Churcher's College Sixth Form 2020

2020

CONTENTS
Headmaster 04
Welcome from the Head of Sixth Form 06
Pastoral Care in the Sixth Form 08
Sixth Form Life 10
Careers and Higher Education 18
Testimonials 20
Academic Performance 24
Sixth Form Pathways 28
Sixth Form Curriculum
Ancient History 30
Art and Design 32
Biology 34
Business 36
Chemistry 38
Computing 40
Design and Technology 42
Drama 44
Economics 46
English Literature 48
French 50
Geography 52
German 54
History 56
Latin 58
Maths and Further Maths 60
Music and Music Enrichment 62
Physics 66
Politics 68
Psychology 70
Religion and Philosophy 72
Spanish 74
Sports Science 76
Enrichment and Life Skills 78
Co-Curricular 82
Extra-Curricular 84
Summer Ball 96
A Final Message from the Captains 98
Entry Procedure 100

• Outstanding A Level results
• 25 A Level courses & EPQ
• Excellent pastoral &
enrichment courses
• Exceptional expeditions
& extra curricular
opportunities
• UCAS & careers guidance &
advice

THE COLLEGE
HEADMASTER
Ask anyone and they will tell you
that the best time they had in school
was in the Sixth Form. After years
of closely timetabled and regimented
education you are suddenly given
more freedom to do your work your
way. You’ve also been given the
opportunity to drop subjects, some
you probably didn’t like anyway, so
you can now concentrate on those
areas that you both enjoy and are
hopefully good at.
Other changes make life more
pleasant – you no longer have to
wear school uniform, you just have
to dress smartly as anyone who
has a job would; you have your
own separate building with social
areas; you are given space in your
timetable to do private study and the
relationship you have with staff also
changes, so it is much more on an
adult to adult basis.
All this freedom comes with a price
of course. You are now much
more responsible for your own
performance and the outcome. You
have to meet deadlines, organise
your work, prioritise your time; you
are expected to study and research
beyond what the teacher gives
you. But these responsibilities are
easily compensated for by the new
freedoms.
You are about to face two hugely
rewarding years; two years full of
fun, friendship and firsts! Firsts
such as first driving lessons and
first and hopefully only driving
tests; first 18th birthday parties;
first Tycoon Enterprise
Company Board meetings
as a director; first Prefect
black tie dinners; first
Devizes to Westminster
canoe marathon; first
Gold Duke of Edinburgh
challenge; first university
open days; first cadet force
Trafalgar Day celebrations;
first leadership roles; first
“Two hugely
rewarding years;
two years full of
fun, friendship and
firsts!”
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star-turn in a major drama production;
possibly first trophies at Twickenham;
first solo, concerto performance on
the professional concert stage; first
interviews; first toast and coffee
mountains; and, of course, first A level
lessons and also first class results at
the end.
The Sixth Form is a stepping stone on
a journey but these stepping stones
at Churcher’s are such that they will
allow you to remain sure-footed and
also go onto greater things. How do I
know this? Because that is what the
Churcher’s Sixth Formers before you
have done.
As W B Yeats once said, ‘Education is
not the filling of a pail but the lighting of
a fire’. There is no doubt that the blend
of: freedom of approach, self-reliance,
breadth of opportunity, personal
support and, above all, success that
you will experience at Churcher’s
College will ensure your choices remain
open and your future will burn very
brightly indeed. Your success story
here awaits you!
Simon Williams

THE COLLEGE
HEAD OF SIXTH FORM
The Sixth Form is undoubtedly one of the most
exciting times in a student’s education; it is a time of
challenge and the opportunity to explore new ideas. It
is a chance for students to specialise in the subjects
that really interest them and the Sixth Form curriculum
at Churcher’s offers the chance to study in depth from
a choice of twenty five different subjects, including
some that students may not have come across before.
Beyond the classroom students will have the
chance to engage in an exceptionally wide range
of activities, whether it is on the stage, in one of our
many ensembles or choirs, on the sports field or up
a mountain. They may find themselves competing in
the Devizes to Westminster Canoe Marathon, setting
up a company with the Tycoon Enterprise Programme,
debating as part of the Model United Nations, and
much more besides. Who knows, they may even want
to set up a club or society of their own.
We enable students to develop other skills that they
will need at university and in their future careers
by providing opportunities for the management of
younger pupils and involvement in the running of
the Sixth Form, as well as developing teamwork,
leadership, networking and presentation skills.
06

“Teachers have
strong knowledge
which they present
enthusiastically to their
pupils; this acts as a
stimulus for increasingly
sophisticated thinking.”
ISI Inspection 2015
Highly experienced staff will give students the careers
and higher education advice they will need to make
a success of life after Churcher’s, whatever that may
involve. The drive and industry of Churcher’s students
is reflected in their high levels of achievement and the
fact that the majority go on to study at top universities;
guidance through the UCAS process is one of the
College’s strengths although support is also given to
those taking an alternative route after Churcher’s.
Life in Ramshill, our Sixth Form centre, offers greater
independence and freedom without losing the
individual support that is vital for success. Students
will be part of an energetic, vibrant and ambitious
community of peers; they will have to work hard, but
they will have great fun and will make friendships that
can last a lifetime. We hope that the following pages
offer a flavour of what life in the Sixth Form is like, but
please do pay us a visit. Our students will be happy
to show you around.
William Baker

THE COLLEGE
PASTORAL CARE
IN THE SIXTH FORM
In Churcher’s College Sixth Form we work together
with parents to ensure students have the opportunity
to flourish. The pastoral care system begins with
an underlying ethos of consideration and kindness.
In Ramshill we have an expectation of good
behaviour and encourage our students to take on
additional responsibility as they mature through the
Sixth Form, in order that they may develop their selfconfidence.
All staff take a role in supporting students. Key
figures with specific responsibility for student
welfare in the Sixth Form are the Head of Sixth
Form, Deputy Head of Sixth Form Pastoral and the
Heads of House. Alongside this, the students are
all members of a form tutorial group, which usually
comprises of 12-14 students with a Form Tutor who
they will see and liaise with each day. Significant
additional support in the Sixth Form comes in the
form of a Personal Tutor who is responsible for up
to ten personal tutees. The Personal Tutors’ role is
to oversee all academic and pastoral matters for the
Sixth Formers in their care and students will discuss
grading cards and progress with their tutors on a
regular basis. Medical staff and class teachers also
play a significant role. The students are fortunate
enough to have a dedicated School Counsellor,
Special Educational Needs Co-ordinator and a
School Nurse permanently on site taking care of the
welfare of pupils.
The House system provides the perfect opportunity
for all members of the Sixth Form to enhance their
teamwork and leadership skills. The Heads of
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“Pupils’
personal
development is
excellent. The pastoral
systems provide a secure
base where pupils can
feel confident and can
flourish.”
ISI Inspection 2015
House nominate House Captains and Vice Captains
who take leading roles in House assemblies, and
charitable events which take place throughout the
year. House Sports Captains help organise regular
inter House sports fixtures and Sixth Form Peer
Mentors look after younger pupils in the school,
helping to guide them through their formative years.
Leadership and teambuilding is encouraged to raise
the students’ self-esteem and resilience, and to this
end all Sixth Formers take part in a Team Building
Day at the start of the Lower Sixth.
Besides leadership and teamwork we are keen to
emphasise the need to help students to become
responsible and capable members of wider society.
We take pride in encouraging our students to lead
healthy lifestyles and we have embraced initiatives
from the Local Health Authority and Hampshire
Police. The ‘Safe Drive Stay Alive’ seminar is
particularly relevant as our students begin to learn to
drive. A series of workshops about learning to cope
with stress, building resilience and planing for exams
are also hosted throughout the year to help students
in the Sixth Form.
It is hoped that all pupils of Churcher’s Sixth
Form find the College a nurturing and supportive
environment where they can develop and thrive.
There are certainly many opportunities for pupils to
get involved and a dedicated team of staff members
to support them on their journey.

THE COLLEGE
SIXTH FORM
LIFE
Our Sixth Form is large enough to provide a lively
social environment, helped in large measure by
the leisure facilities and friendly atmosphere in
Ramshill, the Sixth Form centre. It is also small
enough for students to be known personally, for
potential to be recognised and developed and
for support to be given when needed. Greater
responsibility is placed on members of the Sixth
Form and they are expected to be good role
models for younger students. Alongside this
growing responsibility, the relationship between
students and teachers also evolves, becoming
more relaxed and characterised by mutual
respect. Students are treated more like adults
and teachers may seek contributions from them.
In addition to Ramshill, which is separate and
well screened from the rest of the campus, the
facilities of the whole College are available to
students - the superb science laboratories, ICT
suite, lecture theatre, gym, swimming pool,
careers centre and library. The impressive upper
library is exclusively for Sixth Form students, with
computer and television access.
Ramshill Sixth Form Centre has a large
conservatory, two computer rooms and study
rooms with interactive whiteboards, modern
lighting, and conference style furniture.
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WiFi makes internet access easy and the Garden
Room is an excellent modern extension for study
or socialising. The cellar has been developed
into a music studio, complete with state of theart-recording
technology with a rehearsal room,
where non-recording or rehearsing musicians can
relax. This facility is available for any sixth former
to book outside lesson times.
music, television or relaxation in the garden, not
forgetting the tea and toast. Sixth formers also
enjoy the opportunity to go out of College at
lunchtime and may leave at 2.40 pm if they are
free, by arrangement with their Personal Tutor.
Students do not have a uniform, but are required
to wear a business suit.
Ramshill is always lively at break times, with

THE COLLEGE
SIXTH FORM LIFE
We are really fortunate to have all of our sports facilities on site. We have an outstanding
25m six lane indoor swimming pool and a fully equipped fitness suite with the latest in CV
and resistance training equipment. We take great benefit from our well maintained onsite
sports pitches and all weather surfaces. Our five lane cricket nets and large sports hall
provide year round training opportunities for seasonal sports.
12

THE COLLEGE
CHARITIES
During their time at Churcher’s College, many students voluntarily
engage in fundraising activities for local, national and international
charities. Charity work at Churcher’s runs throughout the school
and is led by the Charities Committee. This year so far we have had
a wide range of events and initiative, and through some fantastic
efforts, large amounts of money has been raised and lots of
awareness created for these amazing charities.
At the start of the year, the Sixth Form led a whole week of
fundraising for our school in Mude in Nepal (United World Schools
project). This included a busking competition, Kripsy Kreme
doughnut sale, Hockey cross-bar challenge, 5 a-side football, Mario
Kart racing, Mexican themed lunch and many more events. We
raised over £2000 for the school to help fund new equipment and
improve the education for the children in Mude, Nepal.
Before Christmas, the Charities Committee decided to support the
charity Walking for the Wounded with a whole school non-uniform
day and also organise an obstacle course for Churcher’s students
to compete against each other to raise extra funds. We raised over
£1300 for WWTW to support the veterans.
For the first time here at Churcher’s College, we hosted Comic
Relief Red Nose Day. On top of another whole school non-uniform
day, red noses were sold throughout the week before the day by
the Sixth Formers and everyone was hoping to find the ultra-rare
nose. As the Krispy Kreme doughnut sale went down so well in
October another doughnut sale took place in the tuck shop and
in Ramshill which sold out within ten minutes. We raised over
£1553 to support Comic Relief in the goal to create a world without
poverty.
As well as raising funds, charity work within the Sixth Form has
proved to be another way for students to form friendships united by
a common cause.
14

“Links with the
community are very
strong with significant
sums raised for charities
each year. “
ISI Inspection 2015

THE COLLEGE
COMMITTEES
The students in Ramshill are
represented by a vibrant Sixth Form
Committee made up of volunteers
from across the Lower and
Upper Sixth. This is an important
instrument to give the students a
voice on a range of issues whilst
enabling the students to make
improvements to the Ramshill
environment. The Committee is
given a substantial budget to spend
on Ramshill which students use
in innovative ways. An example
includes a welcome barbecue to
help new students to settle in. In
addition to the day-to-day life of
the Sixth Form, the Committee also
takes a lead role in the organisation
of the Summer Ball and the Upper
Sixth Leavers’ concert. These are
memorable events and the input
and ideas from the students is
essential to their success.
In addition to the Sixth Form
Committee the School Council
represents the views of the entire
school. This is comprised of the
Captains and Deputy Captains of
College and the respective House
Captains. Each half term the
Council will speak to all the forms in
the School to collect ideas and then
16

discuss these with the Headmaster.
From this process the Council has
been able to design a Peer Mentor
system for the lower years in the
school amongst a range of other
issues. The School Council also
has an important role in getting
feedback for the Headmaster on
important issues such as ‘e-safety’.
All Upper Sixth students have the
opportunity to attend a formal
dinner with the Headmaster and
Mrs Williams at Heath Harrison
House in their final year. This is a
black tie event where the students
enjoy an outstanding three course
meal. While this is very popular in
itself it is also an excellent chance
for the students to develop their
social skills at a formal event.

