %
LMS
A-C %
31
LMS
A-E %
National
A-C %
National
A-E %
2010 16 75 100 75 100 80.3 98.4
2011 6 100 100 81.2 98.8
Subject: Graphics AS level
Year
of
exam
Student
numbers
Predicted
A-C %
Predicted
A-E %
LMS
A-C %
LMS
A-E %
National
A-C %
National
A-E %
2010 18 83 100 83 100 68.4 86.9
2011 12 91.6 100 91.6 100 71.3 94.8

Why choose History?
History
The best reason for choosing History in the Sixth Form is that the past interests you.
You will learn not only what happened in the past but how to find out why it happened. You will come
to understand better how today‟s world works and how things came to be the way they are.
Whilst you are learning about the past you will acquire a number of useful and valuable skills. As a
History student you will learn to analyse information, make judgments on it and formulate
conclusions. You will develop the ability to write a report or essay which is concise, analytical,
supported by evidence and which clearly addresses the issue.
These are skills which are highly relevant in many careers.
Higher Education
A History degree in itself is a highly marketable commodity. Almost all careers [outside specialist
areas like engineering, natural sciences and medicine] are open to the History graduate such as law,
accountancy, administration, public relations and the media. More directors of FTSE 100 companies
have history degrees than any other single subject.
Entry requirements
Those of you wishing to study History in the Sixth Form should have an interest in the world about
you, an enquiring mind and an ability to weigh up different arguments or evidence. You should have
a minimum of five GCSE passes at grade C or above, including English Literature or English
Language. A GCSE in History is an obvious advantage but is not essential.
Course details
You will study four units, two in Year 12 [giving you an AS] and two in Year 13:
Unit 1: Historical Themes in Breadth [Examined]
The first section, Russia in Revolution 1881-1924, investigates the challenges to the Tsarist state,
its destruction in the revolutions of 1917 and the construction of the Soviet Union under Lenin. The
second section, Stalin’s Russia, 1924-1953, focuses on Stalin‟s rise to power and the establishment
of his totalitarian superpower state.
Unit 2: British History Depth Study [Examined]
This unit focuses on the British Government‟s gradual acceptance of responsibility for Poverty and
Public Health in the nineteenth century in response to the squalor of the industrial urban
experience.
Unit 3: Depth Study and Associated Historical Controversy [Examined]
The World in Crisis, 1879-1941 focuses on the causes of the First World War, particularly the
shifting alliances systems, European imperialism and the pre-War naval race. Additionally the
causes of the Second World War are studied including the responsibility of the post-Great War
settlements, the failure of the League of Nations and the rise of Hitler.
Unit 4: Historical Enquiry [Coursework]
The coursework unit concerns the development of representative systems of government in Britain
from just before the 1832 „Great Reform Act‟ to just after 1928 when women received the vote on the
same basis as men.
32

What our Students say:
“If you have enjoyed History at GCSE, you are sure to continue to be thrilled by the subject at AS
level study, if not more so. The topics can be studied in depths that were not covered in previous
years, allowing you to be fully absorbed in the subject and get a real sense of what it was like.”
Henry Gregory.
“History is a truly exciting and engaging subject and thoroughly worth studying at AS level. Although
there are essays they are fairly evenly distributed throughout the year. History is utterly amazing.”
Olivia Martin.
“The lessons and topics are really interesting and were a highlight of my week – be aware that you
will have to write essays often but as the year progresses you get used to the style and they become
less daunting.” Nadege Serna.
33

Information and Communications Technology (ICT)
Examination Board: AQA
At A level we teach to the AQA Information and Communication Technology (2521) specification.
What do I need to be able to take this course?
Most candidates will have gained skills, knowledge and understanding of ICT through successful completion
of a GCSE course. You should also have an interest in the subject and a desire to study it at a higher level.
Why study GCE ICT?
This course is suitable you if you wish to further your education in ICT. You can take this course as a 1 year
AS level course which would be beneficial for use with almost every subject you would like to study in the
future and it would also be beneficial in practically every career. If you go on to study the full GCE (ie both the
AS and A2 course) then it would provide a good foundation for students going on to further study at university
or for students going into the world of work.
What can I do with a qualification in ICT?
GCE ICT can lead into either further education in a range of fields or directly into employment. An ICT
qualification can lead to a wide range of careers including ICT management, multimedia, software design,
games design, computer programming, graphic design, CAM engineering, CAD design.
Overview of the course
AS outline
At AS, there are 2 complementary units concerned with applying ICT to solve problems and the study of
the opportunities for and effects of using ICT in the world today.
Candidates have the opportunity to put into practice a wide range of software and hardware to create
solutions to solve problems:
INFO1: Practical Problem Solving in the Digital World (50% of AS, 25% of A level)
INFO2: Living in the Digital World (50% of AS, 25% of A level)
A2 outline
At A2, students study the concepts associated with the use of ICT in the 21st century. They also have
opportunities for acquiring skills needed in the IT profession such as co-operative working and project
management.
