Sixth Form Subject Information 2017/2018

Sixth Form 

Subject Information 

October 2017

Contents: 

Page 

Entry Requirements to Sixth Form 2 

Making A Level Subject Choices 3 

A Level Subjects Offered 9 

Art and Design 10 

Biology 12 

Business 14 

Chemistry 16 

Computer Sciences 18 

Economics 20 

English Language 22 

English Literature 25 

French 29 

Geography 33 

Government and Politics 35 

History 37 

Mathematics 40 

Mathematics and Further Mathematics 42 

Media Studies 44 

Music 48 

Physics 51 

Product Design 53 

Psychology 57 

Religious Studies 59 

Sociology 61 

Spanish 63 

Sport Studies 67 

2017 A Level Results 70 

2017 Destinations 71 

1

ENTRY REQUIREMENTS TO SIXTH FORM 

The minimum academic requirement for entry into the Sixth Form from September 2018 is 

five GCSE passes, four at Grade 6 and one at Grade 5. All students must have a minimum 

Grade 5 in English Language and Mathematics and a minimum Grade 6 in the subjects to 

be studied. Additional academic requirements apply as set out below. 

Students wishing to study two Sciences at A Level must have gained a minimum of grade 

6 in their GCSE Science course. 

Students wishing to study three Sciences at A Level must have gained at least level 7 in 

their GCSE Science course. 

Students who wish to study Psychology, Sociology or Government and Politics but have 

not had the opportunity to take a GCSE in the subject, must have at least a grade 6 in 

English Language. Applicants who wish to study Economics, Business or Computer 

Science but have not had the opportunity to take a GCSE in the subject, must have at 

least a grade 6 in Mathematics. 

These requirements should be read in conjunction with the Sixth Form Admissions Policy 

available from the school website www.stretfordgrammar.com 

2

MAKING A LEVEL SUBJECT CHOICES 

When choosing an A Level subject students should: 

 

 

 

 

Have an interest in and enjoy studying it. 

Have a good chance of obtaining a high grade in it i.e. have been good at it previously 

or, if students have not studied it before, have high GCSE grades in subjects which 

require similar skills. 

Have researched the subject and know what is involved in studying it to A Level – this 

may sometimes be quite different from what is covered at GCSE and it may be much 

more difficult. If students have not studied the subject before, what is it actually about 

and will it suit students’ strengths? 

Consider whether it will help students to meet higher education or future career 

aspirations. 

Students who know which degree course they would like to study at university can use the 

table below to see the likely requirements. Please note that this is a guide only and 

students should refer to www.ucas.com or individual university websites to check detailed 

entry requirements for specific courses. 

COURSE 

Accountancy (also 

Banking/Finance/ 

Insurance) 

Actuarial 

Science/Studies 

Aeronautical 

Engineering 

ESSENTIAL ADVANCED LEVEL 

QUALIFICATIONS 

Usually none, although one or two 

universities require Mathematics. 

Mathematics 

Mathematics and Physics. 

USEFUL ADVANCED LEVEL 


Mathematics, Business Studies (AGCE, 

National and Diploma), and Economics. 

Further Mathematics, Economics, 

Business Studies (AGCE, National and 

Diploma). 

Further Mathematics, Design 

Technology, Computing/Computer 

Science. 

Politics 

American Studies Requirements vary but English and/or 

History are often asked for. 

Anthropology None A small number of courses like a science 

such as Biology. Sociology is also very 

relevant. 

Archaeology None Geography, History or science subjects 

can all be useful. 

Architecture 

Some courses say they want an 

arts/science mix. Some may require 

Art. 

Art, Mathematics, Design Technology 

and Physics. AGCE or National Art and 

Design may also be useful at some 

universities. Do note that a portfolio of 

drawings and ideas may be requested. 

3

COURSE 





Art and Design 

Art or Design Technology including 

AGCE/National (to give students the 

portfolio to get onto an Art Foundation 

Course, though sometimes 

AGCE/National Art and Design 

Design Technology, Art and Design. Do 

note that most entrants onto Art and 

Design degrees will have completed a 

one-year Art Foundation Course after 

completing Year 13. 

applicants go straight onto a degree). 

Biochemistry 

Always Chemistry and some universities 

will say students must have Biology as 

well, while some will say Chemistry plus 

Biology, Mathematics, Further 

Mathematics, Physics, Computing/ 

Computer Science. 

one from Mathematics/Physics/Biology. 

Doing Chemistry, Biology and 

Mathematics or Physics will keep all 

Biochemistry courses open to students. 

Biology 

Biology, usually Chemistry. A few 

universities specify two sciences. 

Mathematics or Physics, 

Computing/Computer Science. 

Biomedical Sciences 

(including Medical 

Normally two from Biology, Chemistry, 

Mathematics and Physics. Chemistry is 

Mathematics, Further Mathematics, 

Biology, Chemistry, Physics. 

Science) 

essential for some courses. 

Business Studies None Mathematics, Business Studies (AGCE, 

National and Diploma) and Economics. 

Chemical Engineering Chemistry and Mathematics and 

sometimes Physics as well. 

Physics, Biology, Further Mathematics, 


Chemistry 

Chemistry and occasionally 

Mathematics. Most courses require 

Chemistry and would like Mathematics 


Physics, Biology, Computing/Computer 

Science. 

and one other science subject (for 

example, Physics or Biology). 

Childhood Studies None CACHE, Psychology, Sociology, 

AGCE/National/Diploma Health and 

Social Care. 

Civil Engineering 

Classical Studies 

Computer Science 

Dentistry 

Mathematics, in many cases Physics. 

Sometimes one of Physics or Chemistry. 

For Classics courses Latin or Ancient 

Greek are required. For Classical 

Studies and Classical Civilisation 

courses most subjects will be 

considered. 

For some courses, Mathematics. For 

some courses Computing/ Computer 

Science. 

Chemistry and Biology for most 

courses, but some require Mathematics 

or Physics as well. 

Further Mathematics, Chemistry, 

Biology, Computing/Computer Science, 

Design Technology, Geography. 

Modern Foreign Language, English 

Literature, History, Classical Civilisation. 

Do note that there are some Classics 

courses which will allow students to 

start Latin and/or Classical Greek from 

scratch. 


Computing/Computer Science, Physics, 

Philosophy, ICT. 

Mathematics, Physics, Further 

Mathematics. 

Dietetics Chemistry, Biology. Mathematics 

Drama 

Some courses require English Literature 

and for a few courses English and/or 

English Literature, English Literature and 

Language, Theatre Studies. 

Theatre Studies. 

Economics Usually Mathematics. Economics, Computing/Computer 

Science, History, Business Studies. 

4

COURSE 

Education - See 

Teacher Training 

Electrical/Electronic 

Engineering 



Mathematics, usually Physics. 



Further Mathematics, ICT, Design 

Technology, Computing/ Computer 

Science. 

Engineering (General) Mathematics and Physics. Further Mathematics, Design 

Technology, Computing/ Computer 

Science. 

English 

Environmental 

Science/Studies 

English Literature or combined English 

Language & Literature (some courses 

will accept English Language). 

Many courses will ask for two from 

Biology, Chemistry, Mathematics, 

Physics and Geography. 

History, Religious Studies, a foreign 

language. 

Another facilitating subject, particularly 

a science. 

European Studies A Modern Foreign Language. Another Modern Foreign Language, 

English Literature, History, Politics. 

French French Another Modern Foreign Language, 


Geography Most degrees require Geography. Some Geography BSc (science) degrees 

prefer one from Biology, Chemistry, 

Mathematics or Physics. 

Geology/Earth Sciences Usually two from Mathematics, Physics, 

Chemistry and Biology. 

Geography, Geology, 


German 

German (a handful of universities offer 

the opportunity to study German from 

scratch, without German A-level). 

Another Modern Foreign Language, 


History Most degrees require History. Economics, English Literature, 

Philosophy, Politics, Sociology, 

Theology/ Religious Studies, a modern 

or classical language. 

History of Art None Art, English Literature, History, 

Theology/Religious Studies, History of 

Art, French, German, Spanish, Italian. 

Italian 

Italian or another language such as 

French, German or Spanish. 



Law 

Usually none, although a few 

universities require English. 

History; other facilitating subjects. There 

really are no essential subjects for Law. 

Maybe one choice should involve essay 

or report writing. History gives students 

good relevant skills for Law but is not 

essential. 

Management Studies Sometimes Mathematics. Mathematics, Economics, Business 

Studies. 

Materials Science 

(including Biomedical 

Materials Science) 

Mathematics 

Normally two from Chemistry, 

Mathematics, Physics, Biology (also 

Design Technology for some 

universities). 

Mathematics and sometimes Further 

Mathematics. 

Chemistry, Design and Technology, 

Further Mathematics, Computing/ 


Further Mathematics, Physics, 


5

COURSE 





Mechanical Engineering Mathematics, usually Physics. Further Mathematics, Design 

Technology, Computing/Computer 

Science. Mechanical Engineering 

departments may have a preference for 

Mathematics A-levels with a strong 

mechanics component. 

Media Studies 

(including 

Communication 

Studies) 

Medicine 

Music 

A few courses ask for English or Media 

Studies. 

If students do Chemistry, Biology and 

one from Mathematics or Physics they 

will keep all the medical schools open 

to students. If students do Chemistry 

and Biology they will keep open the 

vast majority. If students do Chemistry 

and one from Mathematics and Physics 

they will limit their range of choices 

much more. 

For most traditional courses, Music and 

Grade VII/VIII, although some 

universities will consider candidates 

without A Level Music. 

English, Media Studies, Sociology, 

Psychology. 

Further Mathematics or a contrasting 

(non-science) subject, Computing/ 


Some universities have a preference for 

at least one essay-based subject. 

Nursing and Midwifery Usually Biology or another science. Biology, Sociology, Psychology, 

Chemistry, Mathematics, Physics. 

Occupational Therapy Some courses ask for Biology. Psychology, Physical Education, 

Sociology or another science. 

Optometry (Opthalmic 

Optics) 

Two from Biology, Chemistry, 

Mathematics or Physics (some courses 

prefer Biology as one of the choices). 