THE COLLEGE
CAREERS
AND HIGHER
EDUCATION
Planning for a successful future is an essential
part of education: Churcher’s College strives
to provide a first class Careers and Higher
Education service for our students. Dr Kirsty
Verney, Assistant Head of Sixth Form (Careers
and HE), organises a comprehensive programme
to inspire and support students throughout
their time as Sixth Formers. This ensures that
opportunities to explore and research careers are
optimised and the strongest applications for life
beyond Churcher’s are produced.
During the Lower Sixth, softer skills such as
networking are introduced and students have the
opportunity to practise these at the Networking
Evening. There is also an annual Careers
Conference where students are able to speak
to exhibitors across a vast range of sectors. In
addition to exhibitors the Conference also hosts
a Mini Lecture Series.
As the Lower Sixth progresses, the focus shifts
to researching courses for HE applications.
University entry preparation commences with a
Higher Education evening which sets the scene
perfectly for students to commence a highly
structured programme of research and evidence
gathering. Utilising the online tool ‘Unifrog’
alongside discussions with their Personal
Tutors and input from Dr Verney, students are
supported in choosing the right course and
university or to investigate other options such as
Degree Apprenticeships and applications outside
the university offer. A visit to the UCAS Exhibition
in March allows them to collect a plethora of
prospectuses to pour over, leading into a 2 day
in-house UCAS Conference in June. This is an
intensive programme of talks and workshops
to facilitate registration on UCAS and to start
producing an excellent personal statement. As
the students go from Lower to Upper Sixth
they are supported by the Sixth Form team in
finalising their applications for submission. Further
fine tuning of students’ skills then continues
with practice interviews by external interviewers
tailored to the course or sector reflecting the
students’ areas of interest.
Throughout this intense and pivotal time for
students Dr Verney is available to discuss careers
and HE matters with both students and parents.
There are also regular careers newsletters
highlighting opportunities for taster and open
days, work experience and anything else relevant
to life beyond Churcher’s.
“Thank you
for the support
you have given us …
Neither Bill nor myself went
to University so found the
whole thing a minefield! You
helped us navigate the whole
application process. Grace
has been equally well
informed…”
18

THE COLLEGE
TESTIMONIALS
I have had a very busy but also very enjoyable time during
the Sixth Form at Churcher’s. I was really pleased
to be elected as Captain of College, and I have
been fortunate to have the support of all the other
students when carrying out my role. I am hoping
to go to university to study English and Film, and
to support my application I am doing an EPQ, for
which I am writing a script for a children’s cartoon
addressing gender stereotypes in children’s TV.
I enjoy all of the extra-curricular activities I have
been involved with such as netball, the Devizes
to Westminster Canoe Marathon, Les Misérables,
LAMDA and the choirs I sing with. There’s a lot of
academic support from teachers and Ramshill is a
very inclusive community to be a part of.
Tildy Billsberry-Grass
I am hoping that my Psychology, History
and Sports Science A Levels will lead
me into a Sport and Exercise Science
degree. I am passionate about sport,
particularly rugby, and my season as
captain of the 1st XV was capped off
by selection for the England Counties
Squad. I have also been involved in
Ten Tors and Duke of Edinburgh and
although busy I have found time to
balance all my commitments. There is
a relaxed but purposeful atmosphere
in Ramshill, everyone’s friendly and
the Housekeepers Maggie, Sharon and
Jeannie are great.
20
Tom Bloomer

I came to the Sixth Form from Bohunt,
immediately I blended well and made
new friends through my regular
involvement in rugby and the extracurricular
music ensembles. The Sixth
Form has allowed me to flourish at my
chosen subjects of Music, Economics
and Psychology as I am given the
perfect balance of independence and
responsibility paired with the support
from the Sixth Form teachers. The
combination allows me to apply my
own work ethic to my studies without
the chance of falling behind due to the
oversight of my teachers.
Joe Chads
After my A Levels in Business, Maths and Art I am
going to university to study Criminology. I have
been awarded an Army Scholarship so have a
place at Sandhurst after I leave university; I
am Head of Army in the school’s CCF and
this, as well as my role as Deputy-Captain
of College, has been great preparation
for the rigorous scholarship process.
I enjoy being busy and on top of A
Levels and the CCF, I play hockey,
play the clarinet and saxophone in a
variety of ensembles as well as sing
in the SSA and senior choir. I have
completed DW and as part of my
Gold DofE award I am volunteering
at the Pathfinders Camp; adventurous
camping holidays for women with
disabilities. There’s such a wide range of
opportunities in the Sixth Form, and I have
enjoyed embracing as many as possible. I
have also enjoyed the sociable atmosphere and
friendly environment in Ramshill.
Flo Anderson

THE COLLEGE
TESTIMONIALS
I am studying Economics, Politics and Maths and will
be studying PPE at university next year. The school
has been incredibly supportive of me and helped
me enormously in my applications to universities,
including Oxford. To add weight to my application I
have attended many lectures put on by the school,
including one by Jacob Rees-Mogg, and I have
also been a regular at the Philosophical Society.
I also enjoyed partaking in the Young Enterprise
scheme which really aided my understanding
of economics and business. I was a member of
the 1st VII netball team last term, and have also
represented the school in hockey. Last year I entered
the Devizes to Westminster Canoe Marathon, an
achievement I’m really proud of. I’ve also found time
for Lamda and flute lessons. I have had a fantastic time
in the Sixth Form, and love the atmosphere in Ramshill.
Lily Rawlings
I hope to study Physics at Oxford. Deciding which subject
to pursue is something Churcher’s provided extensive
help with, including one-on-one talks with the careers
specialist Dr Verney and the ability to attend events
such as Oxford’s ‘Further Maths, What’s Next?’
talk. The school also runs an EPQ program which
allowed me to spend time researching my report
on predictive analytics stems linked to marketing.
I take Maths, Chemistry, Physics and Further
Maths and can honestly say that all of my teachers
have been fantastic both in the lessons and when
it comes to any additional support required such
as providing recommended reading lists and running
the Oxbridge preparation program. This all makes the
UCAS application stage, which lies ahead, seem far less
daunting as a result of the support provided by Churcher’s
through teachers and tutors.
22
Chris Butler

I am currently studying History, Politics
and Religion and Philosophy. So far I
have thoroughly enjoyed my time in
Sixth Form. Churcher’s Sixth Form has
allowed me to pursue interests outside
the academic such as Gold Duke of
Edinburgh and World Challenge, while
making it easy for me to manage the
two. The school has enabled me to
develop skills for later life, through
Young Enterprise for example, I have
developed my teamwork skills as well
as leadership qualities. A major part of
Sixth Form is preparing to enter higher
education such as University, Churcher’s
has been really helpful throughout the
process. For example, my Personal Tutor
has provided a valuable second opinion when
writing my personal statement and working out
where I would like to apply. Overall, with the help
and opportunities that Churcher’s has provided, the future
seems far less daunting.
Dan Cox
Churcher’s Sixth Form has provided me with some
excellent opportunities to extend my knowledge of my
three A Level subjects; Drama, Psychology and History
with great teacher support and knowledge. Not only
this, but Churcher’s has enabled me to delve further
into my love of the Performing Arts. One of my
favourite parts of my time at Churcher’s has been
participating in the production, Les Miserables.
This allowed me to expand my capabilities as an
actor and a singer, crucial for my desire to study
Drama at university and to take masters at an acting
conservatoire. Through the use of the Ramshill
Recording Studio and with the help of fellow Sixth
Form musicians, I have enjoyed writing and recording
my own songs and I am excited to release my EP called
Blue Sunday on Spotify and iTunes soon. I would really
recommend coming to Churcher’s Sixth Form not only to
learn with the help of dedicated teachers but to also enjoy the
many opportunities this school has to offer.
Rosie Botham

THE COLLEGE
“Pupils are
logical thinkers
and analyse and
synthesise arguments
with increasing levels of
sophistication”
ISI Inspection 2015
ACADEMIC
PERFORMANCE
Churcher’s Sixth Form education programme has a myriad of elite
performance opportunities across the spectrum of school life. Academic
rigour is not just instilled in lessons but is furthered by offering opportunities
well beyond the demands of the syllabus, so that students have the chance
to fulfil their potential. Students therefore leave Churcher’s College excellently
equipped to move on to University. Examples below are some of the
academic activities our students undertake beyond the classroom:
• Work experience abroad
• Formula 24+ Greenpower
• Philosophical Society
• SATRO work placements
• Musical Enrichment
• Cambridge Chemistry Challenge
• UK Linguists Olympiad
• British Informatics Olympiad
• Mathematics Olympiad
• Biology, Chemistry and Physics Olympiads
• Arkwright programme
• Churcher’s College Academic Lectures (CCALs)
• ARTIculation
• Oxbridge aptitude test preparation
• Essay competitions
• JSTOR/ Massolit
• Extended Project Qualifications (EPQ)
24

OXBRIDGE
For students wishing to apply to Oxford and Cambridge
Universities there is a comprehensive programme of
preparation. This includes subject specific academic
extension, seminar discussions, advice on how to navigate
Unifrog for the Oxbridge section, a trip to the Oxbridge
Epsom Downs Conference, bespoke admission test lessons,
and contact with Old Churcherians who are currently at
Oxford or Cambridge. In addition, we provide support to
enable students to make informed decisions regarding their
application, including their choice of college. We are fortunate
that the school’s Liaisons Officer at St Edmund’s Hall, Oxford,
comes annually to Churcher’s College to meet with students
in their Lower Sixth Year.
“ Pupils achieve
notable successes in a
range of competitions ;
including Mathematical
and Science Olympiads.”
ISI Inspection 2015

THE COLLEGE
EPQ
The Extended Project Qualification (EPQ) is an
additional qualification which is intended to sit
alongside existing A Levels. It is a research
project, in which students with a genuine
intellectual curiosity are given the opportunity to
work independently, under the guidance of an
appointed supervisor, towards investigating a
chosen topic.
Students have enormous flexibility in their topic
choice and they design their own titles. The
project may be in may be in the form of a
5000 word essay or in the form of an artefact
or performance. The only requirements for
their topics are that there must be grounds for
research and it must be feasible in the time frame.
Here is a selection of recent examples of EPQ’s:
• To what extent can features from previous
sustainable developments be used in current
building design?
• An exploration of the environmental and
socio-economic impacts that tourism and
climbing have had on Nepal.
• To what extent does the primary economic
benefit of predictive analytics stem from
marketing advantages?
• To what extent can we reduce antibiotic
usage to treat mastitis on dairy farms?
During the Lower Sixth students will be given
timetabled lessons to introduce them to the
research skills needed to complete the project.
They will aim to have their research complete
by the end of their Lower Sixth year so they can
write up their essay over the summer. In the
Autumn Term of the Upper Sixth all EPQ students
will be required to deliver a presentation on their
project so they are able to submit by Christmas.
Given the need for disciplined and independent
work, precisely in the way that students will be
expected to perform at undergraduate level, it is
hardly surprising that universities look favourably
upon this qualification.
The EPQ is a perfect stepping-stone to higher
education and, as such, an invaluable exercise.
It is unlike conventional qualifications in that
students dictate the terms of the projects and in
that as much emphasis is given to the process of
planning and research as it is to the final outcome.
There are UCAS points attached to the EPQ, and
many universities make dual offers for those who
are taking it.
26

“Sixth Form pupils
respond very positively
to opportunities for
independent learning.”
ISI Inspection 2015
Academic Enrichment
We aim for students to become independent in their
learning and to develop good time management
skills as early as possible. The first day of the Lower
Sixth, is devoted to an induction programme which
combines the study skills needed for A Levels with
social time to help students settle in. As part of this,
students will attend their first seminar by ‘Elevate
Education’ who will give important advice on how
to study effectively. ‘Elevate’ will also come back as
students approach their examinations in the Upper
Sixth year to guide them on revision skills.
It is our philosophy to train students to take
responsibility for their own learning, preparing for
university and life beyond the Sixth Form in an
environment in which they are not over-supervised,
but well supported. The Sixth Form will be students’
first experience of private study periods during
which they will be expected to work independently
either in the library, the garden room or any suitable
space or free room in Ramshill.
In addition to private study, there is a plethora
of support available to students throughout their
time in the Sixth Form. Departments run a range
of support sessions during lunchtimes and after
school, and over the Easter period the school runs
an extensive revision programme called Sprint
Finish.
“Being at Churcher’s has helped me so much at
making effective use of my spare time. As well as
enjoying the social aspects of Ramshill, I have been
really grateful that I have been given dedicated quiet
time to study in my free periods. This has meant I
have managed to get lots of work done at school. I
have also felt supported and guided by my personal
tutor who made sure I was on track and coping with
the workload.” India Moulton
The Library is managed by two Librarians and has
a dedicated Sixth Form area which is open all day
for silent study. Along with a wide range of fiction
and non-fiction titles, the library stocks the main
daily newspapers and an extensive collection of
general interest and subject-specific magazines
and periodicals. For online research students have
access to specialist resources such as JSTOR and
Britannica School Online.