These practical skills can be developed in areas of ICT that are of interest to them. Students can also use
these newly acquired skills as a springboard into other qualifications and working environments:
INFO3: The Use of ICT in the Digital World (60% of A2, 30% of A level)
INFO4: Coursework: Practical Issues Involved in the Use of ICT in the Digital World. (40% of A2, 20% of
A level)
34

Mathematics AS/A2
Examination Board: Edexcel
Course Description
A Level Mathematics deepens your understanding of the natural world. We go from statistical analysis to
predicting outcomes – statistics. We model real life, practical scenarios and calculate results – mechanics. And
crucially, abstracting concepts from theoretical problems which develops algebraic ability through pure
mathematics. The course gives you the techniques required for other science-based disciplines as well as a
solid foundation for further mathematical study.
Study Methods
Students will be involved in problem solving and discussion which is aimed to develop an analytical
understanding of the mathematical concepts required. This will be done through a combination of task-focused
teaching and practice using both text book and ICT sources.
Career Opportunities
Mathematics is a desirable qualification for entry into any field, whether science or art based. It is
recommended for any form of engineering, scientific or business focused careers.
AS Entry Requirements
Grade A in GCSE mathematics higher tier
Assessment
AS level
Core Mathematics 1:C1
Core Mathematics 2:C2
Statistics: S1
A2 level
Core Mathematics 3:C3
Core Mathematics 4:C4
Mechanics: M1
35

Further Mathematics AS/A2
Examination Board: Edexcel
Course Description
Further Mathematics is for the student determined to follow a mathematical path. It extends, deepens and
broadens the knowledge and understanding of the topics covered in the AS/A2 Course. It refines the
mechanical applications, gives the experiences for more sophisticated statistical analysis and encourages a
student to cope with pure mathematical concepts, like complex numbers, which were devised to solve more
theoretical problems.
Study Methods
Students will be involved in problem solving and discussion which is aimed to develop an analytical
understanding of the mathematical concepts involved. This will be done through a combination of task-focused
teaching and practice using both text book and ICT sources.
Career Opportunities
A Further Mathematics A Level is a definite advantage when applying for higher education courses in
Mathematics, many sciences and other areas such as finance and accountancy.
AS Entry Requirements
A* in GCSE Mathematics
Assessment
AS level
Further Pure Mathematics 1:FP1
Decision Mathematics 1: D1
Mechanics 2:M2
A2 level
Further Pure Mathematics 2:FP2
Further Pure Mathematics 3:FP3
Statistics 2:S2
36

Modern Foreign Languages AS/A2
FRENCH
Examination Board: AQA
Why study French at AS and A2 level?
• It combines well with any group of subjects at AS and A Level
• It enjoys considerable prestige on university applications for the communication and analytical skills
the subject demands
• It‟s interesting! By the end of the course you will be able to discuss a range of controversial
subjects such as AIDS, homelessness, freedom of the press…IN FRENCH! How impressive is that?
• It opens doors to fashion, art, cinema AND it‟s the language of LOVE!
Which topics will we study at AS?
• Media
• Popular culture
• Healthy living
• Family/relationships
Which topics will we study at A2?
• Environment
• Multicultural society
• Contemporary and social issues
• Cultural topic based on 2 of the following:
a region of France/French community
a period of 20th Century history from France
the work of an author /dramatist/poet/director/architect/musician/painter from a French
speaking country/community
How will we be examined?
AS level
Listening, reading and writing paper – 2 hours
Oral exam – 15 minutes
A2 level
Listening , reading and writing paper – 2 hours 30 minutes
Oral exam – 15 minutes
What will we spend our time doing?
• Lots of texts on contemporary issues which we use to discuss, debate, argue, summarise, translate
• Listening to lots of audio material both CDs and live news items to broaden our l istening skills
• Grammar exercises to master the rules once and for all
• Keep track of current events in France
Remember! 75% of the world’s population does not speak English! French, however, is spoken as the
native language on 5 continents! Where could French at LMS take you?
37

Modern Foreign Languages AS/A2
SPANISH
Examination Board: AQA
Why study Spanish at AS and A2 level?
• Almost 400 million people speak Spanish as their first language.
• Spanish is the official language in over 20 countries.
• You will develop your ability to communicate in one of the world‟s most widely spoken languages.
• Spanish is increasingly a language of global business as well as one of leisure and tourism.
• You will extend your appreciation of the Spanish language and culture as well as having the
opportunity to study a literary text.
Which topics will we study at AS?
• Media
• Popular culture
• Healthy living
• Family/relationships
Which topics will we study at A2?
• Environment
• Multicultural society
• Contemporary and social issues
• Cultural topic based on 2 of the following:
a region of Spain/Spanish community
a period of 20th Century history from a Spanish country
the work of an author /dramatist/poet from a Spanish country/community
How will we be examined?