Further Mathematics, 


Orthoptics Biology Chemistry, Mathematics, Physics, 


Pharmacy 

Chemistry and one from Biology, 

Mathematics and Physics keeps the 

Mathematics, Physics, 


vast majority of courses open to 

students. Some courses like to see 

Chemistry, Biology and Mathematics. 

Doing Chemistry and Biology keeps 

most courses open. 

Philosophy None Mathematics, Classical Civilisations, 

Philosophy and Religious 

Studies/Theology. 

Physics Mathematics, Physics. Further Mathematics, Chemistry, 


Physiotherapy 

Most courses will consider students 

with just Biology. However, some also 

require a second science from 

Chemistry, Mathematics or Physics. 

Chemistry, Mathematics, Physics, 

Psychology. 

Planning Sometimes Geography. Geography, Mathematics, Economics. 

Politics Usually none Politics, History, Philosophy, Law, 

Sociology, Economics, English Literature, 

Religious Studies, Business Studies. 

6

COURSE 





Psychology 

A few courses ask for one from Biology, 

Chemistry, Mathematics, Physics. 

Biology, Mathematics, Psychology, 

Sociology, Computing/ Computer 

Science. 

Religious 

Studies/Theology 

None 

Religious Studies/Theology, Philosophy, 

English Literature, History. 

Sociology None Sociology, Psychology, Geography, 


Spanish 

Spanish (some degrees will also 

consider French, German or Italian). 



Speech Therapy 

Some universities want a science such 

as Biology, Chemistry or Physics. Some 

specify Biology, but some degrees will 

consider candidates with none of these. 

A modern foreign language (for 

example, French, German, Spanish, 

Italian), English Language (and 

Literature), Psychology. 

Sports 

Science/Physical 

Education 

Many courses want to see one from 

Biology/Chemistry/Mathematics/ 

Physics (some courses will treat 

Physical Education as a science 

equivalent). 

Physical Education, Psychology. 

Surveying None For some types of Surveying e.g. 

Building Surveying, Mathematics and 

Physics could be helpful. For Estate 

Management (General Practice 

Surveying) most A Level combinations 

will be considered. 

Teacher Training 

(Primary and/or 

Secondary) 

Veterinary Science 

(THOSE BEST FOR PRIMARY TEACHING 

SHOWN IN ITALICS) 

At least one from Art, Biology, CACHE, 

Chemistry, Computing, Design and 

Technology, Drama (Theatre Studies), 

English, French, Geography, German, 

History, ICT, Italian, Mathematics, 

Music, Physics, Physical Education, 

Religious Studies (Theology), Spanish. 

CACHE meets the entry requirements 

for early years Primary Teaching and a 

large number of Primary Education 

Teacher Training Degrees. 

Students should do Chemistry and 

Biology and one from 

Mathematics/Physics so that they have 

all universities open to them. 

Another of the subjects listed in the 

Essential Qualifications section. 

Further Mathematics 

Some degree courses may not require any specific subject background. 

If students are unsure about their future career options, subjects that tend to give the 

most options include Mathematics and Further Mathematics, the Pure Sciences, 

Geography, History, English Literature and Modern Foreign Languages. 

7

The information above has been taken from Informed Choices: A Russell Group guide to 

making decisions about post-16 education. The full document is available at: 

http://www.russellgroup.ac.uk/informed-choices/ 

It is recommended that students refer to this publication before choosing their A Level 

options. 

Further information can also be found at: 

www.ucas.com 

Please do not hesitate to contact school if students require further advice: 

sixthform@stretfordgrammar.com 

Students receive a programme of Careers Information, Advice and Guidance during the 

Spring and Summer terms of Year 12, including appointments with a Connexions advisor. 

Guidance is given throughout the UCAS application cycle and each student is allocated an 

individual mentor to help them choose appropriate undergraduate courses and write their 

application. 

8

A LEVEL SUBJECTS OFFERED 

Art and Design 

Biology 

Business 

Chemistry 


Economics 

English Language 

English Literature 

French 

Geography 

Government and Politics 

History 

Mathematics and Further Mathematics 

Media Studies 

Music 

Physics 

Product Design 

Psychology 

Religious Studies 

Sociology 

Spanish 

Sport Studies 

Most students choose three subjects when they commence their Advanced Level Studies 

but we will be flexible on application with regard to the number of subjects followed 

dependent on GCSE performance. 

There may be some restrictions on the combination of subjects available due to option 

lines in which they are timetabled. The school may withdraw a subject where the number 

of students choosing it as an option is too low. Updates to the subjects available will be 

posted on the school website. 

In addition to their chosen subjects all students are expected to participate in a 

programme of enrichment during Year 12. 

9

ART AND DESIGN 

SPECIFICATION 

A Level AQA Art and Design (Fine Art) 7202 

OBJECTIVES OF THE COURSE 

To develop students’ ability to conceive, organise, develop ideas and themes into a 

coherent visual statement through analysis and exploration of art and design problems 

using a variety of materials and techniques. 

To understand and use appropriately formal elements such as line, tone, colour, pattern, 

texture, shape, form, space, harmony, rhythm, composition, balance, symmetry, 

decoration, volume, and structure. 

To work from observation, imagination and research to produce a personal response to 

given themes. 

CONTENT AND ASSESSMENT 

We will be offering the Fine Art A Level course - this means that students will be able to 

produce work using a wide variety of techniques and materials, such as drawing, painting, 

mixed media, collage, sculpture, printmaking, textiles and some photography. 

A Level 

One internally-set Component of Coursework, ‘Personal Investigation’. This is a 

practical Unit with written elements on a theme that is of personal interest to the 

student. It must include between 1000 and 3000 words of written work. This is worth 

60% of the total A Level mark. 

One externally-set Component, ‘Externally-Set Assignment’. This includes a 15 hour 

controlled session, as well as a body of art work that follows a given theme. It is 

worth 40% of the total A Level mark. 

METHODS OF STUDY 

Image-making through a variety of media and some 3D work, will include painting, 

drawing, printmaking, photography, group work, sculpture and some textile work. 

10

Critical studies of art and design of the past and the present - this involves a written and 

illustrated component essay. 

SPECIAL FEATURES OF THE COURSE 

 

 

 

 

 

Themed projects open to individual interpretation 

Trips to several different galleries 

Fortnightly Life Drawing sessions 

Largely practical work with some essential written research and analysis 

Discrete Sixth Form Art working area 

11

BIOLOGY 

SPECIFICATION 

A Level Edexcel- Spec A (SNAB) Biology 9BNO 


To develop an investigatory and enquiring approach to the subject with practical 

applications emphasised. Latest advances and applied concepts of the subject, in such 

areas as the medical world and in modern Biotechnology, are referred to constantly in 

order to reflect the rapid expansion of biological knowledge and its applications in a 

modern society. Students will develop synoptic links and be able to apply a range of 

Biological concepts in order to explain information and data presented in novel situations. 


A Level 

Paper 1: 2 hour examination. 



These are synoptic papers and 

cover all of the Year 12 and Year 

13 content. There is also a written 

assessment of practical skills. 

All examinations are taken in June. 

An emphasis is placed on learning by experiment with core practical assignments and a 

variety of experiments undertaken in Years 12 and 13. 

Importance is given to the use of mathematics to manipulate and analyse data in 

questions which will contribute 10% of the total qualification. 

Practical skills will be assessed both through examination and teacher assessment of 

students’ competency. Students will be awarded a pass or fail for their practical skills and 

this will be reported on their examination certificate. 

12


A variety of teaching methods are employed such as group and individual work, class 

discussion and practical work. Students are expected to complete a significant amount of 

independent study and are provided with a handbook at the start of the course which 

outlines the extent of work needed for success. 

In addition, educational visits to places of interest are planned to extend knowledge 

beyond the classroom, including fieldwork in Sale Water Park, lectures at Manchester 

University and a visit to Chester Zoo. 


Year 12 students will undertake an individual research project as part of the course which 

will assist students in their application to university. 

Students have the opportunity to deliver Science practical activities to primary school 

pupils and support Biology students in lower year groups. 

13

BUSINESS 

SPECIFICATION 

A Level AQA Business 7132 


Students study all aspects of business organisations and behaviour. The course allows the 

integration of business themes such as enterprise innovation and change, social and 

environmental responsibilities, takeovers and mergers, and ethical considerations. The 

course emphasises an awareness that business behaviour can be studied from the 

perspectives of all stakeholders (customers, employees, owners/shareholders and the local 

community/environment) drawing on a variety of disciplines. 


In Year 13 students will take three examination papers to gain an A Level in Business. All 

papers are externally assessed. Each paper is worth 33.3%. 

Paper 1: Consists of four sections. Section A: multiple choice questions. Section B: Short 

answer questions and Sections C and D: 2 essay questions. 

Paper 2: Three data response compulsory questions. 

Paper 3: One case study followed by approximately 6 questions. 

Year 12 Course content 

What is a Business? 

Decision making to improve marketing 

performance 

Decision making to improve financial 

performance 

Managers, leadership and decision making 

Decision making to improve operational 

performance 

Decision making to improve human 

resource performance 

14

Year 13 Course content 

Analysing the strategic position 

Strategic methods 

Strategic direction 

Strategic change 


Background reading is an essential part of the course: students will be expected to use the 

course book to follow up work completed in class and read a broadsheet newspaper on a 

regular basis. Written work will be set weekly and include assignments that require 

students to show they can apply key terms and concepts, as well as analyse and evaluate 

information. 

Students will carry out short investigations into topics requiring them to collect information 

from a variety of sources and organise it into a logical order. 

In addition, students will read case studies about businesses and show that they can apply 

concepts and theories. 


Business is a highly relevant subject and equips students to understand important 

contemporary business issues, in particular focusing on the current economic climate and 

its impact on business. It will particularly appeal to students who have an interest in 

current affairs or want to find out more about the role of business in society. The 

department organises trips to Land Rover Jaguar and the JCB factory. Students take part 

in a share challenge at Manchester University against other schools, and gain an insight 

into the world of trading and how external factors impact on the value of shares 

throughout the trading sessions. Guest speakers are also invited to speak to students; a 

popular visitor to the department is Dr. Davies from the Institute of Economic Affairs who 

has presented on a wide range of topics from the economic crisis in Greece to the price of 

football tickets. Dr. Davies is often a guest on Newsnight where he gives his opinions on 

financial developments. 