THE COLLEGE
SIXTH FORM
• EPQ • Ink articles • CCALS & Grill Lecture
• Model United Nations • Tycoon Programme
• Debating • University Admissions Preperation
• Critical Thinking Programme
Careers & employability
• Career Workshops, Networking Events and Talks
• Interview Coaching • CV and Covering Letter Writing
• Advanced Employability Package in Enrichment
• Trips and Visits • Medics Programme
• Work Experience and Work Shadowing Support
Oxbridge
• Sixth Form Oxbridge Programme
• Application Support
• Interview Preparation
• Specialised Subject Support
mathematics
• Maths Challenges and Olympiad Challenges
• Alan Turing Cryptography Competition
• Sixth Form Team Challenges
SCIENCE
• Cambridge Chemistry Challenge for the Lower Sixth
• Biology Olympiad • Chemistry Olympiad
• Physics Olympiad • SATRO Challenges
• STEAM Club • Work Placements
• Senior Physics Challenge
technology
• Lockheed Martin Code Quest
• Triumph Design Awards • Cyber Code Quest
• Arkwright Scholarship Scheme
• STEAM club • Formula 24+ Greenpower
• Smallpiece Trust programme
28

humanities
• Lunchtime discussions of set texts in Latin & Ancient History
• GCSE Greek • The Great Debate • Royal Geographical Society
and Geographical Association Membership • Psychology of Crime
• Elephants on Acid • Senior Philosophical Society • Student Investor
• Dragons’ Den – experience life as a Venture Capitalist
modern languages
• Modern Languages Poetry and Performance Evening
• Access to ML Assistants • ML film library
• Joutes Oratoires 6th Form French Debating Competition
• Stephen Spender Poetry Translation Competition
• UK Linguistics Olympiad • UK German Connection Trip
English
• Tower Poetry Competition
• LitSoc • Theatre Visits
• Additional English sessions
looking at longer texts
ART & DESIGN
• Life Drawing
• Work Exhibits inside & outside Churcher’s
College • Digital Photography
• Gallery Visits • The Saatchi Gallery Art
Prize for Schools Competition
SPORTS SCIENCE
• Elite Coaching across a range of sports
• Strength and Conditioning Programmes
for Elite Performers • Video Analysis Systems
• Churcher’s Sports Injury Clinic
performing arts
• Post-Grade 8 Performance Diploma
• AS Music Technology • Music Enrichment
• Higher Grades (6 to 8) ABRSM Music Theory
• ABRSM Performance • AS Music Technology
• Drama Productions • Music • Theory and Analysis Diploma
• LAMDA • Senior Cabaret Evening • Senior Production

THE SUBJECTS
ANCIENT
HISTORY
(OCR H407) Mr J. Hegan
Ancient history is an exciting and fascinating course which is open
to all students. It aims to give you both a broad and in-depth
experience of the history of Ancient Greece and Rome. A mixture of
literary, visual and archaeological sources is studied to help shape
your views of the events.
• No prior knowledge of Classical world needed
• Engaging and exciting topics (e.g. Persian wars
490-479 / Alexander the Great / Julius Caesar / life of the
Roman emperors)
• Clearly laid out requirements and straightforward assessment
• Opportunity to study critical moments and characters in
European history
• Academically rigorous subject valued by Universities
Skills
• Develop powers of argument in response to primary sources
• Strengthen your abilities in planning, structuring and writing
essays
• Spotting strengths and weaknesses in the validity of sources
• Develop the ability to make connections and draw comparisons
between different periods, individuals, issues, identities and
societies of the ancient past
Content
• Four modules covering key periods in Greek and Roman history:
(a) Two ‘Period studies’ to include a substantial span of Greek and
Roman history over a period of c.75 years
(b) Two ‘Depth studies’, designed to focus on a shorter time span
to explore the complexity of events
30

Topics will include:
GREEK TOPICS
1. Period Study: Relations between Greek and non-Greek states, 492–404 BC
This will include:
a. The conflict between Greece and Persia (490-479) and its effects on the Greek world
b. The rise of Athenian imperialism and her relations with other Greek states (479-431)
c. The war between Athens and Sparta (431-404)
Plus the following ‘Depth Study’:
The Rise of Macedon, 359–323 BC
a. The creation of the Macedonian empire under Philip II (359-336)
b. The campaigns of Alexander the Great in Persia (336-323)
ROMAN TOPICS
2. Period Study: The Julio-Claudian Emperors, 31 BC–AD 68 (Augustus, Tiberius,
Caligula, Claudius and Nero)
Plus the following ‘Depth Study’:
The Breakdown of the Late Republic, 88– 31 BC
This will include a detailed analysis of the events leading up to the fall of the Roman republic
in 31 BC.
Assessment 2 x 2 ½ hour papers
The questions on each topic will involve responding to the original sources (extracts are
printed on the exam paper), discussing the quality and reliability of the various sources
studied, and more extended essay questions.

THE SUBJECTS
(OCR H161/H561) Mr A. Saralis
ART & DESIGN
The course is Fine Art based and builds on the knowledge,
skill and understanding established at GCSE and it is
therefore desirable, but not essential, that the students will
have previously studied Art successfully at that level. The
aims and learning outcomes of the course are to develop
within the students:
• Intellectual, imaginative, creative and intuitive
capabilities
• Investigative, analytical, experimental, practical,
technical and critical judgment
• Independence of mind in developing, refining and
communicating their own ideas, intentions and
personal outcomes
• The experience of working with a broad range of
media.
• For students who wish to extend their studies beyond
A Level and to consider the subject as a basis for a
career, the course provides the student with a portfolio
of work necessary for interview to gain a place at the
selected University or College of Art. The range of
specialist areas at higher level is wide and includes
Fine Art, Graphic Design, Interior Design, Fashion and
Textile Design, Illustration, Theatre Design, Advertising,
TV and Video, Photography, Computer Aided Design,
Conservation, Architecture, Art Therapy and many
others.
OCR Content Overview
Art & Design: Fine Art
Unit 1:
Personal Investigation 60% (a portfolio of practical work
and a related study - an extended response of a guided
minimum of 1000 words )
Unit 2:
Externally set task 40%
32

THE SUBJECTS
BIOLOGY
(AQA 7402) Ms M. Westwood
Biology opens the door to careers in a wide range of
fields, including: Biochemistry, Biomedical Sciences,
Biotechnology, Dentistry, Conservation, Field Ecology,
Forensic Science, Genetics, Medicine, Psychology,
Physiotherapy, Sport Science and Veterinary Science
to name a few. It is a rigorous, highly respected
qualification, and is a strong subject to have for other
non-science careers such as Law.
Lower Sixth course:
1. Biological molecules
2. Cells
3. Organisms exchange substances with their
environment.
4. Genetic information, variation and relationships
between organisms.
Upper Sixth course:
1. Energy transfers in and between organisms
2. Organisms respond to changes in their internal and
external environments
4. Genetics, populations, evolution and ecosystems
5. The control of gene expression
Coursework
There is no coursework assessment in Biology; instead,
students complete a series of compulsory practicals,
which provide them with the opportunities to refine
their practical skills and techniques. These compulsory
practicals are referred to in the written exams at the
end of the course, but are not otherwise assessed.
34

Paper 1 Paper 2 Paper 3
What’s assessed
• Any content from topics
1-4, including relevant
practical skills
Assessed
• Written exam: 2 hours
• 91 marks
• 35% of A-level
Questions
• 76 marks: a mixture of
short and long answer
questions
• 15 marks: extended
response questions
What’s assessed
• Any content from topics
5-8, including relevant
practical skills
Assessed
• Written exam: 2 hours
• 91 marks
• 35% of A-level
Questions
• 76 marks: a mixture of
short and long answer
questions
• 15 marks: extended
response questions
What’s assessed
• Any content from topics
1-8, including relevant
practical skills
Assessed
• Written exam: 2 hours
• 78 marks
• 30% of A-level
Questions
• 38 marks: structured
questions, including
practical techniques
• 15 marks: critical analysis
of given experimental data
• 25 marks: one essay from
a choice of two titles

THE SUBJECTS
(EDEXCEL 9BSO) Mr R.A. West
BUSINESS
Business is an exciting subject that offers students the opportunity to
develop a unique understanding of the modern business-driven world
in which we live. From planning and financing a business, through to
managing a company and developing strategies to compete and succeed
in the fast-paced global business environment, students will explore a
diverse range of companies in a variety of markets.
The subject content is structured so that the first year of the A Level
covers the key functional areas that a business needs to manage in order
to succeed. Firstly we look at how firms manage, motivate, recruit and
train their people and then we move onto entrepreneurship. Next we
study the market, marketing and pricing of products. Finally, we consider
finance, planning, improving efficiency and external influences.
Questions for discussion include:
• What is the most effective style of leadership?
• How do firms set their prices?
• How can technology be used to increase efficiency?
• How can a business improve its profitability?
The second year of the A Level builds on the first year by looking at how
firms make strategic decisions and how technology, environmental and
ethical concerns influence strategic decision making in a global context.
Questions for discussion include:
• How important is globalisation for businesses?
• How does the economic climate influence business strategy?
• How can firms maintain a competitive advantage in a market?
• What is the best way to encourage innovation within a business?
Throughout the two years students will develop a number of transferable
skills which will be useful in any future career. These include manipulation
of data, making judgements on a series of evidence, understanding
problems and identifying solutions. And in addition students will gain a
wide appreciation for business which is essential for any profession. GCSE
Business is not a requirement for this course but students will need a keen
interest in studying business current news stories.
36

“Studying Business is
at the core of a modern
economy. This course has
given me independence of
thought and critical skills
to use throughout my
working life.”

THE SUBJECTS
CHEMISTRY
(OCR H032/ H432) Mr D. Dunster
Traditionally, Chemistry has been seen as a vital entry qualification for university courses in the fields
of Engineering, Life Sciences, Medicine, Dentistry, Veterinary Science, etc. Nowadays an A Level in
Chemistry is in demand in many areas where a trained numerate mind is required, e.g. business and law.
Most universities now accept Chemistry as a general A Level entry qualification for a wide range of degree
courses, including subjects such as English and Psychology. This is a stimulating course that will sustain
students’ interest throughout their time in the Sixth Form.
Lower Sixth course:
Module 1 - Development of practical skills
Module 2 - Atoms, compounds, molecules and
equations
Amount of substance
Acid–base and redox reactions
Electrons, bonding and structure
Reactions of acids and Redox
Module 3 - The periodic table and periodicity
Periodicity, Group 2 and the Halogens
Qualitative analysis
Enthalpy changes
Reaction rates and equilibrium
(qualitative).
Module 4 - Basic concepts in Organic Chemistry
Hydrocarbons
Alcohols and haloalkanes
Organic synthesis
Analytical techniques (IR, MS)
Upper Sixth course:
Module 1 - Development of Practical Skills
Module 5 - Reaction rates and equilibrium
(quantitative)
Rates of reaction (a quantitative
treatment)
Equilibria (quantitative)
pH of strong and weak acids
Buffer solutions
Enthalpy, entropy and free energy
Redox and electrode potentials
Transition elements.
Module 6 - Aromatic compounds
Carbonyl compounds
Carboxylic acids and esters
Nitrogen compounds
Polymers
Organic synthesis
Chromatography and spectroscopy
(NMR)
Coursework
There are no coursework marks that count towards the final exam grade in Chemistry. Students are
expected to complete set tasks with at least one task form each of the 12 groups. Successful completion
and recording of these tasks will give the student a ‘Pass’ on the Practical Endorsement which will be
recorded alongside their grade. The final grade will be based solely on the performance in the written
exams. The written exams will include questions about the practical tasks undertaken by the students
and so knowledge of these practical tasks is required for the theory exams.
38