AS level
Listening, reading and writing paper – 2 hours
Oral exam – 15 minutes
A2 level
Listening , reading and writing paper – 2hours 30 minutes
Oral exam – 15 minutes
38

MUSIC
Examinations offered: AS and A2 Levels
Examination Board: OCR
MUSIC
Outstanding venues: a superb music school and recital hall and Lincoln Cathedral
National recognition for choral and jazz work and for many of our solo performers
Lincoln Minster School has built a national reputation for its Music, both as an academic subject and
for its extra-curricular provision. A team of 6 full-time staff and more than 30 instrumental teachers
work in a striking music school opened in September 2010. Many concerts are held in the school‟s
recital hall, with the main concert each term being given in the nave of Lincoln Cathedral.
AS and A2 Music
The department follows the OCR course, which enables pupils to give performances on either one or
two instruments in each year, to learn the techniques of harmony and composition, and to develop an
understanding of musical history through set works and general listening.
AS: Unit 1: Performing Music
Solo recitals on one or two instruments and a viva voce 40%
AS: Unit 2: Composing
4-part harmony exercises and an instrumental composition 30%
39

AS: Unit 3: Understanding
Unseen listening, 3 classical and 3 jazz set works 30%
A2: Unit 4: Extended performance
15m recital and a viva voce 40%
A2: Unit 5: Composition
Stylistic exercises and a vocal composition 30%
A2: Unit 6: Further understanding
Aural analysis, 3 larger set works 30%
At Lincoln Minster School we are very proud of our consistently high results at both GCSE and A
Level. At A Level we have had a 100% pass rate for 11 years, with all 4 of our A Level candidates in
2009 gaining A grades and 6/9 gaining A grades in 2011, including 2 at A*. The results at GCSE
have also been extremely high for a long time, with a 100% A/A* rate in 2009 and a complete list of
A/A* grades for our Year 9 express for the last 7 years!
Many of our students have gone on to study Music at higher education, including former Lincoln
pupils at Cambridge, the Royal College of Music, the Royal Academy of Music, the Royal
Conservatoire of Scotland, Southampton, RNCM in Manchester, RWCMD in Cardiff, Cardiff
University, Royal Holloway and many more. In an ever more competitive market, universities and
employers are looking both for impressive grades and subjects which demonstrate a student‟s
versatility. Music is a varied discipline which is recognised by all universities as a rigorous academic
subject and as excellent preparation for higher education and beyond.
40

Extra-curricular Music
Lincoln Minster‟s provision for sixth form musicians is outstanding. With more than 16,000 music
lessons being taught each year and more than 20 activities each week, there is something for
everyone. Our Chamber Choir were finalists in the National Choir of the Year 2010, and performed at
the National Festival of Music for Youth in July 1011. The Choir has broadcast on BBC1, Radio 4
and Radio Lincolnshire and has performed in Venice, Oxford and Birmingham. In October 2011, they
will be performing with English Touring Opera in a concert of Bach Cantatas and in November will
be performing in the world premiere of Howard Goodall‟s „Every Purpose Under the Heavens‟. Our
50-piece Symphonic Wind Band has been on tour to Switzerland and Paris. We have 10 choirs,
several orchestras, a lot of jazz, a folk group and many bands. We cater both for the nervous beginner
and for students of national standard!
For our most gifted students there are auditioned school ensembles with opportunities to perform in
outstanding professional venues, such as the Birmingham Symphony Hall, Lincoln Cathedral,
Oxford‟s Sheldonian Theatre, St Giovanni e Paolo Cathedral in Venice, to work with professional
musicians such as composers John Rutter, Bob Chilcott and Howard Goodall and singer James Laing.
In addition to their music-making in school, Lincoln has a vibrant musical culture and many of our
students are at its forefront: playing in Jazz Vehicle, in the County Orchestra and singing in the
Cathedral‟s Consort choir. About 10 students travel to London and Manchester for extra tuition on
Saturdays at conservatoires and some sing and play in the National Youth Choir and Orchestra.
Lincoln Minster encourages pupils to play and sing as much as possible in a wide range of styles and
environments.
It is a privilege to be part of a close-knit team of musicians at Lincoln Minster, where many pupils
enjoy working together to produce performances which are outstanding standard.
£5.00 each £3.00 each
41

Photography AS/A2
Examination Board: OCR (H163)
Why choose Photography?
Photography will enhance students who are creative in mind, providing an opportunity to explore
communication of ideas responding at all levels. Students need to have a genuine interest in the subject and be
very self-motivated, working upon initiative and completing work outside the timetable structure in order to
reach their full potential in response to the work of others.
You do not necessarily have to have studied Art at GCSE but must be fully committed to learning all aspects of
the course, which will enable students to develop spiritual, moral, ethical and social/cultural issues. This
learning will be explored in their practical work.
Course Details
The AS/A2 Photography course explores creating visual meaning through Art by an expressive or interpretive
response to still and moving imagery through lens based media, experimental photography and digital
(Photoshop).