Business fits in well with most of the subjects. Often there are particularly good career 

opportunities when Business is studied in combination with Mathematics and/or Modern 

Languages. Business can also be studied with a science. Recent students have gone on to 

study Pharmacy, Law, Accountancy, Dentistry and Engineering at university. 

15

CHEMISTRY 

SPECIFICATION 

A Level AQA Chemistry 7405 


To equip students for further study of Science based disciplines at a higher level and to 

meet the demands of an increasingly scientific and technological society. 

Chemistry is a unique subject that teaches an analytical approach which can be applied in 

many other problem solving situations. 


Students will study three core areas covering Physical Chemistry, Inorganic Chemistry and 

Organic Chemistry. 

Physical Chemistry 

 

 

 

 

Energetics 

Kinetics 

Acid base equilibria 

Redox Potentials 

Inorganic Chemistry 

 

 

 

 

Structure of the atom 

Trends in the Periodic Table 

Transition Metal Chemistry 

Aqueous Chemistry 

Organic Chemistry 

 

 

 

 

 

Processing of crude oil 

Alkanes 

Alkenes 

Haloalkanes 

Alcohols 

16

Benzene 

Carbonyl Compounds 

Examination 

Students sit three 2 hour examination papers. Paper 1 is worth 35% of the final grade and 

examines Inorganic Chemistry, relevant Physical Chemistry topics and relevant practical 

skills. Paper 2 is also worth 35% and examines Organic Chemistry, relevant Physical 

Chemistry topics and relevant practical skills. Paper 3 is worth 30% of the final A level 

grade and is a synoptic paper examining all the course content and skills. 

Practical Endorsement 

There will be a requirement for each student to keep a laboratory note book which will 

provide evidence that key practical experiments have been completed satisfactorily. An 

external assessor will come into school to check students’ laboratory books to see if they 

provide evidence of the five key competencies over a sufficient range of practical 

activities. They will be awarded a pass or fail in this element which will appear on their 

final certificate. 


Great emphasis is placed on practical work and on learning through discovery. Various 

learning styles are employed, including group work, class discussions, individual 

assignments and presentations. 


Extra support is offered to students through the weekly Chemistry Clinic. There are 

opportunities for students to compete in the Chemistry Olympiad, attend the Big Bang Fair 

and to gain a Nuffield Bursary placement. There is also an annual trip to Manchester 

University to complete Synthetic Chemistry in the university laboratories. 

17

COMPUTER SCIENCE 

SPECIFICATION 

A Level AQA Computer Science 7517 


The A Level course based on this specification encourages students to develop a broad 

range of skills and knowledge of Computer Science as a basis for progression into further 

learning, and/or employment in Computer Science-related fields. 

This Computer Science course encourages students to develop: 

 

 

 

 

 

The capacity for thinking creatively, analytically, logically and critically 

An understanding of the organisation of computer systems including software, 

hardware, data, communications and people 

Skill and understanding of programming, in a range of contexts, to solve problems 

The capacity to see relationships between different aspects of the subject and 

perceive their field of study in a broader perspective 

An awareness of emerging technologies and an appreciation of their potential 

impact on society 


 

 

 

 

Greater opportunities for practical work 

Practical work carried out using a wide range of software and hardware 

Students as active investigators rather than passive learners 

This course provides a good foundation for abstract thinking, general problemsolving, 

algorithmic and mathematical reasoning, scientific and engineering-based 

thinking, when investigating future challenges 


Units within the course should provide students with the opportunity to develop their 

knowledge and understanding of the development of computing systems through practical 

experience in using a range of applications software in a structured way. Students should 

then be able to apply the skills, knowledge and understanding gained from this practical 

work to the solution of problems. 

18


AS Examinations 

UNIT 1 – Systematic approach to problem solving 

UNIT 2 – Hardware, networking, big data and functional programming 

UNIT 3 – The Computer Science practical project (non-exam assessment) 

A2 Unit 1 Systematic approach to problem solving 

 

 

 

 

40% of A Level 

2 hour 30 minute on-screen examination 

Preliminary Material released on 1 st March 

Short answer questions and a programming task to complete 

A2 Unit 2 Databases, big data and functional programming 

 

 

 


2 hours 30 minutes written examination 

A series of short-answer and extended-answer questions. 

A2 Unit 3 The computing practical project 


Students write a report that documents a programmed solution to a real problem 

associated with a user whose realistic needs should be taken into account when 

specifying, designing and implementing the solution. 

Completed in lessons and students’ own time 

Internally assessed and externally moderated 

SUBJECTS WHICH COMPLEMENT COMPUTER SCIENCE 

This course has been written specifically to avoid any overlap with A Level ICT. Students 

may also consider taking Mathematics, Physics and Business Studies alongside this 

qualification. 

HIGHER EDUCATION AND CAREER OPPORTUNITIES 

A qualification in Computer Science offers students a first step into the varied world of 

Computer Science and ICT, with careers including, software/app/games development, 

hardware engineering, telecoms, project management and systems analytics. In addition, 

the range of related career is very diverse and successful students may consider career 

options in engineering, medicine, law, business, politics and any type of science. 

19

ECONOMICS 

SPECIFICATION 

A Level EDUQAS Economics 601/4103/7 


If students have ever wondered how prices, interest and exchange rates are determined 

or wondered about the financial state of services provided by the Government, then they 

should study Economics. This subject is all about resources and money; it explores the 

various factors that influence the prices of goods and services, interest and exchange 

rates, inflation and the economy as a whole. Economics will enhance students’ decisionmaking 

ability through interpretative and evaluation skills whilst developing their 

understanding and knowledge of the economy. 


Topics include: 

 

 

 

 

 

 

 

Price and output decisions of firms and how firms grow 

The labour market and how wages are established and influenced by organisations 

such as trade unions 

Privatised industries and their regulations 

Poverty and developing companies 

The international economy – trade, the EU, globalisation 

Living standards 

Economic issues: Brexit and Living wage, NHS. 

Component 1: Introduction to Economic Principles 

Written examination: 1 hour 30 minutes, multiple choice and structured questions. 30% of 

qualification. 

Component 2: Exploring Economic Behaviour 

Written examination: 2 hours, Structured questions based on A2 content. 

One compulsory data response. 

30% of qualification 

20

Component 3: Evaluating Economic Models and Policies 

Written examination: 2 hours 30 minutes, one essay in each section: 

• Section 1 - Microeconomics 

• Section 2 - Macroeconomics 

• Section 3 - Trade and Development. 



Students are required to undertake wider reading. A reading list is provided and students 

are expected to subscribe to The Economist magazine and to keep abreast of current 

affairs by watching the news and regularly reading a good quality newspaper. An extra 

session which covers current economic news is offered, one lunchtime a week, and 

attendance is expected at this session. 

A variety of teaching methods are employed including paired and group work, class 

presentations, games and problem solving and report writing. Students’ work is marked 

regularly and in detail, offering feedback and suggestions for improvement. Students are 

invited to attend revision conferences throughout the year and we also enter a team into 

the prestigious Target 2.0 competition, run by The Bank of England. We have good links 

with the Institute for Economic Affairs and speakers from the IEA visit lessons to give talks 

on wider issues within the UK and global economies. 


The A Level course covers in detail both micro and macro economics. Topics are 

considered within a UK, European and Global context, with particular emphasis placed on 

a detailed world knowledge and understanding of economic data. 

Students will be involved in Target 2.0, a competition run by The Bank of England which 

focuses on setting inflation rates. Guest speakers, such as Dr. Davies, Director General of 

the Institute of Economic Affairs, regularly visit the department to provide students with 

up to date information on world economic news. For example, Dr. Davies recently 

delivered a presentation on the Euro crisis. Students also attend specifically designed 

Tutor2U workshops in Manchester city centre to develop their exam skills and technique. 

21

ENGLISH LANGUAGE 

SPECIFICATION 

A Level EDUQAS English Language 601/5346/5 


To provide students with a progression from the knowledge, understanding and skills 

established in GCSE English Language. It is hoped that students will develop their interest 

in and enjoyment of English. 


In Year 12 students are introduced to concepts and frameworks for the study of language, 

learning to apply these in the investigation of their own and others’ use of spoken and 

written language. Students develop and hone their skills in writing for different audiences 

and purposes and become increasingly adept at analysing the linguistic structure and 

function of texts. We also aim to develop students’ ability to respond perceptively to the 

different varieties of English that they hear and read, exploring data and examples of 

language in use. 

In Year 13, students’ knowledge of a range of linguistic frameworks is further developed, 

investigating varieties of English, language acquisition and language change over time up 

to the 21 st century. Students will select one area for coursework focus and will be 

expected to exercise increasing independence in the selection of texts and data and in the 

planning and structuring of their work. 

The course is divided into four components, all assessed at the end of the second year of 

study: three units are exams; one unit is coursework. 

Component 1: Language Concepts and Issues 

 

 

 

Written examination: 2 hours 


Two questions 

Analysis of Spoken Language – analysis of at least two spoken word transcripts 

Language issues – one question from a choice of three based on the study of four topic 

areas (standard and non-standard English, language and power, language and situation, 

language acquisition). 

22

Component 2: Language Change Over Time 

 

 

 

Written examination: 2 ¼ hours 


Two questions 

Language change over time 

English in the 21 st Century 

Component 3: Creative and Critical Use of Language 

 

 

 

Written examination: 1 ¾ hours 


One question 

Two original writing responses and one accompanying commentary 

Component 4: Language and Identity 

 

 

Coursework – 2,500-3,000 words 


Language investigation (extended essay) on the study and research of a topic related to 

language and identity. Students are required to choose a topic from the following list: 

language and self-representation; language and gender; language and culture; or 

language diversity. 


Students participate in group work, class discussion, individual research and a wide range 

of reading, particularly of non-fiction texts from a variety of genres and times. 

Students do need to be active and engaged readers of fiction and non-fiction and success 

in this course depends upon students being conscious, aware and interested in a wide 

range of social, cultural and political events. 


This course offers the opportunity to develop written language skills in both creative and 

analytical writing. 