THE SUBJECTS
(AQA 1511/2511) Mrs K. McCathie
COMPUTING
Computing is a broad-based course that develops skills and understanding
relevant to the modern world. Students will spend a large part of the course
developing skills in analysing problems in computational terms through practical
experience of solving such problems, including writing programs in Visual Basic.
Students will experience different aspects of writing and using algorithms for a
variety of problems. This will develop a student’s capacity for thinking creatively,
innovatively, analytically, logically and critically which is specifically targeted in
UCAS references. Students will also learn theoretical aspects of computer science
including technology and issues in the modern world. They will also develop
the ability to articulate the individual (moral), social (ethical), legal and cultural
opportunities and risks of digital technology. Students are also expected to keep
informed on emerging technologies within the computing industry.
Course Structure
There are two papers: a two and-a-half hour theory paper (40%); a two and-a-half
hour on screen programming activity (40%); and a non-exam assessment (20%).
The theory topics build upon the GCSE to allow a more in-depth understanding of:
data representation; workings of hardware and software, logic gates and Boolean
algebra; computer organisation and architecture including a working knowledge
of assembly language; network communications, protocols, the Internet, security
and Big Data; consequences of uses of computing; and database theory.
For the on-screen exam students are required to develop skills in algorithms and
problem solving using a wide variety of techniques, complex paradigms and
advanced data structures. Searching and Sorting techniques are examined as
well as using recursion to solve problems. It includes the theory of computation
including Big O notation, Mealy machines, Turing machines, Reverse Polish
notation and representation of language using regular expressions and Backus-
Naur form. Students gain experience programming using Object-Oriented
techniques as well as Functional programming used in distributed data processing.
Students study a set program in preparation for adapting it real-time during the
on-screen exam to test skills of problem solving.
The non-exam assessment (NEA) assesses a student’s ability to use the
knowledge and skills gained through the course to develop a piece of software
that solves a complex practical problem of the students’ choice for a real user.
This will involve writing-up the project to document the systematic process of
software development.
40

Career Possibilities
The course provides an excellent foundation for any computing
and ICT related course. It is a strong academic course which
is accepted by all Russell Group Universities. Many students
may move on to a degree course in Computer Science,
Software Engineering, Networks, Web Design and Multimedia,
Electronics, Mathematics and other related areas. It will also
provide a sound programming knowledge which is a basic
component of any computing related course.

THE SUBJECTS
DESIGN AND
TECHNOLOGY
-PRODUCT DESIGN
AQA 9DT0 Mr S. Edington
The Design, Technology and Engineering department at Churcher’s offer a challenging and
high quality design and manufacturing experience at Sixth Form. We aim to provide lessons
of interest and relevance such that pupils may be motivated to complete projects to a high
standard with an emphasis on the production of functional, useful and beautiful products. Our
excellent facilities encourage students to engage with their project work through the use of a
variety of materials including wood, metal, plastic and fabrics as well as modern and smart
materials. We develop the understanding of contemporary industrial and commercial practices
through the products made.
Beyond this, the department is dedicated to ensuring students appreciate the importance of
design, technology, and engineering in their surroundings and that they appreciate the value of
aesthetics in the context of emerging and traditional commercial design and technology.
STEAM (Science, Technology, Engineering, Arts and Mathematics) is a national initiative to
encourage and support our students in considering the university and career paths they wish
to follow. Supporting and running alongside their A Level, the college encourages students to
be involved in a range of activities, workshops and challenges.
42
In the Lower Sixth year students are encouraged to become ‘Technology Aunties and Uncles’
where they support teachers in the lower school lessons.
By broadening their experience and developing transferable teambuilding skills, students
gain ‘real-life’ participation, helping them to talk with passion and enthusiasm about their
involvement and contribution when applying for university and at interview.
We follow the AQA Design and Technology Product Design A Level course, as it encourages
creativity and innovation whilst equipping students with skills required for their future
careers. This is a linear two year course with two components each worth 50% of the overall
qualification.
Component 1
An independent design and make project where students, in consultation with a client identify
a design need and context and work towards realising a solution. This is internally assessed
and is worth 50% of the A Level.
Component 2
Two externally marked written examinations based on the principles of design and technology,
also worth 50% of the A Level.
If you like taking ideas and turning them into practical reality, then you will gain a wonderful two
year experience that could lead to a diverse range of opportunities in the future.

THE SUBJECTS
EDEXCEL 9DR0 Miss S. Carty
DRAMA
Drama & Theatre is an exciting and varied course which enables students to think independently as
different theatre makers and consider all of the elements required to create a successful performance.
Students have the opportunity to work independently and in small groups to perform devised and
scripted pieces. Knowledge and understanding of the different theatre practitioners is vital and students
will learn how to apply practitioner methodologies to their performance work. Both performance and
written work in Drama & Theatre encourage students to consider how a production is brought from
page to stage, supplying them with an array of different theatre skills.
Students will participate in specialised Drama workshops from visiting theatre companies as well as
regular teacher led practitioner workshops. There are also many opportunities to see live theatre which
really helps students get a sense of all of the theatrical elements working together.
At A level we offer the Edexcel Syllabus.
The course breaks down into 3 units:
Component 1: Devising
Internally marked externally moderated: 80 marks = 40% of your A Level.
• You will devise a piece of original theatre based on the stimulus of one key script extract. You will
use the work of an established practitioner which will influence your approach, rehearsal and final
outcome. You will perform this to an audience and it will be marked by your teacher and sent to the
exam board for moderation.
• You will create a written portfolio of 3000 words to accompany your work, analysing and evaluating
how you researched, created, rehearsed and performed your work as a group and as an individual.
Component 2: Text in Performance
Externally examined: 60 marks = 20% of your total A Level
• You will perform a group piece of a key script extract to a visiting examiner.
• You will also perform a monologue or duologue from a different performance text to the visiting
examiner on the same day.
• You will prepare 250 words per character played, explaining your intentions for the performance.
• The exam will be recorded, but for record only as the work will be marked by the visiting examiner
on the day.
Component 3: Theatre Makers in Practice
Written Exam - 2hrs, 30mins: 80 marks = 40% of your total A Level
• Section A: Live Theatre Evaluation
This requires you to answer one extended response question asking you to analyse and evaluate a
piece of live theatre you will go to see. You will take 500 words of notes into the exam with you to
use as a prompt for your answer.
• Section B: Page to Stage: Realising a Performance Text
This is a closed book question. You will be given an unseen extract from a play and asked to
answer two questions, writing from the perspective of a performer and a designer.
• Section C: Interpreting a Performance Text
This is an open book question. You will be given an unseen named section from a play and
be asked to answer one question focusing on how your re-imagined production concept will
communicate ideas to a contemporary audience and how your theatre practitioner influenced your
overall production concept.
44

CHURCHER’S COLLEGE 2012

THE SUBJECTS
(EDEXCEL 9ECO) Mr M. Hill
ECONOMICS
Economics has a profound impact on everyone. Whether it is the national economy or the
decisions of governments and firms, it is vital to have an understanding of this complex system.
Given its relevance to everything and its academic rigour, universities hold it in high regard.
Microeconomics
Microeconomics focus on individual markets such as the markets for oil, shares, Bitcoin or sugar.
In the first year the main focus is the behaviour of consumers. We understand why consumers
behave the way they do and how their behaviour influences prices. Once we have achieved this
we try to understand the effect of this behaviour on society and whether the government needs
to intervene. We are particularly interested in when consumers make irrational choices and what
we can do about it. In the second year we focus on the behaviour of firms. We are surrounded
by large firms but we need to know whether these firms always act in our best interests, and if
not how can we control them.
Questions for discussion include:
• Should e-cigarettes be banned in public places?
• How can recycling be promoted?
• What would be the effects of a sugar tax?
• Do large companies like Google and Apple always act in the best interests of their customers?
• Should the railways be nationalised?
• What would be the effects of increasing the national minimum wage?
Macroeconomics
Macroeconomics deals with national economies and the headline issues of growth,
unemployment, inflation and trade. It helps us understand how these impact all of us and
what governments and central banks can do about it. The focus on the first year is the UK
economy and the second year looks at the global economy. Within this we focus on developing
economies and understand the economic factors that influence their development.
Questions for discussion include:
• What can the government do about the high level of youth unemployment?
• How can hyperinflation be prevented?
• What effect has the rapid growth of China had on the world?
• Does the Bank of England need to raise interest rates?
• What are the implications of the UK’s exit of the European Union?
• How can we eradicate extreme poverty in the world?
There is no coursework for Economics A Level and GCSE Economics is not a requirement.
46

THE SUBJECTS
(OCR H071/H471) Dr D. Cave
ENGLISH
LITERATURE
There are two examined and one non-examined (coursework)
components. The two written exams are equally weighted and offer
opportunities for candidates to provide extended exploratory responses.
Paper One
‘Drama and poetry pre-1900’, involves a two-part question on a chosen
Shakespeare play (currently Measure for Measure) and a largely
contextual comparison between a further drama text (A Doll’s House / An
Ideal husband) and selected poetry of Christina Rossetti / John Mittan.
Paper Two
‘Comparative and contextual study’, deals with modern texts in the form
of a close reading (unseen) exercise and a comparative essay. The paper
is split into different topic areas, those covered at Churcher’s being either
Women in Literature or Dystopia, with a range of core (compulsory) and
suggested texts allowing students some element of flexibility in their
choices.
The non-exam assessment component requires candidates to study
three texts from across the genres of poetry, drama and prose. Task one,
currently based on The Whitsun Weddings by Philip Larkin, involves
students writing a 1000 word analysis of a poem of their own choice from
the collection. Task two consists of a 2000 word comparison between a
drama and a prose text, those currently used being A Streetcar Named
Desire / The Little Friend and The Homecoming/The Road
“If you are an avid reader, willing to delve into the intricacies of plot
and investigate the mechanics of how writers achieve their effects,
then English is definitely for you. This course offers you the opportunity
to study a range of writers, genres and periods, from Shakespeare to
the modern day. Studying different texts will help you to appreciate
the many forms that literature can take, whilst allowing you to respond
with your own imagination, prompting a truly individual response.
Class debate is constantly lively. English truly encourages independent
learning, a skill highly valued at university and by future employers; it
also encourages you to be tolerant and receptive to new ideas, whilst
honing transferrable skills of synthesis and concision in your essays.”
48

THE SUBJECTS
(AQA 7651/7652) MRS N. Sparks
FRENCH
Employees who are able to speak languages are in short supply in Britain.
Churcher’s students achieve very well in French at GCSE and by choosing to
build upon this success, students will emerge as competent communicators,
becoming part of an enviable, sought-after and employable minority, equipped
to take up the linguistic challenges of the global market-place.
An A Level in French is a realistic choice for many students, complementing
a wide range of subjects and enhancing the range of options available at
university as well as in the choice of career. Work experience possibilities
are encouraged and can be arranged and a study trip to a French town is on
offer each year.
The A Level topics have broad appeal, including for instance, aspects of
French society, artistic culture, crime and punishment, politics, multiculturalism
and cultural heritage. Literature and film will also form part of students’ studies,
with a French film and book at A Level. Listening, speaking, reading and
writing skills are all developed further as students prepare for three exams at A
Level, which will include translation in and out of French.
Our Sanako digital language laboratory is a huge asset and offers a
full range of audio visual, oral and IT activities, in class and for independent
learning. As part of our programme of study, students will also meet weekly
with our French Assistant, who will help both with fluency and updating
students on France today.
Structure of the examination:
Paper 1: Listening, reading, and writing - 2 hrs 30 mins
(100 marks) 50 % of A Level
Paper 2: Writing - 2 hours (80 marks) 20% of A level
Paper 3 : Speaking - (60 marks) 30% of A level
50

“A Level French
has been a wonderful
subject, I have improved
both my language skills and
cultural knowledge of Francophone
countries. I have grown in confidence
speaking French and can happily hold
a conversation with our native French
Assistant on complicated, topical issues. I
cannot wait to further develop my skills
in University, having been inspired
to incorporate languages into my
degree and hopefully my job in
the future..”
Jess Willson