Students will use formal elements, techniques and technologies and their application to selected lens based
media. Using this acquired knowledge their understanding and personal development of creative practical work
will be demonstrated in an expressive outcome reflecting the ideas they wish to communicate. The unit
specifications run in parallel with the Art AS/A2 course, and are broken down as follows:
AS Units
Unit F410-F416: Coursework Portfolio
• Candidates produce a portfolio of work from starting
• Points/topics or themes. Portraiture, movement and Still Life.
• The focus is on including work that shows exploration research acquisition of techniques and skills.
Unit F410-F416: Controlled Assignment
• Candidates select one starting point from an early release question paper,
• Candidates are to be given at least three weeks in which to plan and prepare.
• Candidates are then given five hours of controlled time to work on developing their ideas to
realization(s)/outcome(s).
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Adam Waghorne
A2 Units
Unit F431-F436: Personal Investigation
• Candidates submit one major practical project that has personal significance.
• The investigation includes a related personal study that must be between 1000 to 3000 words.
Molly Lyon
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Molly Lyon

Adam Waghorne
F441-F446: Controlled Assignment
• Candidates select one starting point from an early release question paper,
• Candidates are to be given at least three weeks in which to plan and prepare.
• Candidates are then given 15 hours of controlled time to realize their finals into a final outcome or
outcomes.
Students will learn a wide range of approaches to working with images, signs and symbols through
observation, analysis, self-expression communicating with imagination. They will also develop a basic
understanding of conventions and genre e.g. figurative, abstract and symbolic. In addition to this they will
explore documentary, photography, portraiture and narrative photography, developing a confident
understanding of these, combined with using a range of techniques using pictorial space, composition, rhythm,
sequence and structure.
Many students choose 3 Art subjects and apply directly to universities bypassing the foundation course.
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Subject: Photography AS level
Year
of
exam
Student
numbers
Predicted
A-C %
Predicted
A-E %
45
LMS
A-C %
LMS
A-E %
National
A-C %
National
A-E %
2010 11 72 100 72 100 68.4 86.9
2011 6 83.3 100 83.3 100 71.3 95.3
Subject: Photography A2 level
Year
of
exam
2010
Student
numbers
Predicted
A-C %
Predicted
A-E %
LMS
A-C %
LMS
A-E %
National
A-C %
National
A-E %
7
A* 42.8 %
71.4%
100 71.4 100 80.3 98.4
2011 9 88.8 100 88.8 100 81.2 98.8

Physics AS/A2
Examination Board: OCR
In many ways, Physics is the fundamental Science subject. It deals with matters from sub-atomic
particles to the Universe. An understanding of Physics may someday lead to someone coming up
with a “Theory of Everything”.
Physics certainly is one of the most relevant subjects in the running of our daily lives and extremely
highly thought of by employers in a huge range of careers.
If you are the sort of person who has always asked “How?”, “Why?”, and always want to know how
and why things work, then Physics may just be the subject for you.
It is also important to many that Physicists are statistically the highest paid Scientists!
Entry Requirements
You will be expected to achieve at least a grade B in GCSE Physics, or in both GCSE Core Science
and GCSE Additional Science. A similar standard in Maths is also advisable, but not essential.
The Course
The OCR Physics A-Level is a modular A-Level course that continually builds on knowledge and
understanding developed through successive modules. The course bridges the gap between GCSE
and A Level standard of thinking and problem solving. The AS course assesses the knowledge and
understanding of key concepts. The A2 course also assesses important links between different areas
of Physics. Practical skills are integrated within the scheme but are assessed separately.
The Modules
AS
Unit Title Assessment Method and Weighting
G481: Mechanics 1H Written Paper – 30% AS (15% A2)
G482: Electrons, Waves and Photons 1h45 written Paper – 50% AS (25% A2)
G483: Practical Skills in Physics1
A2
Internal Assessment – 20% AS (10% A2)
Unit Title Assessment Method and Weighting
G484: Newtonian World 1h15 Written Paper –15% A2
G485: Fields, Particles and Frontiers
of Physics
2h written Paper –25% A2
G486: Practical Skills in Physics2 Internal Assessment –10% A2
Higher Education and Careers
Students studying A-Level Physics can go onto a huge variety of degrees and careers including:
Physics Scientific Research Civil Engineering
Mechanical Engineering Electronic/Electronic Engineering Medicine
Chemical Engineering Aeronautical Engineering Architecture
Production Engineering Environmental Engineering Law
Computing Accountancy Teaching
If you have an interest in the topics, questions or future career prospects mentioned and are expecting
good grades in science, you can speak to Mr Grocott or Mrs Mason for further information.
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Psychology AS
Psychology:
Psychology is the scientific study of people, the mind and human behaviour. The mind is something
intangible that exists within our brains – an unseen process of enzymes, chemicals and electric current
moving within the structure of our neutral networks that dictates why we feel, think and behave in the
way we do. This is what psychologists strive to understand.