23

The first year content is designed to develop communication skills and knowledge 

about language 

The second year content extends the study of language in its cultural contexts and 

prepares for study in Higher Education 

Emphasis is placed on students as independent learners and language users 

There is compulsory coursework representing 20% of the overall course mark 

All terminal assessment is completed at the end of the second year of study 

24

ENGLISH LITERATURE 

SPECIFICATION 

A Level Edexcel English Literature 9ETO 


To provide students with progression from the knowledge, understanding and skills 

established in English Literature GCSE; to encourage wide independent reading for 

pleasure and understanding. 

Students will develop knowledge and understanding of: 

 

 

 

 

 

 

 

 

 

How writers use language in texts to shape meaning in and evoke responses in 

audiences and readers 

The function of genre features and conventions in poetry, prose and drama 

A range of ways to read texts, including reading for detail of how writers use and adapt 

language, form and structure in texts, responding critically and creatively 

The contexts (historical, literary and ideological) in which texts have been produced 

and received 

How to respond and critically evaluate texts, drawing on understanding of 

interpretations by different readers 

How attitudes and values are expressed in texts 

How to fluently and effectively convey knowledge, understanding and evaluation of 

texts 

How to use literary critical concepts and terminology 

How to make appropriate use of the conventions of writing in literary studies, referring 

accurately and appropriately to texts and sources 

25


Year 1 Year 2 

 

Poetry 

 

Drama 

 

- Poetry from the Romantic Period 

- Post 2000 Contemporary Poetry 

Prose 

- Heart of Darkness, Joseph Conrad 

- One Shakespeare play (Othello) 

plus selection of related essays 

from the Shakespeare Critical 

Anthology 

- A Streetcar Named Desire, 

Tennessee Williams 

- The Lonely Londoners, Sam Selvon 

 

Coursework 

- One comparative essay of up to 

3000 words. 

Year 1 

Component 1: Poetry – The Romantics / Post 2000 Contemporary 

You will study, 

 

 

A selection of poems from English Romantic Verse to develop understanding of the 

contexts for Romantic poetry, its formal and ideological aspects, and how to compare 

poems independently 

A selection of poems from Poems of the Decade, An Anthology of the Forward Books of 

Poetry 2002 – 2011 to develop understanding of contemporary poetry in its formal and 

ideological aspects, and how to compare poems unseen at a high level. 

- Assessment 

 

 

 

Written exam of 2 hours and 15 minutes 

Section A: Contemporary Poetry: one comparative essay from a choice of two on an 

unseen poem written after 2000 and a named poem from the studied collection 

Section B: Poetry Collections: one essay question from a choice of two on the Poetry 

from the Romantic Period 

26

Component 2: Prose – Heart of Darkness and Lonely Londoners OR Tess of the 

D’Urbervilles and Mrs. Dalloway 


 

Two texts from the twentieth century from a comparative perspective, analysing 

formal and ideological aspects and comparing the various contexts for reading they 

present, such as Post-Colonialism, Modernism, and Narrative Theory. 

- Assessment 

 

 

Written exam of one hour 

One comparative essay from a choice of two questions 

Year 2 A Level 

Component 1: Drama 


 

 

 

Othello: William Shakespeare 

A Streetcar Named Desire: Tennessee Williams 

Essays and other critical commentary related to the form of tragedy and the history of 

Shakespeare studies in Shakespeare: A Critical Anthology 

- Assessment 

 

 

 

One written exam lasting 2 hours and 15 minutes 

Section A: Shakespeare – one essay question, incorporating ideas from wider critical 

reading 

Section B: Other Drama – one essay question on A Streetcar Named Desire 

Component 4: Coursework 

One extended comparative essay (up to 3000 words) referring to two texts and a range of 

secondary material and literary criticism: free choice of texts but linked by theme, 

movement, author or period. 

27


Students participate in group work, class discussion, individual research and a wide range 

of reading. There will be opportunities for theatre and cinema visits throughout the 

course, as well as relevant trips. 


 

 

The course offers the opportunity to develop creative writing skills, as well as 

sophisticated reading skills 

Students will have the opportunity for theatre and cinema visits as well as study 

days at Manchester Metropolitan University 

28

FRENCH 

SPECIFICATION 

A Level AQA French 7652 


The course aims to: 

 

 

 

 

 

 

 

 

 

Enhance linguistic skills and promote and develop the capacity for critical thinking on 

the basis of knowledge and understanding of the language, culture and society of 

France or countries where French is spoken 

Develop control of the language system to convey meaning, using spoken and written 

skills, including an extended range of vocabulary, for both practical and intellectual 

purposes as increasingly confident, accurate and independent users of French 

Develop the ability to interact effectively with users of French in speech and in writing, 

including through online media 

Develop language learning skills and strategies, including communication strategies to 

sustain communication and build fluency and confidence 

Engage critically with intellectually stimulating texts, films and other materials in 

French, developing an appreciation of sophisticated and creative uses of French within 

their cultural and social context 

Develop knowledge about matters central to the society and culture, past and present, 

of France and countries where French is spoken 

Mediate between cultures and between speakers of French and speakers of English 

Foster the ability to learn other languages 

Equip students with transferable skills such as autonomy, resourcefulness, creativity, 

critical thinking, and linguistic, cultural and cognitive flexibility that will enable them to 

proceed to further study or to employment 


YEAR 12 TOPICS 

1. Social issues and trends 

2. Artistic culture 

3. Grammar 

4. Works: Literary texts and films 

29

Social issues and trends 

Students must study the following themes and sub-themes in relation to at least one 

French speaking country. Where France is not specified, students may study the theme or 

sub-theme in relation to any French-speaking country. Students must study the themes 

and sub-themes using a range of sources, including material from online media. 

Aspects of French-speaking society: current trends 

• The changing nature of the family (La famille en voie de changement) 

• The 'cyber-society' (La « cyber-société ») 

• The place of voluntary work (Le rôle du bénévolat) 

Artistic culture 

Artistic culture in the French-speaking world 

• A culture proud of its heritage (Une culture fière de son patrimoine) 

• Contemporary francophone music (La musique francophone contemporaine) 

• Cinema: the 7th art form (Cinéma: le septième art) 

Grammar 

Students will be expected to have studied the grammatical system and structures of the 

language during their course. Knowledge of the grammar and structures specified for 

GCSE is assumed. 

Literary texts and films 

Students must study either one text or one film from the list below: 

• Molière Le Tartuffe 

• Voltaire Candide 

• Maupassant Boule de suif et autres contes de la guerre 14 

• Camus L’étranger 

• Françoise Sagan Bonjour tristesse 

• Claire Etcherelli Elise ou la vraie vie 

• Joseph Joffo Un sac de billes 

• Faïza Guène Kiffe kiffe demain 

• Philippe Grimbert Un secret 

• Delphine de Vigan No et moi Films 

• Au revoir les enfants 

• La Haine 

30

• L’auberge espagnole 

• Un long dimanche de fiançailles 

• Entre les murs 

• Les 400 coups 

Y13 TOPICS 


2. Political and artistic culture 

3. Grammar 


Paper 1: Listening, reading and writing 

• Aspects of French speaking society 

• Artistic culture in the French speaking world 

• Multiculturalism in French speaking society 

• Aspects of political life in French speaking society 

• Grammar 

• Written exam: 2 hours 30 minutes • 160 marks in total • 40% of A Level 

Paper 2: Writing 

 

 

One text and one film or two texts from the list set in the specification 

Grammar 

Written exam: 2 hours • 90 marks in total • 30% of A Level 

Paper 3: Speaking 

 

 

Individual research project 

One of four sub-themes i.e. Aspects of French speaking society or Artistic culture in the 

French speaking world or Multiculturalism in French speaking society or Aspects of 

political life in French speaking society 

Oral exam: 21–23 minutes (including 5 minutes preparation time) • 60 marks in total • 



 

 

Visits abroad 

Study-day visits to local universities 

31

Video and foreign language films 

Use of Internet to access up-to-date information 


The A Level course is conducted in the foreign language wherever possible, and students 

are expected to take an active part in the learning programme. The course is based on the 

study of texts from a wide variety of sources, spoken as well as written, and at the same 

time as increasing their ability to use French, students will gain knowledge of and insight 

into aspects of the civilisation and culture of France and the French – speaking world. 

Through the use of documents and data, radio and taped texts, articles and books and 

computerised information, students will be encouraged to collect, analyse and exchange 

information, ideas and attitudes through the medium of French. The texts studied will be 

concerned primarily with topics of current interests rather than ‘literature’. Students MUST 

be prepared to commit a considerable amount of private time to the acquisition of an 

extremely broad vocabulary, and should be aware that a great deal of emphasis is placed 

on them voicing opinions on sociological issues in French. 

ENTRY REQUIREMENTS 

Grade B at GCSE. 

SUBJECTS WHICH COMPLEMENT FRENCH 

Other languages 

English, History, Geography 

Economics 

Business Studies 

Politics and Government 

Sciences 


Pure languages degree courses. 

Language and business courses or any other combination degrees. 

Bilingual secretarial courses. 

Translating/Interpreting. 

Science/Engineering courses that include work experience abroad. 

32

GEOGRAPHY 

SPECIFICATION 

A Level AQA Geography 


The primary objective of the course is to develop students’ awareness of contemporary 

geographical issues and to equip them with a variety of skills which will benefit them 

beyond the confines of the A Level Geography curriculum. The AQA syllabus ensures that 

students will develop statistical, graphical and cartographical skills as well as independent 

research and problem solving skills which will provide them with the understanding and 

aptitudes for further study in higher education or future employment. A range of Physical 

and Human topics are studied which can always be linked to modern case studies making 

the course both relevant and interesting. 


The A Level specification has three units: 

Component 1: Physical Geography 

Topic list 

- Water and Carbon Cycles 

- Coastal Systems and Landscapes 

- Hazards 

Worth 40% of the A Level and will be assessed by a 2 hours and 30 minutes written paper 

Component 2: Human Geography 

Topic list 

- Global Systems and Global Governance 

- Changing Places 

- Contemporary Urban Environments 

Worth 40% of the A Level and will be assessed by a 2 hours and 30 minutes written 

paper. 