THE SUBJECTS
(OCR GCE H481) Mr D. Nighy
GEOGRAPHY
Geography is a broad based dynamic subject through which students can
explore the complex physical and human systems that shape the contemporary
world. Employers and universities view Geography as a robust academic
discipline, rich in skills, knowledge and understanding. As a subject linking the
arts and the sciences, Geography is highly flexible in terms of what students
can combine it with at A Level and is a Russell Group “Facilitating Subject”.
Course Content
Physical Systems
Coastal Landscapes: How can coastal landscapes be viewed
as systems? How are coastal landforms developed? How do
coastal landforms evolve over time as climate changes? How
does human activity cause change within coastal landscape
systems?
Human Interactions
Changing spaces, making places: What’s in a place? How do
we understand place? How does economic change influence
patterns of social inequality in places? Who are the players that
influence economic change in places? How are places created
through place making processes?
Hazardous Earth
What is the evidence for continental drift and plate tectonics?
What are the main hazards generated by volcanic and seismic
activity? What are the implications of living in tectonically active
locations? What measures are available to help people cope
with living in tectonically active locations?
Climate Change
How and why has climate changed in the geological past? How
and why has the era of industrialisation affected global climate?
Why is there a debate over climate change? In what ways can
humans respond to climate change?
Earth’s Life Support Systems
How important are water and carbon to life on earth? How do
the water and carbon cycles operate in contrasting locations?
How much change occurs over time in the water and carbon
cycles? To what extent are the water and carbon cycles linked?
52

Global Systems – Migration: What are the
contemporary patterns of global migration?
Why has migration become increasingly
complex? What are the issues associated
with unequal flows of global migration?
Global Governance – Power and
Borders: What are sovereignty & territorial
integrity? Challenges to sovereign state
authority. The roles of global governance in
conflict. How effective is global governance of
sovereignty and territorial integrity?
Investigative Geography – An
independent investigation of the student’s
personal choice from an area of the
specification of particular interest to them. The
written report will address the whole fieldwork
investigation process from initial planning,
through data collection, presentation and
analysis to the final conclusion and evaluation.
Fieldwork - There will be fieldwork in
both years of the course. In the Lower Sixth,
there will be a 3 day residential course in
Devon; In the Upper Sixth there will be a day
at an appropriate location for the students
to pilot data collection for their independent
investigations.

THE SUBJECTS
(AQA 7662) Dr A Broomfield
GERMAN
With further study of German, students will greatly enhance their future
employment prospects. Germany is the most important trading partner
for the UK and for many other countries. Businesses in this country are
eager to recruit people with language qualifications, and may even pay
more to attract them. There is currently a significant lack of German
speakers in the UK labour market, and graduates with German have
excellent employment prospects.
From cars to toasters, phones to DIY tools, German-made products
from companies such as Siemens, BMW or Bosch are all around us. It
is not only German companies who are ready to employ people with
German language skills. UK companies repeatedly say that they need
these skills amongst new recruits.
During the A Level course students will build on what they already know
to extend their use and understanding of the language, as well as their
awareness of the German-speaking world. The A Level tests spoken,
listening, reading and writing skills. The content of the course covers
social issues and trends, as well as politics and artistic culture. The
course includes the study of German literary texts and films, and there
will be translation from and into German. As well as using the course
book, teachers use a variety of resources including authentic articles
from German magazines, the internet, newspapers and film. Students
also have a weekly lesson with the language assistant, a native speaker
who provides an invaluable resource to improve their oral skills.
Structure of the examination:
Paper 1: Listening, reading, and writing - 2 hrs 30 mins
(100 marks) 50 % of A level
Paper 2: Writing - 2 hours (80 marks) 20% of A level
Paper 3 : Speaking (21/23 mins including 5 mins prepartation time)
(60 marks) 30% of A level
54

THE SUBJECTS
(OCR H505) Mrs H. Jolliffe
HISTORY
History at Churcher’s is an intellectually challenging subject, enabling students to
understand contemporary issues in the context of the past. We aim to encourage
students to critically evaluate information, and to use this to form their own
judgements and opinions on a range of issues. This can make for some lively
seminars and there is always plenty of scope for discussion and debate, ensuring
that History is always an interesting and rewarding option. It is also recognised as
an academic ‘gold standard’ by universities and employers.
History aims to create individuals who are rational, sceptical and independentminded;
not afraid to challenge the accepted version of events. It fosters valuable
skills, including the ability to analyse evidence, organise information and construct
clear, well supported arguments.
We study the OCR specification:
France in Revolution, 1774 – 1815: Y213
This course allows students to explore this turbulent and exciting period of French
history in depth. They will explore the social, economic and political causes for the
revolution that removed Louis and Marie-Antoinette from power, and the attempt
to build a new society based on liberty, equality and fraternity. They will then
explore the reasons why the revolution became such a violent and bloodthirsty
affair, and engage with the debates that still rage around the controversial figure of
Robespierre. Students finish by studying how France changed under the leadership
of Napoleon, and evaluate whether he extended or betrayed the ideals of the
revolution.
The exam (1 hour) will revolve around answering two essay questions and is worth
15% of the final mark.
Russia and its Rulers 1855-1964: Y318
This course focuses on the nature of Russian government and its impact on the
Russian people and society. Students will cover three Tsars: Alexander II, Alexander
III and Nicholas II. They will look at the brief period of democracy under the
Provisional Government and then focus on the Communist dictators: Lenin, Stalin
and Khrushchev. Students will understand the similarities and differences between
autocratic rule of the Tsars to 1917 and the subsequent Communist dictatorship.
There will be a focus on themes such as war, economy, society and the Russian
Empire.
The exam (2hrs 30) will be based around two thematic essays and answering a
question that incorporates two historical interpretations of an event. This exam in
worth 40% of the final mark.
56

“Studying
history has
encouraged me to become
sceptical, rational, analytical
and independent minded. I have
thoroughly enjoyed researching
people in the past and understanding
events from within the context in
which they have occurred. This
has been the most relevant
of subjects and I highly
recommend it”.
Historical Enquiry (Coursework): Y100
The essay (up to 4000 words) is an independent piece of research analysing
different perspectives on a historical area of controversy and debate. Students will
use both primary and secondary sources to further their investigation. Students will
choose a topic from their current A Level France in Revolution syllabus or if they
wish to can choose a topic that interests them. This unit provides an excellent taster
for university study.
This investigation is worth 20% of the final mark
Britain 1930–1997: Y113
This is a fascinating unit that begins with an enquiry topic on Churchill 1930-
1951 which looks at Churchill’s role in British politics; for example, his views on
appeasement, his war time speeches, military leadership and his views on The
Empire. We evaluate primary sources as part of the assessment.
The second part of this unit focuses on Britain 1951-1997. We look at governmental
policy within Conservative and Labour governments, as well as Britain on the
foreign stage focusing on topics such as the Suez Crisis, the Falklands and the decolonisation.
The exam (1hr 30 mins) will revolve around answering one essay question and a
question in which four primary sources will be analysed to help formulate an answer.
This paper is worth 25% of the final mark.

THE SUBJECTS
(OCR A Level Latin (H043, H443)
Mr J. Hegan
LATIN
Latin is the foundation of so much of our culture and language. It will give students the opportunity
to enjoy and appreciate the demands of studying an ancient language as well as the chance to study
in depth the language and literature of one of the most influential civilisations in the western world.
Perception?
Latin is highly valued amongst employers in many different disciplines, including Medicine, Law and
Finance. Universities recognise the rigour and discipline required when reading Latin.
How well does it suit my other subjects?
Latin complements a wide variety of other subjects. The logical, analytical nature of the language
appeals to mathematicians and scientists alike, the linguistic skills will be most valuable in Modern
Languages and the close study of literature and essay writing will suit those studying English,
Religion and Philosophy and other humanities.
Skills?
The course helps to develop students’ ability to translate accurately prose unseen texts, as well as
their literary critical skills when reading both the prose and verse set books. The grammar learnt at
GCSE will be consolidated and there is a defined vocabulary list as with GCSE. In the Upper Sixth
year literature will be studied in more depth, with more opportunity to study the historical and literary
context of the texts as well as reading a variety of authors for the language papers.
Why?
Anyone who is inquisitive about their cultural and linguistic roots and who enjoys the challenge of
reading Latin should consider the subject.
The Exam
Two language papers
1. Unseen translation of a prose and verse passage (1 hour 45 mins) 33% of total A Level a
translation of a passage from Roman history (Livy) and a verse passage from Ovid’s poetry
2. Unseen comprehension or prose composition (1 hour 15 mins) 17% of total A Level
Either a comprehension of a prose passage including grammar comprehension and stylistic analysis
or a short passage from Roman history to translate from English into Latin
Two literature papers
1. Prose set literature (questions will be on translation, stylistic analysis and essay on overall
themes) pupils read extracts from Cicero’s speech, Philippic II. 25% of total A Level
2. Verse set literature (questions will be on translation, stylistic analysis and an essay on overall
themes) pupils read extracts from Virgil’s Aeneid Bk XI. 25% of total A Level
58

THE SUBJECTS
MATHS
There are many exciting and practical uses for Mathematics in the modern world.
This course will help shed some light on them. If you enjoyed solving problems at
GCSE and want to be challenged further, studying A Level Mathematics will offer
you a rewarding experience. It will help train your mind in clear and logical thought
and allow you to develop your reasoning abilities. Whilst worth studying in its own
right, A Level Mathematics also provides excellent support for the Physical and
Social Sciences.
(E d e x c e l H 3 7 2 / 9 3 7 2)
M r s T. G r e e n a w a y
A Level Mathematics is a much sought after qualification which is essential
for further study of the subject and is often a requirement for degree courses
in Physics, Economics, Medicine, Architecture, Engineering, Accountancy,
Psychology and Computing. A degree in Mathematics could lead to opportunities
in Actuarial Work, Investment Banking, Accountancy and Computing. Mathematics
is a challenging A Level, but if you have scored highly at GCSE, have enjoyed the
course and are prepared to work hard then Mathematics at A Level is for you!
Mathematics at A Level is a linear course.
It is split into three main strands:
• Pure Mathematics
• Mechanics
• Statistics
Mechanics and Statistics are commonly referred to as Applied Mathematics.
All of the course is compulsory and is split into three main parts which will be
examined in three separate two hour papers. The first two parts are Pure
Mathematics and the third paper is on Applied Mathematics which is equally split
between both Mechanics and Statistics so there is no option to specialise in a
particular area. There is no course work and each of the three papers is two hours
long.
A popular misconception about Mechanics is that it is the same as Physics without
the fun bits. This is entirely unjustified - and it is not essential that students study
Physics if taking Mathematics. In Mechanics we learn to model real life situations
and analyse them mathematically. Having drawn conclusions from the model,
inferences can then be made about real life.
Statistics develops the GCSE ideas of mean, mode and median and extends them
on a theoretical basis; random variables form the core study. Patterns are noticed
in real life and are then used to make predictions about related situations; for
example, if a bus comes every ten minutes on average, how long can one expect
to wait for a bus? Instinctively one might expect to wait five minutes on average
whereas in fact the answer is ten.
60

“You need
to really enjoy
maths and revel in
challenges and problem
solving. The course is
immensely rewarding and
there is a real sense of
camaraderie in the
group.”
Further Mathematics
Further Maths is very challenging and
not for the faint-hearted. Only able
mathematicians will be able to cope with
the demands of the course and so it is
only available to those with at least a
grade A at GCSE. The pace of teaching is
very fast, so having done some Additional
Mathematics or FSMQ (Free Standing
Mathematics Qualification) in the 5th year
is advisable. A Level Further Mathematics
provides a strong foundation for all
university courses which have a significant
mathematical content. It is also becoming
an essential A Level to have if you intend
to undertake further study of Mathematics,
Engineering, Physics or Computer Science
at the best universities. In respect of
careers, there are lots of opportunities,
including Scientific Research, Actuarial
Work, Investment Banking, Accountancy
and Computing.
Like the straight Mathematics qualification
it is also a linear course. There will be
two compulsory Further Pure papers and
then a further two option papers which will
include the separate applied topics. Unlike
the straight Mathematics qualification
these papers will be one and half hours
long and will contain 75 marks each.