How does the memory work? Is eye-witness testimony reliable? How important are the first
attachments a baby forms? What effect can day care have on a child‟s development? What causes
stress and how does it actually affect a person physiologically? Is it „evil‟ people who carry out evil
acts, or can there be something about a particular situation that could lead even „normal‟ people to
become perpetrators of evil? How can minority groups bring about change in society? What is
abnormality, and how can mental illness be treated?
These are some of the questions posed during the AS psychology course, but as a science, psychology
is not particularly interested in the individual students‟ personal opinions or anecdotal evidence.
Psychologists observe and measure behaviour, and base their theories and therapies upon empirical
evidence and it is this research evidence that students have to consider carefully throughout the
course. The fact that much of this research is cutting edge and has real world applications to issues in
everyday life makes it even more fascinating.
Students who take psychology need a combination of curiosity and scepticism, and an interest in
human nature. Psychology students often also study, sociology, biology, English and sports studies,
but any students, who are considering a career in any of the caring services, or in marketing or
business, will find an understanding of psychology useful.
(At Lincoln Minster School the AQA Psychology A specification is followed, and full details of this
course can be found at www.aqa.org.uk)
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Religious Studies AS leading to A2 in 2010/2011
Examination Board: OCR
This course is designed to appeal to students from any religious background and those from none.
This course may build on the knowledge, understanding and skills that students have developed through the
study of GCSE Religious Studies; they do not however, assume or require any previous study of the subject, so
GCSE RS is not a pre-requisite, though may be desirable.
Course aims
• To develop an interest in and enthusiasm for a rigorous study of religion;
• To treat the subject as an academic discipline by developing knowledge and understanding appropriate
to a specialist study of religion;
• To use an enquiring, critical and empathetic approach to the study of religion.
The course will focus specifically on Philosophy and Ethics and from Christianity as the main religion.
The AS GCE and Advanced GCE specifications require candidates to:
1. Study one or two religions across the following areas:
• Philosophy of Religion;
• Religious Ethics.
2. Acquire knowledge and understanding of:
• The key concepts within Philosophy and Ethics [e.g. religious beliefs, teachings, doctrines, principles,
ideas and theories] and how these are expressed in texts, writings and / or practices;
• The contribution of significant people, traditions or movements to Philosophy and Ethics;
• Religious language and terminology;
• Major issues and questions arising from Philosophy and Ethics;
• The relationship between Philosophy and Ethics and other specified aspects of human experience.
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Course Details
This course follows a modular structure. In Year 12 students will take two modules:
• AS Philosophy of Religion
• AS Religious Ethics
Areas of study will include:
• Ancient Greek Influences on Philosophy of Religion – Plato and Aristotle
• Judaeo – Christian influences on Philosophy of Religion
• Traditional arguments for the existence of God
• Challenges to Religious Belief
Ethical theories such as:
• Natural Law
• Kantian Ethics
• Utilitarianism
• Religious Ethics
We will then apply these ethical theories to a variety of topics such as:
• Abortion; the right to a child
• Euthanasia
• Genetic Engineering
• War and Peace
A further two modules will be taken at A2:
•A2 Philosophy of Religion
•A2 Religious Ethics
Exam Details
Students will sit their exams in January and June.
All four exams are 1 hour and 30 minutes.
There will be no coursework option available in this specification
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Sociology AS/A2
Examination Board: AQA (2190)
What is Sociology?
Sociology is the study of society and the people that live in it. Sociologists will look at the way in which
society is made up and how people react to it. They will also look at how this has changed over time and place.
For example: “Is the family a universal institution?”
Sociologists will look at and study the different institutions in society and see how they interact together.
Sociological theories will then explain the various functions these institutions play in society.
Why study Sociology?
Sociology is a widely respected subject at advanced subsidiary and advanced level. It is highly valued by
universities not only for its academic rigour, but also because it demands the learning of many important
transferable skills, useful across the curriculum and beyond.
The study of sociology is both interesting and enjoyable to those students who possess an enquiring mind. It
will appeal to those who want to know what is happening in the world today and to those who are interested in
how society has changed over time and place. Much more pertinent, however, is the sociological background,
which will equip students with the necessary skills to debate and argue logically in all other subjects.
At AS and at A2 level, the content of the course will particularly complement subjects such as Geography,
Home Economics, Maths, English, History, and Religious Studies due to the social research involved, the use
of statistics and the ability to be able to write in a coherent and structured way. In fact it can also be combined
with almost any other subject to add breadth to the curriculum. This is an important consideration if students
are looking to add an extra AS subject to the ones already chosen to be taken through to A2 level.
AS outline
At AS, candidates studying this specification will acquire knowledge of contemporary social processes and
social changes. Candidates will be encouraged to develop their own sociological awareness through active
engagement with the contemporary social world.
The AS specification has 2 units:
Unit 1: Culture and Identity; Families and Households; Wealth, Poverty and
Welfare
Topic list
• Culture and Identity
• Families and Households
• Wealth, Poverty and Welfare.