33

Component 3: Geographical Investigation 

Non-examined assessment 

Worth 20% of the A Level 

Students complete an individual investigation of 3000-4000 words, which must include 

data collected in the field, based on a question or issue defined and developed by the 

students relating to any part of the specification content. 


A variety of learning styles are involved including group work assignments and 

independent research projects. 


Students will take part in four days of fieldwork for the A Level course. This will involve a 

two night residential to the Holderness coast to study coastal processes and management, 

as well as a more local study to take place in Manchester. There is also the opportunity for 

a visit to Iceland to explore an environment rich in tectonic activity. Students will also be 

able to take advantage of regular enrichment opportunities aimed at boosting their 

geographical knowledge in preparation for the final exams; this includes guest speakers, 

visits to external lectures and courses runs by examiners to prepare students for their 

terminal exams. The department is a member of the Geographical Association which 

means we have access to contemporary resources and a range of enrichment 

opportunities. 

34

GOVERNMENT AND POLITICS 

SPECIFICATION 

A Level Edexcel Government and Politics 9PL0 


To develop: 

Knowledge and an informed understanding of contemporary political structures and 

issues in their historical context, both within the UK and globally 

A critical awareness of the changing nature of politics and the relationships between 

political ideas, institutions and processes 

An informed understanding of the influences and interests which have an impact on 

decisions in government and politics 

An informed understanding of the rights and responsibilities of individuals and groups 

The ability to critically analyse, interpret and evaluate political information to form 

arguments and make judgements 

An interest in, and engagement with, contemporary politics. 


Component 1: UK Politics and Core Political Ideas 

 

 

 

 

 

Democracy and participation 

Political parties 

Electoral systems 

Voting behaviour and the media 

Conservatism, liberalism, socialism 

Component 2: UK Government and Optional Political Ideas 

 

 

 

 

The constitution 

Parliament 

Prime Minister and executive 

Anarchism, ecologism, feminism, multiculturalism or nationalism 

Component 3: Comparative Politics 

 

 

The US Constitution and federalism 

Democracy and Participation 

35

US presidency 

US Supreme Court and Civil Rights 

US Congress 

US Federation 

US/UK comparisons 

Assessment is through 3 examinations, each representing 33% of the course. Each paper 

lasts for 2 hours and requires essay writing skills as well as responding to political sources. 

The students will follow a linear programme and complete all 3 units over the 2 years 

taught by subject specialists. 


Politics is a highly relevant guide to the students’ country, their role in it and the part they 

can play in its future. Studying Politics will allow them to explore their own ideas and 

reach conclusions. We will teach students how to think, rather than tell them what to think 

and, where possible, classes will take the form of seminar style discussions to which they 

will be expected to contribute. To do this effectively students will need to learn how to 

analyse and evaluate, and how to construct clear and rational arguments to defend their 

point of view. They will develop many analytical and practical skills including the ability to 

conduct research, oral and written communication and IT, all of which are invaluable in 

today’s employment market. 

Students will be given regular opportunities to develop their essay writing skills in 

preparation for the final examinations. They will also practise marking and planning 

answers to ensure they are aware of the exam requirements. 


Students will have the opportunity to participate in an overseas visit to America, staying in 

Washington DC, New York and Philadelphia, as well as a trip to Parliament in London. 

Lecture trips to Manchester University are also a part of the course, as is the weekly 

Debate Club. 

36

HISTORY 

SPECIFICATION 

A Level Edexcel History 9H10 


To explore the actions and ideas of individuals and societies to explain how life 

is and how it has been shaped 

To explore and study past events, changes and societies in order to understand 

the present and make sense of the world around us 

To explore history to shape and consider our moral understanding, sense of 

identity and our sense of citizenship 


Unit 1: Paper 1 Britain transformed, 1918–97 

This option is a study of Britain as it emerged from the First World War and how it 

faced the challenges of Irish independence, working-class protest and votes for 

women. We will also explore the British response to the challenges of the twentieth 

century such as the General Strike (1926), the abdication crisis (1936), the Blitz 

(1940), the birth of the National Health Service (1948), the Suez Crisis (1956), the 

‘Swinging Sixties’ and the election of the first woman Prime Minister (1979) to 

name just a few events. 

Theme 1: A changing political and economic environment, 1918–79 

Theme 2: Creating a welfare state, 1918–79 

Theme 3: Society in transition, 1918–79 

Theme 4: The changing quality of life, 1918–79 

Interpretation: What impact did Thatcher’s governments have on Britain, 1979–97? 

Unit 2: The USA, 1955 – 92 conformity and challenge. 

This option comprises a study in depth of the USA in the years 1955–92, from post- 

1945 affluence, through racial and political protests in the 1960s, to the rise of 

right-wing groups in the 1980s and the development of bitter divisions between 

Democrats and Republicans. 

37

Students will gain an in-depth understanding of the challenges posed to the 

American political system by popular protests and different styles of leadership, and 

the effects on society of widespread economic, social and cultural change. 

Theme 1: Affluence and conformity, 1955–63 

Theme 2: Protest and reaction, 1963–72 

Theme 3: Social and political change, 1973–80 

Theme 4: Republican dominance and its opponents, 1981–92 

Unit 3: Protest, agitation and parliamentary reform, c1780–1928 

This option gives students the opportunity to explore the ways in which protest and 

agitation impacted on British society c1780–1928, and its success in bringing about 

change. Lasting change in most cases involved parliament and so parliamentary 

reform, and the increase in the numbers of people able to decide who should 

represent them. 

Aspects in breadth: changes in representation in England, c1780–1928 

1. Reform of parliament 

2. Changing influences in parliament: the impact of parliamentary reform 

Aspects in depth: mass protest and agitation 

1. Radical reformers, c1790–1819 

2. Chartism, c1838–c1850 

3. Contagious Diseases Acts and the campaign for their repeal, 1862–86 

4. The Women’s Social and Political Union, 1903–14 

5. Trade Union militancy, 1917–27 

Unit 4: Coursework: Independent Project 

The purpose of this coursework is to enable students to develop skills in the 

analysis and evaluation of interpretations of history in a chosen question, problem 

or issue as part of an independently researched assignment. 

The focus is on understanding the nature and purpose of the work of the historian. 

Students will be required to form a critical view based on relevant reading on the 

question, problem or issue. They will also be specifically required to analyse, 

explain and evaluate the interpretations of three historians. 

38


Studying History will allow students to explore their own ideas and reach 

conclusions. We will teach them how to think, rather than tell them what to think 

and, where possible, classes will take the form of seminar style discussions in which 

students will be expected to contribute. To do this effectively, students will need to 

learn how to analyse and evaluate, and how to construct clear and rational 

arguments to defend their point of view. Successful students will be those who can 

read critically and write convincingly. 

ASSESSMENT 

Students will be required to sit 3 exams in year 13: 

Unit 1: 30% 2 hours 15 mins 

Unit 2: 20% 1 hour 30 mins 

Unit 3: 30% 2 hours 15 mins 

Coursework 20% 3 – 4000 words 


Students will have the opportunity to participate in an overseas visit to the USA. 

Lecture trips to Manchester University are also a part of the course, as is the 

weekly Debate Club. 

39

MATHEMATICS 

SPECIFICATION 

A Level AQA Mathematics (7357) 


Students should be able to: 

Recall, select and use their knowledge of appropriate mathematical facts, concepts 

and techniques in a variety of contexts; 

Construct rigorous mathematical arguments through appropriate use of precise 

statements, logical deduction and inference and by the manipulation of 

mathematical expressions; 

Evaluate mathematical models, including an appreciation of the assumptions made, 

and interpret, justify and present results from a mathematical analysis in a form 

relevant to the original problem; 

Read and comprehend a mathematical argument or an example of the application 

of Mathematics and have an awareness of its limitations. 


Mathematical argument, language and proof; Problem solving; Mathematical modelling 

Pure Maths 

Proof, Algebra and functions, Coordinate geometry in the (x,y) plane, Sequences and 

series, Trigonometry, Exponentials and logarithms, Differentiation, Integration, Numerical 

methods, Vectors 

Statistics 

Statistical sampling, Data presentation and interpretation, Probability, Statistical 

distributions, Statistical hypothesis testing 

Mechanics 

Quantities and units in mechanics, Kinematics, Forces and Newton’s laws, Moments 

Assessment is by three 2-hour written exam papers (each worth 33⅓%) : 

Pure Maths, Pure and Mechanics, Pure and Statistics 

40


Students are taught by teacher exposition, group work, class discussion, investigation and 

individual research and practice. 


Students have access to the MyMaths website, which can be used for individual revision 

and practice. They have the opportunity to participate in the UK Senior Maths Challenge 

(and follow-up competitions) and have the chance to attend the Maths Inspiration 

Lectures. 

Students who are aiming for a career or university course with a high mathematical 

content might also like to consider opting for A Level Further Maths as well. 

41

FURTHER MATHEMATICS 

SPECIFICATION 

A Level AQA Further Mathematics (7367) 


Further Maths is a second A Level qualification in Mathematics. It is aimed at students 

who intend to pursue subjects beyond the sixth form that have a high mathematical 

content, such as Mathematics itself, Sciences, Finance and Computing. It extends many 

of the concepts covered in the A Level Maths course. While it is not necessarily a 

prerequisite for many degree courses, it is seen as highly desirable, especially by the more 

“prestigious” universities. Students wishing to study Further Maths must also 

choose the single A Level Maths option. 


Mathematical argument, language and proof; Problem solving; Mathematical modelling 

Pure Maths 

Proof, Complex Numbers, Matrices, Further Algebra and Functions, Further Calculus, 

Further Vectors, Polar Coordinates, Hyperbolic Functions, Differential Equations, 

Trigonometry, Numerical Methods, Coordinate Geometry. 

Plus two applied options from 

Statistics 

Discrete and Continuous Random Variables, Expectation, Poisson Distribution, Chi Tests, 

Exponential Distribution, Inference. 

Mechanics 

Dimensional Analysis, Momentum and Collisions, Work, Energy and Power, Circular 

Motion, Centres of Mass. 

42

Discrete Maths 

Graph Theory, Networks, Linear Programming, Critical Path Analysis, Game Theory, Group 

Theory. 

Assessment is by three 2-hour written exam papers (each worth 33⅓%): 

Two Pure Maths plus one applied paper. 