THE SUBJECTS
Edexcel (9MUO) Mrs H. Purchase
& Mr P. Cree
MUSIC
Advanced Level Music (Edexcel) is enjoyable and challenging. It is a varied
course which should appeal to anyone who enjoys composing, performing
and listening to a wide variety of musical styles.
Music requires students to demonstrate many different skills and for this
reason it complements a wide range of subject options and career paths. It is
also refreshingly unique, serving as a welcome contrast to other more bookbound
subjects. This course allows students to develop their creative and
analytical skills, their ability and confidence to perform and their essay writing
techniques.
Music technology plays a key role in many performance and creative activities,
and in recognition of this, AS Music Technology is offered. The Music
Department is equipped with a new, state-of-the-art music technology suite,
which includes Sibelius, Sonar, and other sequencing and recording software.
A wide range of musical experiences and performance opportunities are
offered at Churcher’s and there are numerous instrumental and vocal
ensembles (see Performing Arts) for students to participate in. Sixth Form
musicians are encouraged to play an active role in the musical life of the
College, and are given positions of leadership in musical ensembles.
A Level Music:
Syllabus Content: Edexcel (9MUO)
Component 1 (30%) - Performing:
• A recorded programme lasting at least eight minutes. Performances can
be playing or singing solo, in an ensemble, improvising, or realising music
using technology.
• Standard required: ABRSM grade 7 / 8 or the equivalent
Component 2 (30%) - Composing:
• Two compositions are required – one to a brief set by Edexcel; the other is
a techniques of composition exercise completed in controlled conditions
at the end of the course.
Component 3 (40%) – Listening and Appraising:
• A knowledge and understanding of musical elements, contexts and
language is applied to the study of six areas of Study, each with three set
works:
» Vocal Music » Instrumental Music » Music for Film
» Popular Music and Jazz » Fusions » New Directions
• Assessment is through a 2 hours writing / listening examination at the end
of the course.
62

AS Music Technology
Churcher’s College offers Music Technology as an AS
Level which can be chosen as a fourth subject of study
during Sixth Form and takes place over two years. This
subject will interest many people who wish to compose
and record their own music to a high level, or indeed to
others who seek a career in sound engineering. Any students
wishing to study Music at university will find it interesting
to note that Music Technology is often mentioned
as a requirement. It is also seen as an indication that a
student has an appreciation for music both old and new.
Music Technology is taught in our state-of-the-art recording
studio using professional hardware and software
such as Logic Pro, Sibelius and Pro Tools.
Syllabus Content: Edexcel (8MTO)
The course focuses on the recording, composing, editing
and mixing of music and is examined in the following
ways:
20% - Multitrack Recording (Coursework)
20% - Technology-based Composition (Coursework)
25% - Listening and Analysing Exam
35% - Producing and Analysing Exam
As well as the more practical areas of study, students will
be required to develop a broad understanding of music
from the 1930s to present day and, crucially, the role of
music technology through those years.

THE SUBJECTS
EDEXCEL (9MUO)
Mrs H. Purchase & Mr P. Cree
MUSIC
ENRICHMENT
Enrichment Activities:
All students taking A Level Music will participate in a programme of enrichment activities
throughout their five terms on the A Level course. These activities are designed to
complement particular areas of the A Level, as well as providing new experiences beyond
the examined curriculum.
• Composition Masterclass with a professional composer
• Performance Masterclasses with professional performers
• Visits to hear live concerts, stage works and other performances
• Guided Tours of Music Conservatoires
• An Introduction to Alexander Technique with a professional AT Practitioner
• Conducting Masterclass with a professional conductor
• Participation in an Indonesian Gamelan workshop at the Southbank Centre
• Visit to a Recording Studio or University Sound Engineering Department
Additional Qualifications:
Students taking A Level Music can also benefit from opportunities to acquire other Music
qualifications alongside their A Levels. For students with an interest in pursuing Music at
either College, Conservatoire or University, the following courses may prove useful:
• Higher Grades ABRSM Theory of Music (grades 6 to 8)
• A Performance Diploma (the choice of diploma will be determined by the student and
their instrumental teacher). Specialist accompanying support will be offered.
• A written theory and analysis Diploma (AMusTCL) in which the standard is equivalent
to that expected in the first year of an undergraduate course at a conservatoire or
university. Students are given extra tuition time for this.
Additional Support & Opportunities:
• Music Scholarships (including enhancement of those already awarded).
• Public solo performance opportunities over the period of the course.
• Opportunities to lead and direct ensembles of younger students, giving them the
opportunity to develop skills in leadership and musical direction.
• A Level Musicians will also have access to the music practice rooms / recording studio
in the basement of Ramshill. This will include access to specific Music IT software and
hardware.
64

THE SUBJECTS
PHYSICS OCR H556
Mr M. Kelly
PHYSICS
At its heart, Physics is about finding out about what
lies behind every day phenomena as well as the more
revolutionary concepts of quantum theory, sub-atomic
particles and cosmology. Physics also forms the basis
for much of present and future technology. Few would
claim that Physics is an easy subject. It usually requires
a great deal of effort to master but, as a result, Physics
qualifications are regarded very highly by universities
and employers. Employers today respect and seek
out people who can think logically, who know how to
handle numbers and theories and who are creative and
love a challenge.
Lower Sixth course
Module 1 – Development of practical skills in Physics
Module 2 – Foundations of Physics
Module 3 – Forces and motion
Module 4 – Electrons, waves and photons
66
Upper Sixth course
Module 1 – Development of practical skills in Physics
Module 5 – Newtonian World and astrophysics
Module 6 – Particles and medical physics
Coursework
There are no coursework marks that count towards
the final exam grade in Physics. Students are expected
to complete 12 set tasks. Successful completion and
recording of these tasks will give the student a ‘Pass’
on the Practical Endorsement in Physics which will be
recorded alongside their grade. The final grade will be
based solely on the performance in the written exams.
The written exams will include questions about the
practical tasks undertaken by the students and so
knowledge of these practicals is required for the theory
exams.
At Churcher’s College, each Physics class is split
between two teachers, who will each teach different
parts of the specification.

THE SUBJECTS
(Edexcel 9PL0) Mr P. Cheshire
POLITICS
Who governs us? Why do we let them? Do we really need
them? Politics students will seek to understand these questions
and then form their own opinions on them, actively engaging
with these debates in and out of class. It is therefore important
to have a keen interest in the current political landscape. The
course is heavily discussion based and students will be
encouraged to inform and express their own opinions.
Politics is a highly regarded academic A Level which sits very
well with other subjects such as History, Geography and
Economics.
UK Politics
How did Brexit happen? Why do people vote for who they vote
for? Has social media made governing the UK impossible?
This unit introduces students to the ways that politics works in
the UK, both in Parliament and beyond. It examines the systems
and structures and questions the strength of our democracy.
Students will therefore develop a critical understanding of the
role and effectiveness of the key institutions.
Political Ideas
What kind of society they would like to live? How could ours
be improved? These questions will be discussed by examining
the work of the greatest political thinkers in our history. This unit
allows students to explore the three traditional political ideas of
conservatism, liberalism and socialism, as well as feminism.
They will learn about the core ideas and principles of each
ideology, the divisions within each idea and their key thinkers.
Global Politics
Why have we failed to solve poverty or make progress on
climate change? Does the wealth of the West come at the
expense of the Global South? Will China overtake the USA as
the world’s dominant power, and what will that world look like?
And why can you always find a can of Coke wherever you are in
the world? This unit provides an introduction to global politics
by examining the key political structures and systems and
evaluating their effectiveness in dealing with global political
issues.
68

THE SUBJECTS
(Eduqas A290QS) Dr G. Glasspool
PSYCHOLOGY
Component 1: Past to Present
This component gives students a solid grounding in five psychological approaches to
understanding human behaviour and an appreciation of the evolution of psychology over time.
Students will also have the opportunity to explore contemporary debates in psychological
study whilst balancing this with the study of classic research.
Component 2: Investigating Behaviour
The central aspect of this component is psychological research with students looking at
not only the theory behind good (and bad!) research but also undertaking two personal
investigations. This solid grounding in methodology will allow students to apply these
research methods to novel scenarios.
Component 3: Implications in the Real World
Building on the solid base provided by components 1 and 2, students are given the
opportunity to apply their knowledge and understanding to a range of human or animal
behaviours at both the individual and societal level.
Method of Assessment
Component 1: 2 hours 15 minutes; 33.3% of qualification; medium to long answer questions.
Component 2: 2 hours 15 minutes; 33.3% of qualification; short to medium answer
questions.
Component 3: 2 hours 15 minutes; 33.3% of qualification; medium to long answer questions.
Further information
This course will provide students with the skills to understand both the foundations of
Psychology but also its applications at an individual and societal level. This is achieved
through studying the approaches to and applications of Psychology as well as carrying out
their own research project allowing them to engage with research methods. The course
finishes by looking at the application of Psychology to addictive behaviours, criminality and
schizophrenia and the controversies inherent within psychological study. If students have ever
asked themselves the question “Why do we do what we do?” and have been keen to find out
the answer – this could be the course for them.
Students do not need to have studied the subject at GCSE level for this course but any work
done in Science or Mathematics would be advantageous. It is a subject that has relevance in
many different disciplines across the Science and Social Science spectrum and would be a
valuable addition to any university application in these areas. It is a course designed to give
students a flavour of what university education will be like and will therefore provide students
with the appropriate skills to take on this challenge. It also has relevance in a vast array of
industries including Medicine, Business Management, and Sport Psychology.
70

THE SUBJECTS
RELIGION AND
PHILOSPHY
(OCR H573
Mr T. Ostersen
Students will be presented with various ethical theories and facts
but ultimately confront questions such as ‘Is my opinion of right and
wrong as valid as another’s?’ This course will lead students through
the arguments of some of the world’s greatest thinkers, challenge
their preconceptions and show them how to argue successfully.
Universities and employers value this course for its development
of critical and independent thinking; essential skills. It provides an
excellent grounding for a wide range of professions from Law and
Medicine to the Armed Services, Journalism to Business. This
lively department has an informal lunch group discussing films and
writers; The Senior Philosophical Society also meets termly with
guest speakers and students from elsewhere. There is a friendly end
of year supper for A-Level leavers.
A GCSE in Religious Studies is not necessary.
Lower Sixth course
A - Philosophy of Religion
How did Plato and Aristotle influence Christianity on mind, body and
soul? Can we argue to God’s existence or does the problem of Evil,
or science and psychology disprove God?
B - Religion and Ethics
Pupils will study normative ethical systems such as Natural Law,
Kant and Utilitarianism.
These normative systems will be applied to two contemporary
issues of importance: Euthanasia and Business Ethics.
C - Development in Religious Thought
Pupils will study important developments in Christian thought over
millennia. How has our understanding of the human nature and
death and the afterlife changed over time?
How has this development affected our moral principles and our
perceived duty to act in the world?
72

Upper Sixth course
A - Philosophy of Religion
As The Lower Sixth course with the following added:
The nature of God and usage and limitations of Religious Language
will be studied.
B - Religion and Ethics
As The Lower Sixth course with the following added:
What do ‘good’ and ‘bad’ actually mean? What does my
conscience refer to and what is right and wrong within Sexual
Ethics?
C - Development in Religious Thought
As The Lower Sixth course with the following added:
Views on other religions: inclusivism, exclusivism and pluralism.
Gender and religion will also be studied together with in-depth
analysis of Liberation Theology.