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Assessment
Written Paper: 1 hour. Weighting: 40% of total AS / 20% of total A Level marks
Candidates choose one topic from three and answer one question. Each question consists of five parts.
Unit 2: Education; Health; Sociological Methods
Topic list
• Education
• Health
• Sociological Methods.
Assessment
Written Paper: 2 hours. Weighting: 60% of total AS / 30% of total A Level marks
Candidates choose one topic (Education or Health) and answer:
(a) one question on the chosen topic. This question consists of four parts
(b) one question on sociological research methods in the context of the chosen topic.
This question consists of one part.
In addition, candidates answer one question on free-standing research methods.
A2 outline
At A2, candidates will continue to focus on contemporary society but they should demonstrate a wider range
and greater depth of knowledge and understanding and more highly developed skills of application, analysis,
interpretation and evaluation.
The A2 specification has 2 units:
Unit 3: Beliefs in Society; Global Development; Mass Media; Power and Politics
Topic list
• Beliefs in Society
• Global Development
• Mass Media
• Power and Politics.
Assessment
Written Paper: 1 hour 30 minutes. Weighting: 20% of total A Level marks
Candidates choose one topic from four and answer one compulsory question and one question from a choice of
two. The compulsory question consists of either two or three parts and the optional question consists of one
essay.
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Unit 4: Crime and Deviance; Stratification and Differentiation; Theory and Methods
Topic list
• Crime and Deviance
• Stratification and Differentiation
• Theory and Methods.
Assessment
Written Paper: 2 hours
30% of total A Level marks
Candidates choose one topic (Crime and Deviance or Stratification and Differentiation) and answer:
(a) one question on the chosen topic. This question consists of two parts.
(b) one question on sociological research methods in the context of the chosen topic. This question consists of
two parts.
In addition, candidates answer one question on theory and methods. This question consists of one essay.
Higher Education Opportunities
Sociology is a well-respected subject that can lead to a number of other subject disciplines such as Psychology,
Social Sciences as well as Sociology. It also opens up a variety of other humanity courses.
As regards future careers, students are seen to go into a wide variety of occupations. These are just a few:
Teaching Civil Service Lecturing
Nursing Journalism Social Services
Law Police Force
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Sport and Physical Education AS/A2
Examination Board: AQA
The Sport and Physical Education course aims to encourage you to:
develop your understanding of the factors influencing • performance and to apply these to a range of
physical activities
develop knowledge and skills of selected physical activities
develop the skills necessary to analyse, evaluate and improve performance
develop your appreciation of the social and cultural issues which affect participation and performance
in physical activity.
AS level specification
At AS, this specification will develop knowledge and skills to help understand the opportunities for and effects
of leading a healthy and active lifestyle. Candidates will be given the opportunity to build on their experience
and improve their personal skills/techniques across a variety of roles in a sport of their choice to improve
performance.
Unit 1 will cover:
the physiological effects of adopting a healthy lifestyle
the short term effect of exercise/performance and the long term effects of training
analysis of movement across a range of sporting actions
acquisition of skills and the impact of psychological factors on performance
opportunities for physical activity, benefits to the individual and society and the potential barriers
faced by minority groups.
Unit 2 will cover:
execution of skills/techniques in two roles (performer, official/referee/umpire/judge or leader/coach)
in a chosen physical activity
analysis of own performance
application of theoretical knowledge to achieve effective performance
A2 level specification
At A2, this specification will develop knowledge and skills to help understand the opportunities for and effects
of leading a healthy and active lifestyle. Candidates will be given the opportunity to build on their experience
and improve their personal skills/techniques across a variety of roles in a sport of their choice to improve
performance
Unit 3 will cover:
the physiological effects of adopting a healthy lifestyle
the short term effect of exercise/performance and the long term effects of training
analysis of movement across a range of sporting actions
acquisition of skills and the impact of psychological factors on performance
opportunities for physical activity, benefits to the individual and society and the potential barriers
faced by minority groups.
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Unit 4 will cover:
execution of skills/techniques in one role (performer, official/referee/umpire/judge or leader/coach) in
a chosen physical activity
analysis of own performance
application of theoretical knowledge to achieve effective performance
54

Applied Travel and Tourism Single Award GCE
AS Level
Examination Board: OCR
Why study Travel & Tourism?
Do you want to try something different? Are you unsure about your future career path? Do you prefer
coursework to exams? Can you work independently and manage your time and studies well? Do you like
holidays? Would you like to travel in the future? Then try Travel and Tourism.
The travel and tourism industry is dynamic, wide-ranging and fast-growing, and it offers a huge variety of
employment opportunities for young people.
An interesting and lively course, A-Level Travel and Tourism began nationally in September 2005 and was
taught for the first time at Lincoln Minster School in September 2010.
What if I haven’t studied Travel and Tourism before?