Students are taught by teacher exposition, group work, class discussion, investigation and 

individual research and practice. 


Students wishing to study Further Maths must also choose the single A Level 

Maths option. 

43

MEDIA STUDIES 

SPECIFICATION 

A Level AQA Media Studies 7572 

CONTENT 

A Level Media Studies engages students in the in depth study of media products in 

relation to the four areas of the theoretical framework: 

• Media language 

• Media representation 

• Media industries 

• Media audiences 

Students are required to study media products from all of the following media forms: 

• Audio-visual forms (TV, film, radio, advertising and marketing, video games and 

music video) 

• Online forms (social and participatory media, video games, music video, 

newspapers, 

magazines, advertising and marketing) 

• Print forms (newspapers, magazines, advertising and marketing) 


A Level Media Studies offers students a comprehensive and integrated coverage of media 

theory and practice. There is a focus on new technologies, and students will complete 

practical work. The course covers a variety of contemporary topics and debates, from the 

way the media presents news and fiction, the impact of technological and e-media 

changes, to the production of marketing for a musical artist. 

What students like about the specification: 

 

 

 

 

Its contemporary relevance 

The hands-on practical work involved in producing such products as a video, web page 

or magazine 

The skills gained from the coursework units – learning about the process in the 

planning phase, developing production skills and evaluating their completed work 

against their intentions 

How the topics covered relate to their everyday lives 

44

Skills students develop: 

How to research, plan and construct media products using appropriate technical and 

creative skills 

To evaluate their own practical work 

To understand codes and conventions of the different platforms (broadcasting, e- 

media, print) 

How to apply knowledge and understanding when analysing media products and 

processes 

To increase their knowledge and understanding of media concepts 

To develop enquiry, critical thinking and decision-making skills 

To develop their knowledge and understanding of contexts and critical media debates 

and issues 


 

 

 

 

Greater opportunities for practical work 

Practical work carried out using a wide range of software and hardware 

Students as active investigators rather than passive learners 

This course provides a good foundation for abstract thinking, general problem-solving, 

algorithmic and mathematical reasoning, scientific and engineering-based thinking, 

when investigating future challenges 


During the course students will develop knowledge of the four key media areas through 

close study products – this involves an in depth study of at least one audio-visual, one 

print and one online media form. 

Students will learn how the different modes and language associated with different media 

forms communicate multiple meanings and how audiences respond to and interpret 

different aspects of media language. 

Within media representations students will learn the ways events, issues, individuals 

(including self-representation) and social groups (including social identity) are represented 

through processes of selection and combination. 

Within media industries students will learn about the processes of media production, 

distribution and circulation by organisations, groups and individuals in a global context. 

Within media audiences students will learn how audiences are grouped and categorised by 

media industries, including by age, gender and social class, as well as by lifestyle and 

taste. 

45

Media Studies develops a number of skills: 

 

 

 

 

An ability to analyse how media products are constructed 

How to produce media products across different platforms - either on your own or as 

part of a team 

Individual research 

How to evaluate your own media products and those of others 

ASSESSMENT 

Paper 1 

Questions will focus on issues and debates in the media. A topic will be released in 

advance of the exam. Students will be expected to use any relevant elements of the 

theoretical framework in order to explore the ideas in the paper. 

 

 

 

Written exam: 2 hours 

84 marks 

35% of A-level 

Questions: 

An argument relating to the theme. 

Short answer questions relating to the theme. 

2x15 mark questions testing in depth knowledge of two areas of the theoretical 

framework. 

2x25 mark questions assessing in depth knowledge of the two remaining areas of the 

theoretical framework. 

Paper 2 

Questions will focus on the analysis of media products, through the lens of the theoretical 

framework. Students will be expected to refer to the Close Study Products (CSPs) provided 

by AQA and other products they have studied. They will also be expected to demonstrate 

understanding of the contexts in which the products were created. 

 

 

 

Written exam: 2 hours 

84 marks 


Questions: 

Contrasting points of view relating to a particular CSP. 

46

Short answer questions assessing breadth and depth of knowledge of aspects of the 

theoretical framework in relation to particular media products. 

2x30 mark questions assessing depth of knowledge of the theoretical framework 

and/or contexts in relation to media products. 

Non-exam assessment: Creating a media product 

 

 

 

 

 

 

 

Application of knowledge and understanding of the theoretical framework. 

Practical skills relating to the media format of their choice. 

A choice of topics related to the over-arching (annually changing) theme 

72 marks 


Assessed by teachers 

Moderated by AQA 

Tasks 

Students produce: 

A statement of intent 

Cross-media products made for an intended audience. 

SUBJECTS WHICH COMPLEMENT MEDIA STUDIES 

Students who take Media Studies often also take English Literature/Language, Drama and 

Theatre Studies or Sociology and Psychology. As the media touches every person and 

every profession, the subject has a really broad application. 


Media Studies naturally leads to careers in journalism, marketing, advertising or public 

relations. However, an awareness of how the world of media works can also support other 

careers, such as social work, law, medicine and education. By knowing how the media 

operates you will be able to decode messages more skilfully, and engage with topics that 

interest you. 

47

MUSIC 

SPECIFICATION 

A Level Edexcel Music 9MUO 


The A Level Music course allows students to develop performance skills to perform with 

fluency and control, develop skills to write longer, detailed compositions and to develop a 

better understanding of the development of Music from 1400 to present day. Being able 

to critically analyse and place Music in its context and make comparisons to other works is 

an important feature of this course. 


Unit 1 Performance 30% 

Students perform an 8 minute recital of 2/3 contrasting pieces or 1 long work to the 

equivalent of grade 6 - 8 standard. The programme can include solo and ensemble pieces 

but must be recorded concurrently. The recital is marked as a whole rather than as 

individual pieces out of 40 and is assessed on the following criteria: 

Technical control for interpretation of musical ideas – 16 

Technical control for accuracy and fluency – 16 

Expressive control, style and context - 16 

Total = 48 

Students need to have music that is notated and an accompanist must be used where 

necessary. The recordings take place in Year 13 up until April. 

Unit 2 Composition 30% 

Students produce 2 compositions which total 5 minutes. One of the two tasks is set by 

the exam board as a composition technique paper and the other can be a free choice 

piece. 

48

Students have a choice of briefs, set by the exam board in September to include the 

following: 

 

 

 

 

Composing expressively – music which tells a story or conveys pictures 

Variations – ground bass, passacaglia or chaconne 

Words and music – vocal music from madrigals to pop songs 

Text, context and texture – opera, jazz, scat to sprechgesang 

Assessment is based on coherence, use of instruments and techniques, development of 

ideas, harmony, structure, and texture and receives a mark out of 60. The composition is 

submitted at the end of April for moderation. 

Unit 3 Developing Musical Understanding 40% 

Students complete a 2 hour combined listening and written examination. This is split into 

2 parts: A and B each with equal weighting of 50 marks. 

Students will study 18 set works (3 from each different areas of study): 

 

 

 

 

 

 

Vocal Music 

Instrumental Music 

Music for Film 

Popular Music and Jazz 

Fusions 

New Directions 

Part A lasts approximately 45 minutes and consists of listening to the CD and answering 

questions on the skeleton score, discussing compositional techniques used and identifying 

musical features based on the focus works. 

Part B lasts approximately 75 minutes and students extend their knowledge of the set 

works by comparing and contrasting features. These could include resources, form, 

texture, harmony, melody, rhythm, and metre. Students complete 2 essay questions. The 

first one asks students to draw ideas and facts from their set works to link to an unfamiliar 

extract. The second essay is a choice of three questions that ask students to evaluate the 

musical elements, context and key features of one set work. Each option is from a 

different area of study. 

The paper consists of multiple-choice, short, open and extended writing questions. 

49

This exam takes place in June and gives students a real chance to concentrate and focus 

when the 60% coursework is completed. 


Students will work independently and in small groups. Discussions will take place involving 

musical scores; performance skills will be developed through both group work and solo 

work. Independent study will need to be completed outside the lessons to consolidate the 

work and to develop listening and aural skills. 


Students are encouraged to join the extracurricular activities available and to lead 

ensembles to enhance Unit 1 skills. Workshops and master classes are offered at external 

venues, such as the Royal Northern College of Music. 

SUBJECTS WHICH COMPLEMENT MUSIC 

Traditionally Music has worked well with Science and Maths based subjects, as well as 

other creative art subjects. It can also be used to provide a balance to any other 

combination of subjects. Universities such as Cambridge rate Music in their top 8 of 

academic subjects because of the skills required. 


The A Level course is an excellent choice for students who wish to either further their 

musical development, to use as an intended career / university subject or simply to add 

variety to other A Level subjects. Students develop skills in communication, problem 

solving and working with others. Extra-curricular activities enhance the classroom based 

work including trips to workshops and concerts. Opportunities to use music technology 

are also available. 

50

PHYSICS 

SPECIFICATION 

A Level AQA Physics 7408 


A Level Physics takes students into the heart of what is widely regarded as the most 

fundamental of all sciences. Studying Physics can see students grasping the scope of 

massive galaxies or probing the tiniest component particles of atoms. Physics is the study 

of how everything works as well as the basic rules of the universe and is full of challenges 

and opportunities. It is a problem solving subject at its core. 


Physics is taught using motivating, up-to-date contemporary contexts. This approach 

begins with the study of laws, theories and models of Physics and finishes with an 

exploration of their practical applications. Physics knowledge is rapidly growing and the 

application of new concepts is leading to developments in Medical Physics, Engineering, 

Astrophysics and Cosmology and modern technology in general. 

Throughout the course we try to select the approach that best meets the needs of the 

students. 

A summary of the units of work is shown below: 

First year of A Level 

Measurements and their errors 

Particles and radiation 

Waves 

Mechanics, energy and materials 

Electricity 

Second year of A Level 

Further mechanics and thermal physics 

Fields 

Nuclear physics 

Astrophysics 

 

 

There is no coursework on this course. However, students’ performance during a series 

of required practical experiments will be assessed. 