THE SUBJECTS
SPANISH
(AQA A Level 7692)
Mrs A-M. Giffin
Spanish is an exciting and vibrant language which opens many doors,
adding breadth and diversity to any combination of subjects. The
Spanish course is developed to draw and expand on the topics and
skills that students are already familiar with from GCSE. In addition,
the course highlights Hispanic artistic culture, technological and
social change and includes a focus on Spanish regional identity;
studying the influence of the past on present day Spanish speaking
communities. Texts and film will provide interesting and thought
provoking subject matter for a critical essay. Students will have the
opportunity to practise their conversation skills with a native speaker
on a weekly basis to develop spontaneity and fluency. The challenges
of work experience and personal exchanges also provide the perfect
opportunity to improve linguistic skills. Spanish can be combined
at University with subjects from the Arts, Humanities, Science and
Engineering.
Structure of the examination:
Paper 1: Listening, reading, and writing 2 hrs 30 mins
(100 marks) 50 % of A level
Paper 2: Writing 2 hours (80 marks) 20% of A level
Paper 3 : Speaking (60 marks) 30% of A level
• The study of Spanish offers the exploration of both the Hispanic
and Latin-American worlds, not solely through language but also
through exposure to its diverse culture.
• Internationally, people who speak Spanish often have more
opportunities to work in trade or business fields. Other options
include diplomacy, interpretation, and security applications, which
all require an awareness and proficiency of another language.
• With Spanish as an official language on four continents and the
mother tongue in 21 countries, the sheer number of Spanish
speakers and their rate of growth makes learning Spanish a smart
choice.
74

THE SUBJECTS
SPORTS
SCIENCE
(PE AQA 7582) Mrs L. Snowball
Sport and Fitness is a huge industry and students can be a part of it. Whether it’s training to
become a Sports Scientist, Physiotherapist, Video Analyst or Fitness Instructor, A Level Sports
Science is the first step to gaining skills towards an active career. Since the overwhelming success
of the 2012 London Olympics Games, Sports Science has never played such an important part in
society.
The A Level teaching team consists of Mrs Snowball, Mrs Higgins, Mr Daniel, Mr Maguire and Mrs
Taylor.
Course breakdown
70% Exam and 30% Non-Examined Assessment.
Element Weighting Content Assessment Methods
Theory
(Paper 1)
35%
Applied Anatomy and Physiology
Skill Acquisition
Sport and Society
Two Hour Examination
Theory
(Paper 2)
35%
Exercise Physiology and Biomechanics
Sports Psychology
Sport and Society and Technology in sport
Two Hour Examination
Non-Examined Assessment
Performance 15% One sport as a performer or a coach Video Evidence
Analysis 15% One sport as a performer or a coach
Analysis and Evaluation of performance in
area of assessment
2&3
Written Project
During this course students are able to apply new concepts to way they approach their own
training and performance. It will give them a greater insight in to how to be the best in their chosen
discipline.
We run a trip each year allowing students to use up-to-date Sports Science lab equipment giving
them practical experience of what they learn in the classroom.
76

THE COLLEGE
ENRICHMENT
At Churcher’s College we feel that the key to a wellrounded
education comes from recognising that
there is no one way of accomplishing something
and the demands of life can be many and varied. In
an increasingly dynamic world we need to prepare
our students for a future in which they are likely
to need to transfer their skills from one job role to
another. Central to this understanding is that no
one perspective or approach is going to guarantee
success and that students will require a range of
skills in order to succeed and solve the challenges
they may face.
As well as hearing talks from a wide range of artists,
performers, scientists, entrepreneurs, university
lecturers, philosophers, campaigners, inventors
and politicians, students will also take part in an
important enrichment programme.
Lower Sixth Enrichment
The enrichment programme is an exciting new
addition to the Lower Sixth and allows students to
explore new interests. The available choices spread
across categories of learning, self-development and
creativity. This allows students to select a variety of
activities that will invigorate their minds by learning
or trying something new, as well as exploring a
balance of work and relaxation that they may not
have discovered yet. Opportunities that are currently
available include Art History, an introduction to Law,
Japanese language and culture, Sports Coaching
and Umpiring, fitness options, Photography, Guitar
for Beginners and a variety of others. Interspersed
between the chosen options, there will also be
lectures and talks that have been exceptionally
popular in past years, such as War Journalism and
Hypnotism.
Upper Sixth Life Skills
The Upper Sixth Life Skills programme offers
students the chance to pick up some essential skills
which will help to prepare them for life after school.
The programme will include things such as:
• Cookery course
• First Aid
• Self-defence
• Financial planning
• Car maintenance
• Flat pack fun
• Dance
• Etiquette
• Public speaking
• Sex and relationships education
78

PSHE in the Sixth Form
Sixth Form PSHE includes various aspects such as
life skills, leadership training, teambuilding, “Safe Drive,
Stay Alive” and lectures. PSHE also complements
activities within the enrichment programme and the
work done on HE/university preparation and careers.
Spiritual Spaces is the name given to a range of
reflection themes developed for use on a weekly basis
in Churcher’s College Sixth Form tutorial time. The
resources developed seek to aid Sixth Form tutors
in providing opportunities for Sixth Form students to
pause, reflect, consider and debate issues.

THE COLLEGE
Churcher’s College
Academic Lecture
Series
Churcher’s College Academic Lecture Series (CCALS) lectures are an excellent way for students
to listen to experts in a wide range of subjects. Students invariably enjoy coming to these talks,
not only for interest and enquiry, but also to extend their knowledge which is hugely valued when
making University applications. Examples of recent lectures have been:
• “Just Footnotes to Plato? A whirlwind tour through 2500 years of philosophy.” Rev. Dr Philip
Krinks
• “ The UK in a post- Brexit World”. Jacob Rees Mogg
• “The Hero’s Journey in Myths and Classics”. Caroline Lawrence (author)
• “On Thin Ice: The Application of Science”. Simon Wickes
• “Materials science: Liquid Armour and Shear Thickening Fluids”. Harry Payne
• “ Is the China growth story over”. Ian Marcouse
• “ From Project Fear to Project Cheer: Reasons to be optimistic about Brexit”. Jonathan Isaby
• “Languages and Thought: How the choice of what we say shapes what we think and how
our words influence others” Prof. A C Grayling
BEN MASCALL
FORMER SPECIAL ADVISOR FOR THE SECRETARY OF STATE FOR DEFENCE
THE LIFE OF SOE AGENT LT VIOLETTE SZABO,
GEORGE CROSS, CROIX DE GUERRE
BY HER DAUGHTER TANIA SZABO
SIMON
WESTON CBE
1982 Falklands War
Veteran
‘My life and
experiences, in my
own words’
WEDNESDAY
1 MAY 2019
7.00 - 8.15pm
MONDAY 11
MARCH 2019
7.00PM
REFRESHMENTS AVAILABLE FROM 6.45PM IN THE GALLERY
CHURCHER’S COLLEGE LECTURE THEATRE
WEDNESDAY 23
JANUARY 2019
7.00PM
Churcher’s College Lecture Theatre
80

Senior
Philosophical
Society
The Senior Philosophical Society meets informally once a week for tea and twice yearly to
hear a variety of outside speakers expand aspects of the Ethics and Philosophy course.
The emphasis is on making education enjoyable and enabling all to enter into discussion
should they so wish. A recent speaker was Rev. Dr. Philip Krinks who took us through
the teachings of Plato and his legacy in his talk ‘Just footnotes to Plato’. Students also
went to the New College of the Humanities in London, to spend an evening in company
of A. C. Grayling. Students are also given preferable treatment in terms of attending our
pre-social events with our invited Grill Lecture speakers. Lately we had the honour of
spending valuable time with Simon Weston speaking on the topic of the Falklands War.
These outside speaker events (preceded by drinks and nibbles) are happy social
occasions with challenging academic rigour. The meetings are open to everyone,
including parents, and all Oxbridge and Medical applicants are strongly advised to attend.
Fusing the disciplines of literary analysis with
modern philosophical enquiry, LitSoc and PhilSoc present:
Language
and thought
How the choice of what we say shapes what we think;
how our words influence others
FIGHTING FOR PEACE
RIGHT
OR
WRONG?
by OC, Lt Col (retd) Chris Parker MBE, Infantry veteran of 9
combat and operational tours
HOW TO LIVE
YOUR AFTERLIFE
death and dying in the Middle Ages
BY DR. ANDREW MURRAY
(OPEN UNIVERSITY)
By Prof.
A.C. Grayling
monday
17 september 2018
4.15pm
churcher’s college, lecture theatre
churcherscollege.com
thurs 8th nov 2018 7pm
Drinks and nibbles from 6:45pm
Donations please on the night for the PWRR Benevolent Fund
Churcher’s College Lecture Theatre
THURSDAY 17
JANUARY 2019
4.15PM
REFRESHMENTS AVAILABLE FROM 4PM IN THE GALLERY
CHURCHER’S COLLEGE LECTURE THEATRE

THE COLLEGE
Co-Curricular
Debating &
Public Speaking
Is it just to set quotas for state school
admissions to top universities? Should the
country ban alcohol, legalise drug use or
abolish the minimum wage? How far can
the state curtail the rights of citizens after
a terrorist attack? At the Churcher’s Union
students passionately argue a case under
the rules of British Parliamentary Debating,
sometimes discussing very controversial
motions.
The Union meets throughout the year to
practise the skills of debating and to prepare
Churcher’s College Debating Teams for the
Oxford Schools and English Speaking Union
Debating Competitions, which are held in the
Autumn and Spring Terms.
Model United Nations
Our Lower and Upper Sixth pupils have
represented Churcher’s, and indeed a variety
of countries including the USA, Venezuela,
Serbia and Myanmar, at Model United Nations
Conferences in recent years. Model United
Nations, or MUN, is an excellent educational
simulation competition based on the debates
and conferences held by the United Nations.
In taking part in MUN students learn about
diplomacy and international relations as they
represent their countries as a delegate across
a variety of committees, the Security Council
and the General Assembly. Students are
presented with their assignments in advance
of conferences and then research is carried
out so that they can debate with their fellow
delegates, staying true to the actual position
of the member country they represent.
Making a public speech and working on
a persuasive argument can be a daunting
challenge, but debating develops articulacy,
analytical skills and an ability to think quickly.
Such qualities are highly valued by employers
and universities, and the Society aims to
prepare students for university standard
British Parliamentary Debating Competitions.
All are welcome, particularly Sixth Formers
who are interested in Politics, Law, History
and Philosophy.
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Tycoon Programme
The Tycoon Programme is an exciting opportunity run by the Peter Jones Foundation. In this
students work in teams of 3-5 students to apply for a loan of up to £2,000 from the Foundation.
If successful they can use this loan to start up their business. Over a period of seven weeks they
trade to make as much profit as possible. They will be supported with this by a group of very
experienced teachers and business advisors.
This is a national competition and students will be competing against other schools to try and
make the most profit. When the trading period has finished they will evaluate their performance
and submit this for judging. The winners are invited to a presentation at Buckingham Palace.
This is a rare opportunity for students to experience running a business on their own and they will
develop a number of invaluable skills. At the end of the programme, they may even have a viable
business that they can continue to grow and develop. The students can of course choose to keep
the profit but full credit goes to the students who make the decision to support charitable causes.

THE COLLEGE
COMMUNITY
ACTION
SERVICE
Community Action Service (CAS) is a great way for students to become
involved with the community, have fun in a lively group and make a
difference. Students help out at a local school: Herne Junior School, and
enjoy the relationships they develop with the children while stretching them
in areas such as English, Maths and Languages.
We also take on environmental initiatives such as building a path around
the heath. For the past seven years we have teamed up with Friends of
the Heath laying down 440 yards of path having shifted 173 tonnes of grit
volunteering 1260 student hours in the process.
“The Sixth form Herne Link is a fantastic opportunity to do some voluntary
work with children within the academic sphere, where the student becomes
the teacher but learns vital lessons about themselves in return. Am I
organised? Am I reliable? Can I prepare well? Can I empathise? All these
skills are highly prized by universities and employers alike. Most importantly,
it is great fun and all participants really enjoy their Wednesday afternoons,
whether it is for a term or even longer.”
Mrs K Shaw
“Teaching at Herne has been a great opportunity for me to understand the
ways in which children learn, and has given me a great deal of satisfaction
when I see that I am helping them progress.”
Seb Dows-Miller
Path Building was a fun experience, and it was fun just meeting the people
(Ed. Friends of the Heath) who organised it for us. It was really nice seeing
the progess we made; everyone worked together really well. The best part
was probably being able to wheel the wheelbarrows down the road with
your mates; it was really fun.
Louis Wright
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THE COLLEGE
“The extracurricular
provision
is excellent, including
the area of adventurous
activity… the CCF, Dof E,
national and international
expeditions are all strongly
and enthusiastically
supported.”
ISI Inspection 2015
COMBINED
CADET
FORCE
The Combined Cadet Force (CCF) consists of Royal Navy,
RAF and Army Sections. It is run by Sixth Form cadets
with the help of in-house and external parent service
officers. There is a weekly Parade Night after school on
a Tuesday, when service related training and activities
take place. In addition membership of the CCF provides
access to a vast amount of external courses, enabling
our Senior Cadets to take part in adventurous activities
including survival and leadership training, gaining gliding
and flying experience, sailing, canoeing, scuba-diving,
power boating and shooting. Those holding ranks in
the CCF can use this for the Duke of Edinburgh Award
Volunteering Section if taking on an active and key
leadership role. There are also limited Sixth Form and
university scholarships available through the parent
service for exceptional students.
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THE COLLEGE
OUTDOOR
PURSUITS
Duke of Edinburgh’s Award (DofE)
The Gold Duke of Edinburgh’s Award is available through the College and open to all students irrespective
of previous completion of the Bronze or Silver Awards. All participants are supported by a designated DofE
Supervisor and there are in-house organised trips for both the practice and assessed expeditions. The
practice expedition is held in North Wales and the assessed expedition in Cumbria during the October half
term in Upper Sixth. There is also support available for those students who are completing their Bronze and
Silver Awards if they are still outstanding from previous schools.
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Senior Adventure Club (SAC)
The SAC is open to all Sixth Form students and consists of an outdoor endurance
challenge each September. Our current challenge is to complete the Snowdonia
Seven Summit Scramble in a day.