Don‟t worry! For the majority of you, Travel and Tourism will be an entirely new subject. There is no specific
prior subject knowledge required, although a background in either Geography and/or Business Studies is
advantageous. Sound ICT literacy is also recommended.
What will I study and how will it be assessed?
We follow the OCR specification.
AS consists of three units:
Introducing Travel and Tourism – an introduction to the development of the industry and organisations
involved.
Customer Service in Travel and Tourism – you will learn the importance of customer service, whilst
developing your own customer service skills and completing a week of experience within a
local/national/international travel and tourism setting.
Travel Destinations – an opportunity to research two contrasting destinations.
In A2 we cover a further three units:
Tourism Development – investigating reasons for tourism growth.
Event Management – planning and executing an event within the Travel and Tourism industry (2011-12
students are organising an overseas visit to Bruges for the 6 th form)
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Guided Tour OR Ecotourism OR Adventure Tourism OR Cultural Tourism
(2011-12 students are following Adventure Tourism – this unit includes study opportunities and reasons for
Adventure Tourism in the UK as well as taking part in it off site!)
Four of the six units are assessed through coursework. As this is marked by your teachers and there is plenty
of opportunity for guidance and improvement as it is being done.
Each unit carries equal marks - in other words, both the AS and A2 course is 2/3 coursework and 1/3 external
examination.
How is an Applied A-Level different to my other A-Levels?
A lot of lessons involve working independently to research information by using a range of resources such as
the internet, journals, newspapers, videos, guidebooks and pamphlets. Also information is gained from trips to
tourism organisations and travel destinations. This includes making full use of local and regional resources,
such as tourist attractions within East Midlands as well as a national or international visit in the AS and
possibly the A2 year.
At AS level past pupils have visited Prague, the capital of the Czech Republic and we are looking into
alternative visits for 2012. We have also welcomed a range of visiting speakers, including Visit Lincolnshire,
Aviation Heritage and Laureate Hospitality and pupils have taken part in a number of local visits.
An Applied A-Level involves learning by experience and „doing‟ rather than just being a passive observer. In
the Lent term, all students are expected to complete a week’s relevant work experience placement within
the travel and tourism industry.
An applied A level also relies heavily on coursework meaning that although there is a heavy workload
throughout both years of the course there is only one exam during each year. This is taken at Christmas of
both years 12 and 13, therefore possibly reducing the pressure during the summer examination period.
Where might it lead me?
The Travel and Tourism course will allow you to develop a wide range of skills that are important in the
workplace and will help increase your employability in whatever career path you decide to follow. IT,
research, time management, teamwork, analytical skills, communication and customer service skills are all
vital components of the course.
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Extra Curricular
There are many Extra Curricular activities for you to get involved in including:-
Duke of Edinburgh Award
Sailing
Sports Clubs
Earl Grey Society
Magna Carta
Culture Club
Drama Productions
Young Enterprise
Project India
Reading Buddies
Peer Mentoring
Music Clubs
Jeremiah Choir
Art and Graphics Clubs
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Earl Grey Society
In its third year, the society has covered a great deal of diverse ground. The first meeting led to a
wonderfully heated discussion over translations of The Bible, between smells and bells traditionalists
and modernising dissenters. Although no-one was actually burnt for heresy, voices were raised and
passions vented. Much calmer was a look at the psychology of Wordsworth’s ‘Lucy’ poems and later
we considered the role of Women in World War II literature. A session on metre covered technical
matters and ended with ‘Marlowe’s mighty line’.
In the dark winter afternoons we viewed a film version of ‘the Handmaid’s Tale’ and in Spring
considered the proposition: ‘I may not know much about literature, but I know what I like.’ The
question was about how we validate our opinions in studying literature, and, as usual, there was
healthy disagreement.
The new English specifications emphasis on wider reading means that regular members if society are
at an advantage when it comes to examinations. Future meeting will be concerned with ‘Love
Through The Ages’, and recent meeting have already considered verse by Sidney, Donne and
Marvell, scurrilous stuff by Rochester and Dorset and by Jonathan Swift¸ and more sublime raptures
from Milton’s lost paradise.
A tea party in a tea shop on Steep Hill is projected and its hopes to repeat The Earl Grey Society
River Cruse and Barbecue as a civilised end to the Society’s year.
‘Poetry can be appreciated long before it is understood’ – T.S.Eliot
‘How reassuring!’- The Earl Grey Society
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Magna Carta
Magna Carta was founded in 2003 on a chilly evening in the chapel, as the school’s debating and
public speaking society. It is appropriately named since Lincoln Castle holds one of only four
authentic copies. Lincoln Cathedral’s copy – currently on display at Lincoln Castle- has a history at
Lincoln since 1216, as the bishop of Lincoln was one of the signatories to Magna Carta. It is
appropriate too since Magna Carta has long been regarded as laying the foundations of democracy.