There are three exams at the end of the two years for A Level, all of which are two 

hours long. 15% of the marks for A Level Physics are based on experimental 

techniques developed in students’ practical work 

51


A variety of teaching methods are employed, such as group and individual work, class 

discussion, group presentation and practical work. A good knowledge and understanding 

of GCSE Mathematics is essential for Physics as these skills are used right from the start of 

the course. Students will also be expected to undertake independent study where problem 

solving practice is essential in addition to note taking. 


Various trips and talks take place throughout the year, for example a one day particle 

Physics Masterclass at Daresbury Laboratory in Cheshire and various lectures at the 

University of Manchester and other venues. 

52

DESIGN AND TECHNOLOGY: PRODUCT DESIGN 

SPECIFICATION 

A Level Eduqas Design and Technology: Product Design 603/1178/2 


An A Level in Design and Technology offers a unique opportunity in the curriculum for 

learners to identify and solve real problems by designing and making products or systems. 

Design and technology is an inspiring, rigorous and practical subject. This specification 

encourages learners to use creativity and imagination when applying iterative design 

processes to develop and modify designs, and to design and make prototypes that solve 

real world problems, considering their own and others’ needs, wants, aspirations and 

values. 


Component 1: Design and Technology in the 21st Century 

Written examination: 3 hours 


Learners take a single examination in the Product Design Specialism. 

The examination includes a mix of short answer, structured and extended writing 

questions. It will assess learners' knowledge and understanding of technical principles as 

well as designing and making principles in the following areas: 

 

 

 

 

 

 

 

Designing and innovation 

Materials and components 

Processes 

Industrial and commercial practice 

Product analysis and systems 

Human responsibility 

Public interaction – marketing and research 

53

It will also assess their ability to analyse and evaluate design decisions and wider issues in 

design and technology. 

Whilst study of this content will prepare learners for the Component 1 assessment 

(examination), it will also develop knowledge and understanding that can be applied in 

Component 2 (the design and make project). 

Students will study all of the content specified, to ensure they have a broad knowledge 

and understanding of design and technology. The majority of the content will be initially 

covered in the first year of the course through a range of theoretical focused lessons and 

short practical tasks. The second year of the course will have a focus on the design and 

make project along with some integrated theory lessons. 

Component 2: Design and make task 

Non-exam assessment: 80 hours 


This is a sustained design and make task, based on a contextual challenge set by the 

exam board. It will consist of a design portfolio of evidence supporting a practical make 

element. The project will assess candidates' ability to: 

 

 

 

Identify, investigate and outline design possibilities 

Design and make prototypes 

Analyse and evaluate design decisions and wider issues in design and technology 

Assessment Criteria 

Marks 

(a) Identifying and investigating design possibilities 15 

(b) Developing a design brief and specification 15 

(c) Generating and developing design ideas 25 

(d) Manufacturing a prototype 25 

(e) Analysing and evaluating design decisions and prototypes 20 

Total 100 

The project requires students to demonstrate the integration of designing and making 

skills, knowledge and understanding. 

This component is marked in school and moderated by the Eduqas. 

54

SUBJECY STUDY REQUIREMENTS: 

 

 

 

 

 

 

 

 

 

Have a critical understanding of the wider influences on design and technology, 

including cultural, economic, environmental, historical and social factors. 

Be open to taking design risks, showing innovation and enterprise whilst considering 

their role as responsible designers and citizens. 

Develop intellectual curiosity about the design and manufacture of products and 

systems, and their impact on daily life and the wider world. 

Develop the capacity to think creatively, innovatively and critically through focused 

research and the exploration of design opportunities arising from the needs, wants and 

values of users and clients. 

Develop knowledge and experience of real world contexts for design and technological 

activity. 

Develop an in-depth knowledge and understanding of materials, components and 

processes associated with the creation of products that can be tested and evaluated in 

use. 

Be able to make informed design decisions through an in-depth understanding of the 

management and development of taking a design through to a prototype/product. 

Be able to work safely and skilfully to produce high-quality prototypes/products. 

Develop the ability to draw on and apply a range of skills and knowledge from other 

subject areas, including the use of mathematics and science for analysis and informing 

decisions in design. 

The course enables learners to identify market needs and opportunities for new products, 

initiate and develop design solutions, and make and test prototypes. Learners should 

acquire subject knowledge in design and technology, including how a product can be 

developed through the stages of prototyping, realisation and commercial manufacture. 

Learners should take every opportunity to integrate and apply their understanding and 

knowledge from other subject areas studied during key stage 4, with a particular focus on 

science and mathematics and ICT. 

Students need to have both academic and practical ability. 

55


This course is suitable for anyone considering further study or a career in a design or 

engineering field or architecture. It is also for students who wish to broaden their post 16 

studies and gain a fuller understanding of the world in which we live and to develop as 

discerning consumers, able to make informed choices. 

Product Design is a vehicle for developing and demonstrating key skills which will prove 

useful and transferable to the students’ main area of study. These include analysis, 

problem solving, project management, ICT and manual dexterity. 

There are opportunities to integrate work-related activities into the course and form links 

with industry and commerce. For example, students could enlist the help of the Royal 

Academy of Engineers or talk to a manufacturer about their design. Research may also 

involve trips to design museums. 

56

PSYCHOLOGY 

SPECIFICATION 

A Level AQA Psychology 7182 


The course encourages students to study psychological concepts, theories and research 

studies; to develop skills of analysis, interpretation and evaluation; to develop an 

understanding of the different areas of psychology; to design and report investigations 

and analyse and interpret data; to develop an understanding of ethical issues in 

psychology, including the ethical implications of psychological research. 


A level: 

Paper 1: 

Paper 2: 

Paper 3: 

3 papers (2 hours each – 96 marks each) all include multiple choice, short 

answer and extended writing. 

Social Influence, Memory, Attachment, Psychopathology (All compulsory) 

Approaches in Psychology, Biopsychology, Research Methods (All 

compulsory). 

Issues and debates, Relationships, Schizophrenia, Aggression (These are 

optional and chosen by school. They may be subject to change). 


A variety of learning experiences are explored including interpreting and analysing 

research studies and findings, class discussions and debates, individual and group 

presentations. There is also an important requirement that reading, note making and the 

completion of activities relating to particular syllabus themes be undertaken by the 

students in their allocated independent study time both in school and at home. 


Psychology is the science of human behaviour and experience. It involves observation and 

experimentation, the establishment of facts and the construction of theories which make 

sense of these facts. Psychology comprises a variety of approaches and subject areas such 

as Cognitive, Social, Biological, Developmental, Individual Differences and Research 

Methods. 25% is Biology; 10% is Maths content. 

57


Students will have the opportunity to: 

 

 

Attend a psychology lecture at Chester Zoo to gain understanding of psychology in 

action. 

Get involved with the lower school by helping to run a social sciences lunch time 

club. 

58

RELIGIOUS STUDIES 

SPECIFICATION 

A Level EDUQAS Religious Studies Route B – A120PB 


Religious Studies is designed to encourage students to do the following: 

 

 

 

 

 

Develop their interest in a rigorous study of religion and belief and relate it to the wider 

world 

Develop knowledge and understanding appropriate to a specialist study of religion 

Develop an understanding and appreciation of religious thought and its contribution to 

individuals, communities and societies 

Adopt an enquiring, critical and reflective approach to the study of religion 

Reflect on and develop their own values, opinions and attitudes in the light of their 

study 


The course is divided into three areas. 

Students will study different subject areas within Religious Studies: 

 

 

 

The Study of Religion 

Philosophy of Religion 

Ethics and Religion 

Students will cover areas including: 

 

 

 

 

 

 

 

 

 

Religion concepts, life and practices 

Arguments for the existence of God 

Why does evil exist? 

Religious Experience and their validity 

How can something be good? 

Ethical Theory 

Applied ethics 

Religious language 

Deontological ethics 

59

Ethical thought 

Natural law theory 

Free will 

Determinism 

Unit Title Method of 

Assessment 

Component 1 The Study of 1 examination with 

Religion 

two questions 

Component 2 Philosophy of 1 examination with 

Religion 

two questions 

Component 3 Ethics and Religion 1 examination with 

two questions 

Exam Length 

A level – 2 hours 




The course requires students to have an enquiring mind, an interest in the subject and a 

desire to examine some of the bigger questions in the universe. 

Students will need to be able to read challenging texts, take notes, discuss and examine a 

range of different issues and to write a well structured essay. 


Hopefully A Level Religious Studies will be more than a means to an end for students. The 

subject has something extra; real ‘added value’ features include: 

 

 

 

 

 

 

 

Exploring the mysteries of human existence 

Analysing and evaluating the views of others and substantiating their own 

Being challenged to seek answers for the mysteries of life and death 

Looking at challenging everyday issues 

Testing the views of others, including scholars; challenging the evidence and the 

testimonies 

Being aware of the historical, social and cultural influences on the way ideas have 

developed and how the past influences the future 

Facing the challenge of exploring questions that have no answers 

60

SOCIOLOGY 

SPECIFICATION 

A Level AQA Sociology 7192 


The course encourages students to acquire knowledge and a critical understanding of 

contemporary social processes and structures; to appreciate the significance of theoretical 

and conceptual issues in sociological debate; to understand sociological research methods; 

to reflect on their own experience of the social world in which they live and to develop 

skills which enhance their ability to participate more effectively in adult life. 


Sociology is the science of society. It is first the study of relationships existing between 

people living together in a given community so that facts relating to these relationships 

may be detected, classified and examined to see if any meaningful generalisations about 

them are possible, for example, the customs and laws relating to marriage and family; the 

class structure and its relationship to health or educational achievement. The aim is to 

generate an appreciation of the underlying patterns of behaviour in a changing world that 

allow us to make sense of how behaviour is shaped by forces beyond individual choice or 

awareness. 

The A Level course comprises a variety of subject areas including Families and 

Households; Education; Theory and Methods; Belief Systems; Crime and Deviance. 

The A Level course has 3 exams (all 2 hours, worth 80 marks each) comprising short 

answer questions and extended writing up to 30 marks. 


A variety of learning experiences are encouraged, including class discussions and debates, 

individual and group projects and assignments. There is an important requirement that 

reading, note taking and the completion of activities relating to particular syllabus themes 

be undertaken by the students in their independent study time. 

61


Students will have the opportunity to: 

 

 

 

 

Attend Manchester Crown Court to gain experience of the criminal justice system 

first hand. 