THE COLLEGE
ADVENTURE
The Sixth Form at Churcher’s not only provides students
with an opportunity to lead others lower down the
school, but also to take part in a wide range of activities
of a more adventurous nature tailored to their age and
maturity.
Our biennial, world expeditions have explored China,
India, Africa, Mongolia, South America, and South East
Asia; the 2020 Expedition will take us to Madagascar.
Annual events in this country include the Charlton Chase
Night Navigation Competition, Devizes to Westminster
Canoe Race, Snowdonia Seven Summit Scramble with
the Sixth Form Adventure Club and Adventurous Training
with the CCF. This year for the Ten Tors Challenge we
supported three 35 mile and two 45 mile challenge
teams. Next year we can also offer 55 mile challenge
teams to students.
The school also has an excellent climbing wall for
lunchtime or after school climbing supported by a team
of expert climbers. The Gold Duke of Edinburgh’s Award
scheme is available to Sixth Formers with both practice
and assessed expeditions supported by the Churcher’s
Adventurous Activities Team.
The Devizes to Westminster
Canoe Race
This unique and challenging event always takes place
over the Easter weekend, and has been entered by the
school since 2006. Known as the ‘Canoeist’s Everest’ it
involves students paddling 125 miles over 3½ days, and
camping at 3 specified locations along the way. They
have to carry, or ‘portage’, their 2-person K2s around
77 locks along the canal and river, with staff and parents
using some of these portages as an opportunity to
resupply them with food and drink, and to sort out any
problems. An amazing experience, and one that tests
their determination and fitness to the highest level.
90

THE COLLEGE
SPORT
Sixth Form students can choose from a
wide variety of sporting activities. The major
team sports for boys are rugby, hockey and
cricket with netball, hockey and rounders /
cricket for the girls. Churcher’s enters many
national competitions and enjoys a strong
sporting reputation. In 2015 our U18 rugby
team won the National NatWest Vase on the
hallowed Twickenham turf and more recently
our U15 boys hockey team were crowned
2019 champions in the National Cup; this is
perhaps a good representation of both our
sporting ambition and pedigree. Competitive
sports are played to a high standard with
coaching supported by a number of specialist
professionals.
Alongside the major team games, we have a
number of other competitive sports running
within the college. We have a strong swimming
reputation with teams entered into local and
national galas. In recent years athletics has
grown considerably in the school and we enter
all qualifying county and national events. Tennis
is a popular summer sport running alongside
cricket and rounders with many competitive
fixtures and high quality coaching provision
along with an annual tour to Europe.
There are a vast amount of other sporting
opportunities open to the students through
their Wednesday Games afternoon or during
extracurricular clubs. Such opportunities
include aerobics, badminton, basketball and
karate to name but a few. A wide range of
swimming opportunities exists for Sixth Form
students. Those who wish to represent the
school are able to join a competitive swim
squad that trains twice a week and competes
in county events and a series of interschool
galas. This squad has also had a number
of successes in long distance open water
swimming over the last year. There is also a
successful water polo team which trains on
a weekly basis and has a number of fixtures
throughout the year.
We have enviable onsite sporting facilities
with a very well equipped fitness suite, allweather
pitch, a six lane indoor swimming
pool, all-weather cricket nets and training area,
seventeen tennis courts and an indoor climbing
wall. Students have excellent accessibility to
all these facilities. For example you may enjoy
an early morning workout in the fitness suite or
a game of tennis after College in the summer
term.
If students have a particular interest in a sport
which we do not currently provide we go
out of our way to try to develop this interest.
Sometimes this may include the launching of
new clubs within the College or by fostering
active links with external clubs and providers.
We hope this adaptable approach enables us
to provide a valuable and accessible sporting
opportunity for all our students.
92

THE COLLEGE
PERFORMING
ARTS
Music and Drama is a thriving and exciting part of life at Churcher’s. Each
year, Sixth Form students have the opportunity of being involved either in
a senior play or a senior musical. Recent plays have included: A Christmas
Carol, The Canterbury Tales, The Crucible and Twelfth Night and the most
recently staged musical productions have been Les Misérables, School of
Rock, Miss Saigon, Beauty and the Beast, High School Musical, Footloose,
We Will Rock You and Guys and Dolls. Whether you are an actor, musician
or wish to be part of a professionally managed technical team and thriving
props and costume department, there is a great opportunity to be involved in
a large scale production. Sixth formers also help with the overseeing of large
productions and are able to work as Assistant Directors on junior shows.
Both the Drama and Music departments have an exciting array of extra
– curricular opportunities. Senior Drama Club where students have the
opportunity to explore various theatre styles and participate in scripted
and devised performances. Sixth Form musicians are encouraged to take
an active role in the musical life of the college. There are a wide range of
opportunities offered, intended to cater for all musical tastes and abilities.
Sixth Formers frequently establish and run chamber groups and are given
positions of leadership and responsibility in the main college ensembles and
in concerts. Currently there are around 28 ensembles that rehearse on a
weekly basis. Other performing opportunities include concerts at local venues,
termly recitals, lunchtime concerts, a House music competition, Christmas
carol services, cabaret evenings and an annual Grand Summer Concert which
may be held in the school grounds or in a prestigious venue in London, such
as Cadogan Hall. Regular orchestra and choir tours take place, with the
most recent tours being orchestra tours to Barcelona and Lake Garda and a
choir tours to Belgium and Paris. Individual music tuition is offered on most
instruments and voice. Sixth Form musicians lessons are scheduled during
private study periods, or outside the school daily timetable. Coaching is
available for bands.
The production team is the team of pupils and professional staff who make
the magic happen for every event that the College produces, be it a show,
concert, musical or cabaret. Through the production team, pupils have the
opportunity to experience a vast array of professional quality equipment
(including digital mixing desks and moving lights), in a vast array of styles and
genres, with professional staff employed to help design, coach and supervise.
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Churcher’s House Drama Competition

“Creativity is highly
developed, with
excellent outcomes
within drama, music and
art.”
ISI Inspection 2015
Churcher’s Grand Summer Spectacular
Churcher’s Cabaret Evening

THE COLLEGE
96

SUMMER BALL
As a celebration of the year and a farewell to those leaving, all Sixth Form students are
invited to attend the Sixth Form Summer Ball at Old Thorns Manor Hotel. This is a hugely
popular event rounding off a busy year at school and offers the Upper Sixth an opportunity
to say goodbye as they move on to new pastures.

THE COLLEGE
FINAL MESSAGE
When asked to write about the opportunities on
offer in the Sixth Form at Churcher’s College,
we almost didn’t know where to start! Although A
Levels are a large step up from the relative
‘pleasure’ of GCSE’s, we have found that the
facilities and opportunities that life in Ramshill
offered us provided a comfortable transition to the
next step in our lives.
No matter where your personal strengths lie, the
Sixth Form at Churcher’s aims to aid you through
the increased workload that A Levels bring. We
have both found that smaller class sizes and the
constant availability of academic help has provided
us with vital assistance that allows us to do as
well as we can in our A Levels. All subjects run
focussed, personal help sessions and clinics that
allow you to seek assistance in areas of the course
in which you may find yourself struggling.
In addition to the academic benefits, Churcher’s
Sixth Form has a whole range of extra-curricular
activities that anyone can get involved with.
Churcher’s offers so many extra activities that
sometimes you may have ‘FOMO’. Whilst in
social media terms ‘FOMO’ may be a negative
concept, when related to Churcher’s Sixth Form
it has a better reputation – there are so many
extra-curricular activities available that you
should be careful to plan ahead to ensure you
can do every activity you want to, or else you
may miss out, leading to this feeling of ‘FOMO’.
However, (once you’ve planned!) feel free to look
forward to the Devises to Westminster Canoe
Marathon, Gold DofE or CCF, which are rewarding
adventurous opportunities that are offered every
year at Churcher’s. If sports and adventure isn’t
your thing, Churcher’s also offers the chance for
you to play a role in one of the many musicals or
plays the drama and music departments put on
every year. These are highly successful, due to the
commitment of those involved as a whole– not
just the actors, but the backstage team, tech crew
and musicians who spend hours perfecting every
minute of the show. Musicians can also join groups
like the Jazz Band or Orchestra, whilst singers can
go for vocal ensembles such as the choir, chamber
choir or the SSA choir. If it’s leadership skills
you’re looking to gain; the Sixth Form offers you
the chance to be a Prefect or Captain of College
as well as potentially becoming a peer mentor for
younger pupils. There is so much choice in the
Sixth Form, that before you commit yourself to one
activity it’s definitely worth looking around to see
what else is on offer so that you don’t miss out!
“But how does Churcher’s manage to include all
these activities without compromising the quality!?”
you may be wondering.
Here in the Sixth Form, there is such a broad range
of teachers and students willing to volunteer their
time to run these activities that the quality is never
affected. By partaking in these clubs, you are
allowing yourself to become more accomplished
without compromising your academic studies.
These multiple opportunities enable you to develop
your talents outside of the academic environment.
Whilst A Levels will be an integral part of your life
in the Sixth Form, Churcher’s also encourages you
to think of the future. Through UCAS conferences,
and CCALS lectures, Churcher’s helps you
find your path in a new (potentially scary) world.
Unlike Churcher’s Sixth Form, life forces you to
make choices and narrow down your options
too early; unlike many places, Churcher’s eases
that pressure so you can enjoy even more firsts,
friendships and fun yet also end up with a golden
ticket to whatever comes up next. We both fully
believe that Churcher’s has been the perfect place
for our A Level study and we hope to see you
around Ramshill next year.
Holly and Ben
Captains of College
98

THE COLLEGE
ENTRY
PROCEDURE
All candidates are encouraged to attend the Sixth Form Open
Evening on Wednesday 9th October 2019. This is primarily an
academic evening, but there is also the opportunity to talk to staff
and students, see the facilities and hear about the Sixth Form.
Internal students select their subject options in late autumn when
they receive details from the Deputy Head (Academic), though
these may change provided they fit the option blocks; the College
will be as flexible as it can in accommodating such change.
External candidates will give an indication of preferred subjects as
part of the interview process, and again the College will be flexible
in accommodating change.
For external candidates there will be an interview with the
Headmaster and Head of Sixth Form following an application for a
place; please contact our Admissions Registrar, Caron Monk, for
further details about this process: (admissions@churcherscollege.
com).
Places will be confirmed after GCSE results are published.
Students will require their best six GCSE grades to add up to at
least 33, where a grade 9 is worth 9 points etc. Students ideally
will require at least a grade 7 in the subjects they intend to study at
A Level.
For new starters, there is an orientation day in the July prior to
starting, as well as a two-day induction programme at the start of
September. Both aim to help you settle in socially and academically.
The final selection of courses will be made in consultation with
Heads of Department, the Head of Sixth Form and Careers staff. If
at any stage students would like more advice or information about
course choices, they should ask the staff concerned or the Head of
Sixth Form, who will happily offer their thoughts.
A number of bursaries and scholarships will be available by
arrangement with the Headmaster, subject to confirmation of
GCSE results. Students may compete for Sixth Form scholarships,
awarded for students’ academic achievements and contributions to
the life of the College.
100

“By the time
the pupils leave the
school they are well
balanced , thoughtful and
considerate individuals with
an excellent standard of
personal development.”
ISI Inspection 2015

CHURCHER’S COLLEGE
VI FORM
• A level 26% A*, 62.9% A*- A grades,
85.2% A* - B grades
• 77% Top 30 Universities
85% Top 40 Universities
• High profile lecture series with eminent
speakers (CCALs) and a Senior
Philosophy Society
• Debating and Model United Nations
• ‘Excellent’ pastoral care (ISI Inspection)
• NatWest Trophy National rugby
competition (Vase winners 2015)
• Biennial worldwide expeditions -
Kilimanjaro, Ecuador, Galapagos,
Himalayas, China
• Excellent scope for research with the
EPQ ( Extended Personal Qualification)
and library resources such as JSTOR
• Tycoon Enterprise Competition
• A Level Award for the South of
England: British Education Awards
• Major drama productions, Les Misérables,
Miss Saigon, We Will Rock You
• National Youth Theatre actors, National
Youth Orchestra Musicians
• 100% Oxbridge offers met
• Olympiads for Maths, Physics, Chemistry,
Linguistics and Computing