It went to the New York fair in 1939 and became a sensation. Fourteen million people queued to see
the parchment before it had to be held in Fort Knox, next to the original of the US Constitution, until
the Second World War. Having returned to Lincoln, it has been back to America on various
occasions.
Towards the end of 2004, a full meeting of the society was held in which a constitution drafted by the
president was debated, amended and then ratified. This covers rules about quorum (the number of
people necessary to constitute an official meeting), franchise (who can vote), forms of address and the
order of debate. Every member of Lincoln Minster School is a member of Magna Carta and may vote
– although it is principally run by and through 6 th Form.
The society has hosted the distinguished guests including Gillian Merron (former Labour MP for
Lincoln), Patrick Mercer (Conservative MP for Newark) and The Bishop of Lincoln. The summit of
the Magna Carta year is the annual dinner where guest speakers have included an international
diplomat, a journalist and a representative of the RAF. The society has also sent delegates to The
Rotary Club, English Speaking Union and Cambridge Union Society’s competitions. Last year the
team reached the Northern finals of the Cambridge Union competition at King Edwards VI School in
Birmingham. Though open to all, Magna Carta is very much under the aegis of the English
Department and member of the 6th Form are at its heart.
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Boys Sporting Extra Curricular
Boys sport in the sixth form has flourished at Lincoln Minster School over the last five years with
both competitive and leisure activities available.
Rugby:
The school has a first XV team which competes against schools in the county and into Yorkshire most
Saturday mornings. They also compete midweek in the Daily Mail RBS under 18 Cup. During the
Lent term Rugby Sevens is conducted with the aim of participating into the County Competition and
National Schools Festival (Rosslyn Park) in March. The school is proud of its representation and has
several county NLD players and even Leicester Tigers EPDG Academy Players. The climax of the
school rugby season is the „old boys‟ match at Christmas.
Football:
As with rugby, the school runs an U18 XI and has done so for the last five years. Football is played
on Saturdays during the Lent term and the U18 XI is entered into the FA Schools U18 Cup with
Round 1 matches played in September.
Cricket:
The school runs a successful U18 XI, although fixtures are at a premium with the Trinity Term focus
on external examinations. The team plays Saturday fixtures during the first half-term of the summer
(40 over matches) and mid-week County Cup matches after school (Twenty20 games). We are proud
to have several county cricketers in the U18 XI. The last match of the season is the Twenty20 „Old
Boys‟ match and is thoroughly enjoyed by all.
Track and Field Athletics:
Senior athletics are permitted to trial for the Lincolnshire and Gainsborough District Athletics Team
in the early part of Trinity Term. If successful they compete in the County Championships. These
Championships also act as selection for the East Anglia Championships. In both, performances are
measures and valid for entry into the ESAA National Championships. Sixth Form pupils also compete
in school Sports Day.
Cross Country Running:
Senior Runners compete in the Lincoln and Gainsborough event in order to be selected for the County
Championships. If successful at County, competitors are then permitted to run at the National Finals
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Squash:
The school runs squash a leisure activity and a school team. Fran Wallis (England Masters Captain)
coaches the team which competes regularly throughout the year on Saturdays. Selection is possible
into the county squad.
Tennis:
The school has a thriving tennis community utilising the Eastgate Tennis Club and resident tennis
coach Simon Taylor and can be played both recreationally or competitively.
Judo:
Over the course of last year the school has begun a judo club and sessions are available to Sixth Form
students conducted by Barry Cooper (5x British Champion). Selection into the County Squad is
possible
Fitness/Weight Training:
Nearby facilities and membership are available at the YMCA and the Lindum. These facilities allow
space for both fitness and weight training and can be used at the Sixth Form student‟s lunch break as
well as after school.
Sports Awards Dinner:
At the end of the academic year the school hosts a very enjoyable formal Sports Awards Dinner,
speeches are conducted by team captains and awards are presented to students in all sports throughout
the senior school.
Alumini:
The school not only have several current Sixth Form actively engaged in sport at National Level but
also has ex-students currently enjoying success:-
Elizabeth Simmonds British Olympian, European Swimming Champion
Jamie Clark-Weaver Scotland Rugby Team
Hannah Hume Great Britain Tennis Squad
Gina Ruck Great Britain Equestrian Squad
Aside from all the activities mentioned above students are encouraged to participate in many local
clubs, i.e. golf, horse riding, swimming, rugby, football, basketball, karate… the list is endless.
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Christmas Production 2011
Lincoln Minster School Drama Department Presents
OLIVER!
Music, Lyrics and Book by Lionel Bart
Tuesday 6 th , Wednesday 7 th ,
Friday 9 th & Saturday 10 th December
7.30 p.m. in the Watkins Hall
Tickets £7.50 / £5.00
Tickets on sale now from the Senior
School office
Tickets can be reserved/bought in person or: Tel: 01522 551300
Email: lincoln.senior@church-schools.com
Payment method: Cash /Cheques payable to ‘Lincoln Minster
School’ or added to extras bill if confirmed in writing.
62