Get involved with the lower school by helping to run a social sciences lunch time 

club. 

Make links with other A Level subjects such as Politics, Religious Studies and 

Psychology. 

Learn about people, society, culture and the impact of policy on society. 

62

SPANISH 

SPECIFICATION 

A Level AQA Spanish 7692 


The course aims to: 

Enhance students’ linguistic skills and promote and develop capacity for critical thinking 

on the basis of knowledge and understanding of the language, culture and society of 

Spain and where Spanish is spoken 

Develop control of the language system to convey meaning, using spoken and written 

skills, including an extended range of vocabulary, for both practical and intellectual 

purposes as increasingly confident, accurate and independent users of Spanish 

Develop the ability to interact effectively with users of the language in speech and in 

writing, including through online media 

Develop language learning skills and strategies, including communication strategies to 

sustain communication and build fluency and confidence 

Engage critically with intellectually stimulating texts, films and other materials in 

Spanish, developing an appreciation of sophisticated and creative uses of the language 

and understanding them within their cultural and social context 

Develop knowledge about matters central to the society and culture, past and present, 

of Spain and countries where Spanish is spoken 

Mediate between cultures and between speakers of Spanish and speakers of English 

Foster students’ ability to learn other languages 

Equip students with transferable skills such as autonomy, resourcefulness, creativity, 

critical thinking, and linguistic, cultural and cognitive flexibility that will enable students 

to proceed to further study or to employment 




2. Artistic culture 

3. Grammar 


63

Social issues and trends 

Students must study the following themes and sub-themes in relation to at least one 

Spanish speaking country. Where Spain is not specified, students may study the theme or 

sub-theme in relation to any Spanish-speaking country. Students must study the themes 

and sub-themes using a range of sources, including material from online media. 

Aspects of Hispanic society 

• Modern and traditional values (Los valores tradicionales y modernos) 

• Cyberspace (El ciberespacio) 

• Equal rights (La igualdad de los sexos) 

Artistic culture 

 

 

 

 

Artistic culture in the Hispanic world 

Modern day idols (La influencia de los ídolos) 

Spanish regional identity (La identidad regional en España) 

Cultural heritage or cultural landscape (El patrimonio cultural) 

Grammar 

Students will be expected to have studied the grammatical system and structures of 

Spanish during their course. Knowledge of the grammar and structures specified for GCSE 

is assumed. 

Literary texts and film 

Students must study either one text or one film from the list below: 

Texts 

Gabriel García Márquez Crónica de una muerte anunciada 

Laura Esquivel Como agua para chocolate 

Lorca La Casa de Bernarda Alba 

Zafón La sombra del viento 

Isabel Allende La casa de los espíritus 

Sender Réquiem por un campesino español 

Bécquer Rimas y leyendas 

Fernando Fernán-Gómez Las bicicletas son para el verano 

Manuel Rivas El lápiz del carpintero 

Gabriel García Márquez El coronel no tiene a quien le escriba Films 

Volver 

El laberinto del fauno 

64

Ocho apellidos vascos 

María, llena eres de gracia 

El bola 

Las 13 rosas 



2. Political and artistic culture 

3. Grammar 


Paper 1: Listening, reading and writing 

 

 

 

 

 

Aspects of Hispanic society 

Artistic culture in the Hispanic world 

Multiculturalism in Hispanic society 

Aspects of political life in Hispanic society 

Grammar 

Written exam: 2 hours 30 minutes • 160 marks in total • 40% of A Level 

Paper 2: Writing 

 

 

One text and one film or two texts from the list set in the specification 

Grammar 

Written exam: 2 hours • 90 marks in total • 30% of A Level 

Paper 3: Speaking 

 

 

 

Individual research project 

One of four sub-themes i.e. Aspects of Hispanic society or Artistic culture in the 

Hispanic world or Multiculturalism in Hispanic society or Aspects of political life in 

Hispanic society 

Oral exam: 21–23 minutes (including 5 minutes preparation time) • 60 marks in total • 



 

 

 

 

Visits abroad 

Watch foreign language films. 

Use of Internet to access up-to-date information 

Study-day visits to local universities. 

65


The A Level course is conducted in Spanish wherever possible, and students are expected 

to take an active part in the learning programme. The course is based on the study of 

texts from a wide variety of sources, spoken as well as written, and at the same time as 

increasing their ability to use Spanish, the students will gain knowledge of and insight into 

aspects of the civilisation and culture of Spain and the Spanish-speaking world. Through 

the use of documents and data, radio and taped texts, articles and books and 

computerised information, students will be encouraged to collect, analyse and exchange 

information, ideas and attitudes through the medium of Spanish. The texts studied will be 

concerned primarily with topics of current interest. Students MUST be prepared to commit 

a considerable amount of private time to the acquisition of an extremely broad vocabulary, 

and should be aware that a great deal of emphasis is placed on them voicing opinions on 

sociological issues in Spanish. 

ENTRY REQUIREMENTS 

Grade B at GCSE. 

SUBJECTS WHICH COMPLEMENT SPANISH 

Other languages and Arts subjects 

Sciences 

Business Studies 

Economics, Politics and Government 

Sciences 


Pure languages degree courses 

Languages and business courses and other combined degrees. 

Bilingual secretarial courses. 

Translating/Interpreting. 

Science and engineering courses that include work experience abroad. 

66

SPORT STUDIES 

SPECIFICATION 

A Level AQA Physical Education 2580 


A Level PE builds on students’ experience from Key Stage 4 and GCSE to enhance their 

knowledge and increase their understanding of the factors that affect performance and 

participation in physical education. The qualification looks to equip students with skills and 

knowledge required for higher education or the world of work. 

The specification offers students the opportunity to experience and develop an interest in 

a variety of roles in sport such as performer, official and/or leader/coach in Year 12 and 

then to specialise in one in Year 13. 


At A Level, students study both theoretical and practical aspects of the subject. Theory 

lessons are a more detailed continuation of work covered at GCSE in most cases, although 

new topics are also covered in the syllabus, notably Nutrition, and Drugs in Sport. 

Students are also assessed practically and can choose from 2 areas of assessment in a 

particular activity. These areas are performing or coaching within their chosen sport. 

Paper 1: Factors affecting participation in physical activity and sport 

Section A: Applied anatomy and physiology 

Section B: Skill acquisition 

Section C: Sport and society 

Assessment 

Written exam: 2 hours - 105 marks - 35% of A-level 

Questions 

Section A: multiple choice, short answer and extended writing (35 marks) 

67

Section B: multiple choice, short answer and extended writing (35 marks) 

Section C: multiple choice, short answer and extended writing (35 marks) 

Paper 2: Factors affecting optimal performance in physical activity and sport 

Section A: Exercise physiology and biomechanics 

Section B: Sport psychology 

Section C: Sport and society and technology in sport 

Assessment 

Written exam: 2 hours - 105 marks - 35% of A-level 

Questions 

Section A: multiple choice, short answer and extended writing (35 marks) 

Section B: multiple choice, short answer and extended writing (35 marks) 

Section C: multiple choice, short answer and extended writing (35 marks) 

Non-exam assessment: Practical performance in physical activity and sport 

nations 

Students assessed as a performer or coach in the full sided version of one activity. 

Plus: 

Written/verbal analysis of performance. 

Assessment 

Internal assessment, external moderation - 90 marks -30% of A-level 

A2 Examinations 


A variety of learning styles will be explored including group work, seminar type lessons, 

practical activities, including playing and officiating. Students will be expected to carry out 

a considerable amount of independent research and wider reading, as well as be prepared 

to run and organise lower school teams in their own time. 

68


The content of the course will address current contemporary topics in sport such as the 

impact of the use of ergogenic aids, technology and increasing commercialisation of sport. 

The content of the A Level Physical Education specification is designed to follow on from 

GCSE Physical Education, enabling a smooth transition from one to the other, although it 

must be emphasised that a GCSE in Physical Education is not a requirement for students 

wishing to follow this course. 

69

A Level Results 2016-17 

SUBJECT % A*-B % A*-E 

Art 80 100 

Biology 63 100 

Chemistry 61 94 

Computing 83 100 

Economics 100 100 

English Language 33 100 

English Literature 75 100 

French N/A N/A 

Geography 80 100 

History N/A N/A 

ICT N/A N/A 

Mathematics 75 90 

Further Mathematics 100 100 

Music N/A N/A 

Physics 46 91 

Politics 100 100 

Product Design 0 100 

Psychology 50 100 

Religious Studies 75 100 

Sociology 75 100 

Spanish 0 100 

70

University Destinations from September 2017 

University 

Course 

Bath University 

Natural Sciences (With Year Abroad) 

Birmingham City 

University 

Bristol University 

Architecture 


Cambridge University 

Veterinary Medicine 

Huddersfield 

University 

Lancaster University 

Leeds University 

Liverpool John 

Moores University 

Pharmacy 

Business Analytics and Consultancy (Industrial 

Placement) 

Law 

Biology with Enterprise 

Civil and Structural Engineering 

Zoology 

Management, Transport and Logistics 

University of Liverpool Business Management with a Year in Industry 

Psychology 

University of 

Manchester 

Actuarial Science and Mathematics 

Biosciences with a Foundation Year 

Computer Science with Industrial Experience (4 

Years) 

Criminology 

Dentistry (BDS first year entry) 

Engineering with an Integrated Foundation Year 

Linguistics 

Medicine 

71

University 

Course 

University of 

Manchester 

(continued) 

Manchester 

Metropolitan 

University 

University of 

Nottingham 

Northumbria 

University 

Queen Mary 

University of London 

School of Oriental and 

African Studies, 

London 

University Centre St 

Helens 

Warwick University 

Molecular Biology with Industrial/Professional 

Experience 

Psychology 

Sociology and Criminology 

Accounting and Finance (Placement) 

Fine Art 

Computer Forensics and Security 

Computer Science (Foundation) 

Human Biology 

Law 

Psychology 

Psychology (Foundation) 

Microbiology 

Fine Art 

Human Geography 

Law 

Game Art 

Law 

University of West 

London 

University of York 

Accounting and Finance 


72

Sixth Form Subject Information 2017/2018

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?